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British Values Statement

British Values Statement

The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools.

Longspee Academy is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Longspee Academy is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its students.

The government set out its definition of British values in the 2011 Prevent Strategy.

The five key British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

The academy uses strategies within the national curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways Longspee Academy seeks to instil British Values.


(What forms of democracy does your school use? Does your school use any democratic processes for important decisions within the school community? Does your school use pupil questionnaires/conferences/councils?)

  1. Pupil surveys termly
  2. Weekly School Council lead by K. Chilcott
  3. Regular voting for school based activities linked to school council
  4. Voting for school council representatives, head boy/ girl and house team captains

The rule of law

(Are your pupils taught the value and reasons behind law/school rules/codes of conduct, and responsibilities and consequences when these are broken? Do authorities visit your school to reinforce this message)

Pupils are awarded white credits each time they follow the rules of law in school, therefore these can be awarded for good work, effort with learning or behaviour and showing care for others.

If pupils make ‘not good choices’ or inappropriate choices for their behaviour or attitude to work they will need to revisit through ‘thinking time’ during their break. This provides an opportunity for pupils to reflect on what went wrong and identify better choices for the future.

The Academy has strong links with the Safer Schools Community Team and utilises ongoing support to help pupils understand the Rules of Law regarding: anti-social behaviour, drugs and alcohol misuse, and expectations for following Rules of Law.

Individual liberty

(Are pupils encouraged to make individual choices, knowing they are in a safe and supportive environment? Does your school have a robust anti-bullying culture and policy in place?)

Pupils are encouraged at every level to make appropriate choices for themselves, they are rewarded for demonstrating self-regulation and improved social skills. The School Council promote and raise awareness of anti-bullying expectations through their work with class across the whole school. A representative from the Academy attends the Poole and Bournemouth Anti Bullying Forum, this includes a pupil and member of staff.

Pupils are actively involved with tracking the progress around their individual education targets (IEPs) and are encouraged to reflect on how well they are achieving daily through the points system and linked to IEPs.

Mutual respect

(What is your school’s approach to respect? Do pupils know their behaviour has an effect on their own rights and the rights of others? Do students know to treat each other with respect? How is mutual respect promoted through the curriculum?)

All classes have a class charter displayed and shared with the pupils. Mutual respect is actively promoted on a daily basis through pupils earning credits for displaying respect towards others. At the end of each week pupils spend credits they have earned in a weekly awards tuck shop. In addition to this, assemblies held 3 x per week model and exemplify expectations for showing mutual respect to each other.

Tolerance of those of different faiths and beliefs

(How is this achieved? How are pupils benefitted from this? Are pupils actively encouraged to share their faith and beliefs within the school? Does your Religious Education curriculum help this?)

Longspee Academy follows the RE scheme of Work called Discovery which offers a comprehensive and progressive programme to enable pupils to understand and learn about a range of beliefs and faith. This includes enquiry based modules on Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism. Christianity is taught in every year group with Christmas and Easter given fresh treatment each year.

Tolerance for one another is actively promoted on a daily basis through pupils earning credits for displaying tolerance towards others. At the end of each week pupils spend credits they have earned in a weekly awards tuck shop. In addition to this, assemblies held 3 x per week model and exemplify expectations for showing tolerance to each other.


Download British Values

School Information

Thought of the week

Clay P. Bedford You can teach a student a lesson for a day; but if you can teach him to learn by creating curiousity he will continue the learning process as long as he lives.