As a school, we value and celebrate the diverse heritages of everybody at Scholes (Elmet). Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year, for example, Remembrance during the Autumn term, and the occasional trip to a pantomime around Christmas time (what could be more British than that!). We also value and celebrate national events, a memorable example being Le Grand Depart in 2014.

Further, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: Our whole-school Where in the World topic ensures that children have a better understanding of what Britain is, learning more about:

• its capital cities and counties, its rivers and mountains
• how ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom’ (be warned: it’s complicated – this diagram might help!)
• where Britain is in relation to the rest of Europe and other countries in the world

Historically: Time Travel is a whole-school topic which happens every two years. The main focus is British history. During the topic, children learn about an aspect of life and how this has developed and changed over time. The actual topic depends on the interests of the children (and teacher!), but might include inventions and discoveries, or houses, or medicine.

Children, parents and staff have many opportunities for their voices to be heard at Scholes (Elmet) Primary. Democracy is central to how we operate.

An obvious example is our School Council. 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 using ballot boxes etc. Made up of one representative from each class, the School Council meets regularly to discuss issues raised by the different classes. The council has its own budget and is able to genuinely effect change within the school; in the past, the School Council has helped to plan some play areas and were consulted on the school logo. The Council are actively involved in recruitment and in providing teachers with feedback, such as providing a review of themed weeks.

Other examples of ‘pupil voice’ are:

• children agree their Class Charter and the rights associated with these; all children contribute to the drawing up of the charter
• using Pupil Feedback forms, children are asked to respond and reflect on the teaching and learning
• children nominate various charities, then within their own class, select two to go forward to the School Council, who then vote to decide two school charities which we support over the course of two years

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, 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.

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class might discuss and set its own Class Charter, a set of 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.

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
• during Religious Education, when rules for particular faiths are thought about
• during other school subjects, where there is respect and appreciation for different rules – in a sports lesson, for example

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 and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

• choices about what learning challenge or activity
• choices about how they record 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 e-safety and Living and Learning lessons.

At Scholes (Elmet) Primary, we are proud to promote and celebrate our different backgrounds and beliefs. Mutual respect is at the heart of our aims and ethos – To understand and respect diverse values, languages, religions and traditions – and it’s one of our three school rules: We respect everyone and everything.

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. This is part of our Positive Relationships policy. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect.

Specific examples of how we at Scholes (Elmet) Primary enhance pupils understanding and respect for different faiths and beliefs are:

• through Religious Education, Living and Learning and other lessons where we might develop awareness and appreciation of other cultures – in English through fiction and in Art by considering culture from other parts of the world, for example
• enjoying a depth of study during community themed weeks, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures around the word (whilst at other times we might consider groups or individuals who might be vulnerable in some way, such as those with mental health issues)

Sadly, no school can guarantee that there will never be instances which are contrary to this value. At Scholes (Elmet) Primary, such instances are extremely rare. They are treated seriously in line with our Positive Relationships Policy.

Something which is clearly not part of any British or European value is extremism. It is important to remember that whilst the threat from so-called Islamic State has been a focus in the Counter Terrorism and Security Act, the Prevent Duty is clear that extremism of all kinds should be tackled too. In England, far right groups such as Britain First and the English Defence League need to be tackled, too. Extremism is not a new topic in education, but schools have a relatively new statutory duty to pay “due regard to the need to prevent people from being drawn into terrorism”.

Read our guide for parents – it could be a good way to prepare yourself when supporting your child in any difficult discussions.

Read the government’s Prevent duty guidance and its guidance for schools.