Radipole Primary School

Happy, kind and brave.

Together we learn, together we grow, together we soar.

British Values

We Promote British Values


At Radipole Primary School, we actively promote British Values.


In June 2014, the DfE reinforced the need  for “all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”


Radipole Primary School actively promotes British Values. As defined by the government, these are the values of:


  • Democracy
  • The rule of law
  • Individual Liberty
  • Mutual Respect
  • Tolerance of those of different faiths and beliefs


Actively promoting also means challenging pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.


We promote British Values in the following ways:




  • Our School Council promotes the democratic process – pupils nominate and vote for their representatives within the School Council.  The council meets fortnightly, organises an annual ‘Children Run the School’ day, a charity day and is involved with any staffing appointments.  Reps feedback to their peers and bring any suggestions back to the school council meetings.
  • Children create and adhere to class codes of conduct.  All children and staff took part in writing the adult and children charters.
  • Children are encouraged to voice their opinions in formal and informal ways (suggestion boxes, questionnaires, e-safety group).


Individual Liberty


  • Children are provided with boundaries which encourage them to make choices safely.
  • Pupils are encouraged to respectfully express their views and beliefs.
  • Pupils have key roles and responsibilities within school, such as: School Council, E-Safety Team, Eco reps, librarians, peer mediators.
  • Pupils have the opportunity and are encouraged to take part in a broad range of extra-curricular activities.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example, through our PHSE and E-Safety lessons.
  • Pupils know who to speak to if they are worried or concerned about themselves or others, e.g. teachers, support team, classroom worry boxes.


Respect of those of different faith and beliefs


  • We celebrate major world religion festivals throughout the year in school assemblies and in class.
  • Our RE and PSHE curriculum provides children with a broad and balanced understanding of world religions and promotes respect for the beliefs of others.
  • We provide resources to ensure that all pupils are effectively integrated into the teaching and learning process and the wider school community, including those that join at different starting points and those who have English as an additional language.


Mutual Respect


  • School rules reinforce mutual respect.
  • All members of the school community treat each other with respect and model this in behaviour with colleagues and pupils.
  • The adult and children’s charters promote respect and are displayed in all areas of the school.
  • Pupils work together in different groups and situations in different lessons and subjects.


The Rule of Law


  • We have clear rules and expectations of behaviour and a Whistle Blowing policy which is adhered to by all pupils, staff and other stakeholders.
  • School collective worship follow regular themes and include e-safety, road safety, stranger danger and caring for the environment.
  • Attendance and punctuality is good and all stakeholders are aware of the importance of being at school.
  • Pupils follow, respect and understand the need for different rules in different situations, i.e. PE lessons, school visits, classrooms and the playground.
  • Pupils are awarded weekly certificates in recognition of their learning behaviours.
  • Visits from emergency services and other professionals, reinforces the rule of law and the reasoning/purpose behind them.
  • The school supports pupils in regulating their own behaviour to make choices for the well-being of themselves and others.