At Robert Bloomfield Academy, we take every opportunity to promote British Values and incorporate them into our daily routine.

Democracy

The role of Democracy is embedded throughout the Academy. Pupils are given many opportunities to voice their own opinions and make changes across the Academy. Our students are taught to respect the right of every individual through our PSHE and Ethics and Values lessons, pupils are encouraged to have their own opinions whilst respecting other's views allowing thoughts to be heard. The House system and its vertical groups allow students to meet, air and share their views and concerns to improve the pupil experience at RBA. The Student Leadership Teams and House Captains/committees apply to serve and are elected by pupils, reflecting our British electoral system and demonstrating democracy in action annually.

 

The Academy promotes the importance of democracy through 

 

·         School council and House system give pupils a voice on key areas of school life

·         Mock Elections

·         Pupils as learning mentors

·         Pupil panels in all job interviews

·         Pupil representation to Governors

·         Equality Committees

 

The Rule of Law

The importance of laws, whether they be those that govern the class, the school, or the country, will be consistently reinforced. Pupils will be 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. School assemblies and visits from authorities such as the Police help reinforce this message.

 

At RBA we promote the importance of the rule of law through

 

·         The Behaviour Code of Conduct

·         Trustee Status

·         Liaison with outside agencies including Social Services and the Police when necessary

·         E-safety days

·         Safeguarding policy

·         A strong culture of self-accountability

 

Individual liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Pupils can access the use of pupils support at any time and with the support of Pastoral support workers, the inclusion officer, school councillors and if needs be outside agencies. Pupils feel that they are supported and listened to. Pupils are encouraged to know, understand and exercise their rights and personal freedoms. They are regularly advised how to exercise these safely, for example through our e safety days, tutor times, E4L lessons and year and whole school assemblies. Whether it be through our curriculum options that we offer or what our pupils choose to participate in from our numerous enrichment activities and house competitions, pupils are given the freedom to make choices that they will benefit from throughout their lives.

 

 

Mutual Respect

Mutual respect is fundamental at Robert Bloomfield Academy. Our pupils learn that their behaviours have an effect on their own rights and those of others around them. This is evident when walking around the Academy and in the classrooms. All members of the school community treat each other with respect and this is clearly seen through the positive relationships between pupils and staff.

In school we promote the importance of mutual respect through such things as:

·         Behaviour policy and Code of Conduct

·         School Equality Duty and Equal Opportunities policies

·         Clear guidance on good behaviour in public areas such as the Canteen and on social media

·         The RE/PSHCE/Ethics and Values  curriculum helps pupils to learn about a wide range of people, cultures and beliefs and so develops their ability to make informed decisions, and to be confident in their own identity and understand and respect that of others

·         Assemblies across the Academy

·         External Partnerships

 

Tolerance of those of different faiths and beliefs

Our Academy welcomes all children and families and promotes diversity. We strongly believe that tolerance is gained through knowledge and understanding. Assemblies and themes of the month are regularly planned to address and celebrate different beliefs and cultures. Our PSHCE/RE/ Ethics and Values  lessons, form times and day to day teaching reinforce this. We also have visits to and from different faith groups. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future.

 

SMSC at Robert Bloomfield Academy

 

Spiritual - defined as mindfulness, self-worth, self-aware, character, personality and self-reflection. 

Theme of the month

Discussions/questioning – ‘What do you think about…?’

Assemblies across the school

Significant people/celebration of people

Charitable work/fundraising

Vision/mission statements

Educational visits – to/from school

Reflection/quiet time/meditation

Story time

Link to natural world - use of outdoor environment

Drama/hot-seating

Focussed reflection – poems, paintings, Thunks, candlelight

Points of View – how would X think about this?

 

Moral - defined as building a framework of moral values which regulate their personal behaviour. About gaining an understanding of the range of views and the reasons for the range.

Theme of the month

Behaviour codes – rules/routines/responsibilities

Lives of significant others

Discussions – ‘How would you behave if…?’

School/class charters, agreements

Role play situations – improve/drama/conscience alley

Positions of responsibility

Assembly themes

Morality tales – real success stories, Aesop, Mr Men

Extra curricular activities – upcycling, games

Decision making – school council, within lessons

Charity/community work

Children court – put a character on trial

Balloon debate

Social – defined as development of working effectively with each other and participating successfully in the community as a whole. It is about the development of the skills and personal qualities necessary for living and working together.

Circle time – ‘Work with a partner…’

Team building activities

Collaborative decision making – school council

Roles of responsibility

Leaders/mentors/buddies

Collaborative/paired learning

Links beyond the school – other schools/organisations

Role play

Extra curricular activities – Vocal zone, orchestra, teams

Circle of friends

Developing school grounds

Involvement in school rules/routines/charters

School performances

Child-initiated learning

Active learning

Thinking hats

Cultural  - defined as the development of pupils’  understanding their own culture and other cultures in their town, region and in the country as a whole. Being able to operate in the emerging world culture of shared experiences provided by television, travel and the internet and  the willingness to participate in and respond positively to artistic, sporting and cultural opportunities. 

Educational visits

Visits to school by artists/musicians/theatres

School performances

Assemblies

Lives of significant people

Study of celebrations/customs/festivals

Special days/events (religious and non-religious)

Arts’ based events/activities

Links to communities/charities

Story time