Fundamental British Values
The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on 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.”
The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated this year (2014). At Thorpepark academy these values are reinforced regularly through the curriculum, enrichments and other events and experiences.
Democracy
Children have many opportunities for their voices to be heard.
We have a school council which meets regularly to discuss ways to improve the school. The council meets at least monthly with Mrs Knight and is able to genuinely effect change within the school. All of the council members for each year group are voted in by their class.
Each year the children vote for the schools Head Boy and Head Girl. This is through an election campaign where the children have the chance to ask the candidates why they would be good representatives. Head and Deputies lead the school on a day to day
The Rule of Law
The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies.
Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.
During their time at school children have the opportunity to interact in a positive way with the local police through the safer community project. The local PCSO regularly attends the school as a positive figure, supporting pupils and our families.
Individual Liberty
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment.
As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education.
Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our online safety assemblies and PSHE (jigsaw) lessons.
Whether it be through choice of learning challenge, participation in our extra-curricular clubs and other opportunities, pupils are given the freedom to make choices.
Respect & tolerance of those of different Faiths & Beliefs
Assemblies are planned to give children opportunity to reflect on a variety of beliefs, cultures and moral values.
Our curriculum incorporates teaching and learning opportunities for children to explore aspects of the wider world and an appreciation of cultural diversity as in for example – Festivals, Divali and Chinese New Year.
The RE curriculum is also carefully planned to equip children with the knowledge which will enable them to understand the diverse nature of peoples beliefs. We help them to understand, accept, respect and celebrate diversity.
Our pupils are given opportunities to meet different people within their local community and beyond to value uniqueness and to combat discrimination.
“Pupils love the ‘Thorpepark 50’.”
“Pupils understand how to keep their minds and bodies healthy.”
“Parents work in partnership with leaders and staff.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils learn about people and places from their local area in all subjects.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils thrive at Thorpepark Academy.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupil ambassadors check on other pupils’ well-being.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Leaders know the pupils, their families and the community very well.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“There is a truly inclusive ethos.”
“Leaders prioritise pupils’ well-being.”
“Children in the early years get off to a good start.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are motivated to learn.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils learn the importance of contributing to their community.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils are well prepared for secondary education.”
