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British Values

The fundamental British Values are:

  • The Rule of Law.

  • Democracy.

  • Individual Liberty.

  • Mutual Respect and Tolerance for Those with Different Faiths and Beliefs and for Those Without Faith.

​At Villiers British Values is not taught in isolation, it is a thread that runs throughout our entire curriculum.  A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and leave school fully prepared for life in modern Britain.


We help children to remember the British Values through the Helping Hand model.

The Rule of Law

  • This is taught to children through school and class rules with clear rewards and consequences set out in our Behaviour Policy.

  • This is evident in our whole school intent and is central to our school rules: Choose to: Listen, Learn, Lead and Look After. These rules are displayed in each classroom as part of the behaviour chart: if pupils choose to listen and learn, they move from ‘green’ to ‘silver’. If they choose to lead and look after, they move to ‘gold’. Moving from ‘green’ to ‘silver’ or ‘gold’ is awarded with house points.

  • In History we look at Crime and Punishment in local, national and global topics.

  • The importance of rules and laws, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. We consider both our school rules and the rules and laws beyond school.

  •  At the start of the school year, each class discusses the school rules and class routines, principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment, these rules are displayed in each class and form part of our behaviour charts. Our school rules are: Choose to; Listen, Learn, Lead and Look After. These rules play a fundamental role in our behaviour sanctions and rewards. 

  • 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. These values are reinforced in different ways:

    • Visits from authorities such as the police and fire service

    • Cycling Proficiency lessons enable children to understand the rules of the road and the potential dangers encountered should they break those rules.

    • During Religious Education, when rules for particular faiths are thought about

    • During other school subjects, where there is respect and appreciation for different rules




  • School Council Elections is an excellent way for children to learn first-hand about democracy and the voting process.  Children have a representative from each class to ensure their voice is heard, ideas put forward and that they are fully involved in the everyday running of the school. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret etc.  School Council is made up of one representative from each class, the School Council and Badge Holders from Year 6 (head boy, head girl, house captains etc.) They meet regularly to discuss issues raised by the different classes The council is able to effect change within the school; the School Council come up with ideas for fundraising activities which help to provide equipment for our school grounds. School Council are actively involved in providing teachers and leaders with feedback.

  • We also have an Eco Council. These children are selected in a similar way to School Council and they take into consideration ways in which our school could become more eco-friendly. For example: collecting plastic recycling in school and ensuring every class has a paper recycling box.

  • In addition to this our annual talent show, VGT, gives children another opportunity to experience the democratic process. They have the opportunity to vote for their favourite acts to decide on an overall winner.

  • Another example of ‘pupil voice’ is:

  • •children are asked to respond and reflect on the teaching and learning they receive as well as make suggestions for the School Council to consider.

  • During History, we look at different leaders and their influence on local, British and international historical periods of time.

  • In English, we hold debates on several topics which give children the opportunity to influence the opinions of others and use a democratic process to express their views.

  • Children, parents and staff and all other stakeholders have many opportunities for their voices to be heard at Villiers Primary School. Democracy is central to our school.

  • Pupils are always listened to by adults and are taught to listen carefully and with concern, respecting the right of every individual to have their opinions and voices heard.

  • We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

  • Subject leaders often ask children to complete surveys about subjects and conduct ‘pupil conferencing’ in which pupils are asked questions about the subject and what improvements could be made.

  • Parents’ opinions are welcomed through methods such as questionnaires, parent’s evenings and opportunities to comment on whole school matters when they arise.


Individual Liberty


  • At Villiers, children know that they all have the right to learn and grow in confidence.  They understand that their opinion matters and is valued.  They are taught to listen to and respect other peoples’ opinions and values.

  • This is taught on a daily basis through lessons, turn-taking, group and whole-class discussions, teamwork and collaborative tasks.

  • Individual Liberty is also part of our whole school intent, behaviour policy and PSHE Policy.

  • Around school, we display lots of our children’s work across the curriculum. We also completed a display for Autism Acceptance Week showing individuality.

  • Many children have key roles and responsibilities, for example: School Council, Eco Council, Bookworms, Language Ambassadors etc.

  • Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment, we provide boundaries for our pupils to make choices safely; for example:

    • choices about how they can improve their learning

    • choices around the participation in extra-curricular activities

  • Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our PSHE lessons.

  • Collective worship is used to both explore and support the school’s values and is sometimes delivered by our local St Leonards Church Reverend. By teaching the children how to manage and understand emotions they will be motivated and equipped to:

    • Be effective and successful learners

    • Make and sustain friendships

    • Deal with and resolve conflict evenly and fairly

    • Solve problems with others by themselves

    • Manage strong feelings such as frustration, anger or anxiety

    • Be able to promote calm and optimistic states that promote the achievement of goals

    • Recover from setbacks and persist in the face of difficulties

    • Work and play cooperatively

    • Compete fairly and win or lose with dignity and respect for all competitors

    • Recognise and stand up for their rights and the rights of others


Mutual Respect and Tolerance for Those with Different Faiths and Beliefs and for Those Without Faith.

  • Our children work as part of whole school teams during the year.  Each child belongs to a house and can earn points for their houses in a number of ways. This encourages them to support their team and be supportive of others.

  • Children celebrate a number of festivals over the school year such as Diwali, Chinese New Year, Harvest Festival and even through our lunchtime menu. We celebrate diversity through dance in PE, religious beliefs throughout History, how religion has travelled around the globe with invaders and settlers.

  • In Geography, we locate a range of different countries to look at their natural and man-made features and discuss their ways of life.

  • In our RE lessons, we investigate different festivals and celebrations in all religions, creation stories and their beliefs and traditions.

  • In Art we encourage children to work with others through collaboration and group projects. To think about Spiritual development through exploring ideas and feelings, Moral development through how artists have explored ideas through their work, Social development through respecting the ideas of others and Cultural development through the study of artists from differing cultures and the discussion of the pupil’s beliefs and ideas.

  • Through Art and Design children can challenge themselves to improve, reflecting on their own work and that of others in a respectful and kind environment. The children work collaboratively to make larger-scale projects and learn to share their ideas confidently whilst benefiting from the views, experiences and opinions of others.

  • In our Languages study, we celebrate the many languages spoken within the school and around the world.  We investigate different cultures and discuss similarities and differences compared to our lives.

  • In Music, we consider music from cultures around the world.

  • In PSHE, we consider our own individuality and how different communities, religious groups and cultures can come together and learn from each other, and how we should appreciate them. We understand the value the differences and commonalities between people, respecting the rights of others to have beliefs and values different to their own.

  • In English, we read texts from a range of cultures and background and themes from around the world.

  • Celebrating cultural differences through assemblies, themed weeks, noticeboards and displays.


Whilst instances contrary to our values are relatively rare, each is treated seriously in line with our policies and expectations.

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