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Webinar Series 2015
The role of fundamental British values
in schools & community cohesion 4.00pm - 4.45pm
Thursday 23rd April 2015 http://www.interfaithexplorers.com/webinars
www.interfaithexplorers.com
• Supported by UNESCO• Helps pupils understand the world around them &
respect cultural and religious diversity• Offers high quality cross-curricula resources to use with
pupils at Key Stage 2 and those embarking on their Key Stage 3 transition
• Supports core personal and social skills development as well as self-directed, exploratory learning
• Promotes universal core values & the development of ethical thinking
• Designed to compliment RE and PSHE teaching, alongside citizenship education
Webinars• Support teachers in their work around
interfaith dialogue and RE; as well as PSHE and Citizenship learning in schools
• Offers a space for teachers to come together and think about issues arising from classroom practice in these areas
Webinar Presenters• Claire Clinton
o An experienced teacher within EYFS, Primary and Secondary education
o She has over 20 years of classroom experience, and 16 years of advisory work at a national and local level
o For the past 8-years has been the Religious Education Advisor for the London Borough of Newham
Session objectives• To consider Ofsted expectations about promoting
fundamental British values (FBV) and the role of schools;
• How FBV as defined by Ofsted can contribute effectively to spiritual, moral, social and cultural development in pupils;
• To provide teachers with ideas for the classroom that can promote fundamental British values;
• To consider how safeguarding pupils relates to FBV.
Ofsted GuidanceFundamental British values
(1)‘Inspecting maintained schools’ duty to
promote fundamental British values’, Ofsted January 2015
Social development of pupils is shown by their:‘acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain’.
What are fundamental British values?
Ofsted GuidanceFundamental British
values (2)Inspectors should also consider how well leadership and management ensure that the school curriculum:
‘is broad and balanced, complies with legislation and provides a wide range of subjects, preparing pupils for the opportunities, responsibilities and experiences of later life in modern Britain; inspectors should not expect to see a particular range of subjects but should be alert to any unexplained narrowness in the breadth of curriculum being offered by the school’
Ofsted GuidanceFundamental British
values (3)So Inspectors will examine whether the school curriculum: • Actively promotes the fundamental British values of
democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs;
• Promotes tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations;
• includes a rounded programme of assemblies that help to promote pupils’ spiritual, moral, social and cultural development, providing clear guidance on what is right and what is wrong;
Ofsted GuidanceFundamental British
values (4)• Any final judgments by Ofsted Inspectors will also be based
on an evaluation of ‘the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development’;
• Schools need to produce pupils who can engage and discuss a range of views n different topics, but also understand British values, and the reason for their importance;
• So primary teachers and schools who have their pupils for 12 years (from reception to Year 1) need to support the development of pupils who can: o Think for themselveso Weigh up different points of viewso Respectfully disagree with others
Auditing provision of FBV in your school
1. Schools should audit current provision with the following question:
How effectively does the school promote fundamental British values as defined by Ofsted?
2. Schools should identify the ‘Big Question(s)’ for their setting
Below are some examples of ‘Big Questions’ that may arise from schools’ reflection on their current practice:
a) How is our promotion of fundamental British values underpinning the values and ethos of our school?
b) How is our promotion of fundamental British values supporting the achievement of our school improvement priorities?
c) How is our promotion of fundamental British values addressing the well-being of our learners?
Auditing provision of FBV in your school cont.
3. Having consulted with different stakeholder groups and reflected on responses to your ‘Big Question’, a school could decide that using a SWOT analysis would enhance their auditing process:
• A SWOT analysis helps identify strengths, weaknesses, opportunities and threats;
• Really helps test your ‘Big Question’ e.g. ‘How is our promotion of fundamental British values underpinning the values and ethos of our school?’
Auditing provision of FBV in your school cont.
SWOT Analysis template
What does it mean to be British?
Safeguarding
• Schools need to continue to think about:o Who leads on safeguarding within the schoolo How this informs the practice / behaviour of staff as well
as visitors; o The treatment of pupils around any religious duties /
practices that take place in a school; o Are pupils able to question what people tell them?o Does the school have clear protocols to ensure staff
know how to challenge views, as well as pass on concerns?
o Whether effective training is provided to ensure visitors and staff are using open language around their views?
Case Study 1
• This afternoon, 20 year 5 male pupils across three separate classrooms have told teachers that they can no longer do art activities as it is against their religion.
• What should the schools next steps be?
Case Study 2
• Teachers have reported to you that one of the regular visitors who lead acts of collective worship (assemblies) has quite strong religious views, and does not seem to understand diversity of views within their religion.
• What do you do next?
FBV Best Practice
• Our schools are places that effectively educate pupils to be an active part of life in modern Britain;
• We develop and nurture critical thinking in our pupils;
• We ensure pupils can be part of wider communities outside their own ethnic, cultural and religious groups, mixing well with others and showing respect;
• Pupils can disagree agreeably with their peers and adults.
Wrap up
Any questions?
Contact usFor further information about the webinar series
and how Interfaith Explorers can support you visit:
www.interfaithexplorers.com
or contact
Rokhsana Fiaz OBE Chief Executive
Maimonides Interfaith Foundation [email protected]
