British Values

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

Our PSHE Jigsaw programme provides a comprehensive framework to deliver the British Values agenda within our school. The programme maps out where each of the British Values appears within the programme. Each value is revisited regularly in order to reinforce and embed it at every age and stage of development. The mapping document is attached. More details about the programme can be found in the PSHE curriculum explanation and at

However, British Values are not restricted to PSHE lessons, they permeate into our whole ethos and community. The examples that follow show some of the many ways we seek to promote British Values.



Democracy is an important value at our school. Pupils have the opportunity to have their voices heard through our school council and through regular discussions with the head teacher and their class teachers. The elections of council members are based upon pupil voices.

In the EYFS, the interests of the children are taken into account when planning topic areas and interests are taken into account and followed wherever possible.

At every opportunity, the views of other children are encouraged and children are actively taught to listen and take count of others views through our PSHE programme.


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 collective worship. 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.


The activities in school that teach the rule of law are: 

  • Collective worship and RE lessons which teach the laws of different religions. 
  • School behaviour systems 
  • Class behaviour systems 
  • Road safety and the laws of the road – bikewise, traffic patrol


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 are advised how to exercise these safely, e.g. through our PSHE, assemblies and our E-safety curriculum. We give children lots of freedom to make decisions and this freedom is based upon trust.


We develop individual liberty by: 

  • Encouraging children to play responsibly in our expansive grounds, giving them freedom to choose where they want to play within some restrictions.
  • Developing the children’s ability to assess risks and make informed choices about the equipment they use; how they use the playground equipment and where it is sensible to play. 
  • Giving children lots of choices within the school day, deciding which clubs they want to attend etc. 
  • Giving children responsibilities throughout the school day e.g. giving out the fruit, keeping the school tidy, taking the registers to the office etc. 
  • Developing independence when children are taken on educational visits.


 Mutual Respect

Our school ethos and values relate to the three great Christian principles of faith, hope and love. Our 6 values are trust, forgiveness, endurance, wisdom, friendship and respect. Each half term there is a whole school focus on one of these values in order to embed them in the ethos of the school.

All members of the school community treat each other with respect and care. Displays around school promote respect and consideration for one another and this is reiterated through our classroom and learning rules, as well as our behaviour policy.


We also develop and promote mutual respect through: 

  • Christian values with consideration of respect through other faiths. 
  • Our behaviour policy 
  • The school curriculum 
  • The ethos of the school 
  • Assemblies


Tolerance of those of different faiths

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE. Members of different faiths or religions and those who speak languages other than English are encouraged to share their knowledge to enhance learning within classes.


We develop tolerance of different faith and beliefs through: 

  • The ethos of our curriculum 
  • RE lessons 
  • Trips and residential visits 
  • Visitors from a variety of faiths and beliefs coming to discuss and share their faith with pupils 
  • Charity work throughout the school year.


This is a brief summary of how we meet the needs of our pupils and the British Values agenda in our school in addition to the more direct and universal delivery of our Jigsaw PSHE programme. Attached to this document is a grid showing the Jigsaw puzzle pieces and where each British Value appears. Here is an example of one of these grids.

It is evident from these few examples that the British Values agenda permeates throughout the Jigsaw PSHE programme and ideas are visited and revisited at an appropriate level from Reception to Year 6.


The full grids are attached and more information can be found at