British Values

The EYFS provides a solid foundation to encourage a child’s understanding and acceptance that we live in diverse communities with many different cultures and lifestyles.

The definition of British Values is highlighted in 2011 Prevent Strategy and the fundamental British values listed below and implicitly embedded in the 2014 Statutory Framework for Early Years Foundation Stage (EYFS) and have been added to Ofsted’s inspection guidance in 2014.

“Children are born ready, able and eager to learn.  They actively reach out to interact with other people, and in the world around them.  Development is not an automatic process, however.  It depends on each unique child having opportunities to interact in positive relationships and enabling environments” (Development Matters in the EYFS 2012 p.3)

The Government has defined key British values as follows:
Democracy
The rule of law
Individual liberty
Mutual respect and tolerance

In our setting we treat each child as a unique child, create positive relationships and provide an enabling environment; these values are promoted through our policies and teaching a culture of meaningful experiences and opportunities to explore, observe and find out about people, places, technology and the environment to provide a rich, diverse and positive experience.

Democracy: making decisions together
Children and parents are listened to and their views sought to ensure services meet their needs.  These views are collected in a variety of ways, e.g. questionnaires; parents days; suggestion box.

Children are encouraged to value each other’s views and talk about their feelings.

Decisions and shared rules that children make sure supported by staff and staff are consistent in their use e.g. turn-taking, sharing and collaboration.

Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.

The rule of law: PSE understanding rules matter
Staff ensure children understand their own and other’s behaviour and its consequences.

High expectations of the children’s behaviour are consistently encouraged and reinforced.

Children are taught the value and reasons behind our expectations and children learn to distinguish right from wrong.

Staff work together with children to create the rules and codes of behaviour e.g. agree rules for tidying up and everyone participates.

Individual Liberty: freedom for all
Children are encouraged to make choices knowing they are in a safe and supportive environment.

The provision of an enabling environment and use of effective teaching enables children to understand and exercise their rights and personal freedoms.

Children are supported to develop a positive sense of themselves.

Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities.

Staff encourage a range of experiences that allow children to explore their feelings, reflect on differences and understand that everyone is free to have different views and opinions.

Mutual respect and tolerance: treat others as you want to be treated
The children are taught to care, share and listen to others. They learn that good behaviour is rewarded.

Staff encourage and explain the importance of tolerance and appreciation of and respect of their own and other cultures; know about similarities and differences between themselves and others of those of different faiths and beliefs.

Staff promote diverse attitudes and challenge stereotypes.

Resources and activities are provided that challenge gender, cultural and racial stereotyping.

A diverse range of religions are recognised and celebrated and parents are encouraged to share their cultures and to be involved in all our celebrations.

Children, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views are actively challenged.

In our setting we promote a culture of equality and as underpinned by the Equality Act 2010 and it is not acceptable to:
Actively promote intolerance of other faiths, cultures and races.

Fail to challenge stereotypes or segregation.

Isolate children from their wider community.

Fail to challenge behaviours that are not in line with the fundamental British Values outlined above

Rights Respecting

In 2012 we were awarded the UNICEF Rights Respecting setting award in recognition of the work we do to promote children’s rights within our setting.

As a setting, we adhere to the values and principles of the United Nations Convention on Rights of the Child (UNCRC), which states that all children have rights and that everything we do should be in the best interest of the child (Article 1 and 3).

As a Rights Respecting Setting, we help children learn that they have rights, what these are and that rights are universal, so we need to learn how to respect the rights of others. Information on the UNCRC and how we help children learn about their rights is available from the link below.
http://www.unescocentre.ulster.ac.uk/pdfs/pdfs_uncrc/uncrc_summary_version.pdf

Our setting aims to;
Provide high quality care and education for all children (Article 28).

Create a developmentally appropriate curriculum which meets the needs of each individual child (Article 28).

Provide a learning environment that values and promotes equality and the diversity of all children and their families (Article 29 & 30).

Work in partnership with the parents to help children to develop (Article 5);

and Add to the life and well-being of the local community.

We aim to ensure that your child;
Is in a stimulating environment where they feel valued and encouraged to grown and achieve their full potential (Article 29).

Has fun and time to play and relax (Article 31).

Can share their views and be involved in making decisions about their learning and the way the setting changes (Article 12).

Is given care and attention which enables them to be healthy, safe and secure (Article 24).

Has the chance to join with other children and adults to live, play, work and learn together (Article 15).

Has a key person who helps them progress in their learning and development by helping them to build on what they know and can do (Article 29).