In accordance with The Department for Education we aim to actively promote British values in schools to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is "right" and "wrong", all people living in England are subject to its law.
At Alderwood these values are taught in the following ways:
Democracy: One of the fundamental values at Alderwood is the right of all members of the community to be heard and the responsibility of others to allow this to happen. This is taught and reinforced through all lessons, teaching and modelling to children and young people, how to make their needs and wishes heard in a way that society and school life finds acceptable. This is done throughout every lesson and taught explicitly through PSHE and circle time, but also through experiences of adventurous and enriching activities. Pupils have the opportunity to have their voices heard through our school Council and Pupil questionnaires. The elections of class representatives are based solely on pupil votes. Our school behaviour policy involves rewards which are identified by the individual pupils, their needs and interests.
The Rule of Law: The importance of Laws or rules, whether they are those that govern the classroom, the school, or the country, are consistently reinforced throughout regular school days. During induction and throughout the placement Pupils are taught the value and reasons behind the school's rules, what they mean and how they look when people are following them. There is part of the circle time and PSHE curriculum discussion and debate about the rules that govern and protect us, the responsibilities that this involves and the consequences when laws and rules are broken. Visits from authorities such as the Police and Fire Service form part of our regular curriculum and often part of individual packages needed to support young people. The fundamental and principle right to feel and be safe is paramount in all aspects of the school.
Individual Liberty: Within school, pupils are actively encouraged to make positive 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 the provision of a safe environment, staff with whom they have a positive and supportive relationship and boundaries that are secure. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, but also their responsibility to consider how making their choice will impact on themselves and others in the immediate and long term future. This maybe in PSHE, circle time, target setting or work on the learning journals, or as part of any aspect of the social, emotional and academic curriculum.
Mutual Respect: Part of our aim for every child is to develop a healthy respect for themselves, to build self-esteem, self-worth and confidence as a learner. This is our core purpose and is threaded through learning and teaching, behaviour and safeguarding policies. It is part of daily discussions about personal behaviour targets, weekly targets setting and mindfulness sessions and taught directly. It is modelled daily by all staff and an expectation of the whole community.
Tolerance of Difference: This is achieved through enhancing pupils understanding of their own and others needs and impressing upon them that they belong; to the Alderwood community; to their local community and their world community. Much of the work at Alderwood is about overcoming anxiety about differences but equally celebrating and embracing difference through celebration of achievements, developing understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity through collapsed days, working with visitors and extended family members to develop understanding and give children experiences from a range of cultures and belief systems. Circle time and PSHE learning involving prejudices and prejudice-based bullying are routine and 1:1 work following any incidents reinforce this learning. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school.