British Values at Lutley

Whole school work

Fundamental British values are woven into our curriculum at Lutley. Not only do we respect British values and believe in them, we actively promote them across the school. Below are examples of how our school’s work is effective in securing these values.



  • House captains/Bookworms/School Council/Class Council – all democratically elected to encourage the children to become involved in the decision making process.
  • PASS survey/Lifestyle survey/Emotional health and wellbeing survey/Year 6 exit interviews/Pupil questionnaires/Pupil voice - allows children to become involved in the decision making process and ensures they are listened to within school.
  • Debate club/Pause for thought – helps children to express their thoughts and opinions in a safe environment. Children learn how to argue and defend a point of view.
  • Pupil involvement in interviewing potential new staff – children understand that their voice is valued and they have a direct influence on decisions regarding their education.
  • Links with local MPs and Councillors who visit the school and speak to the pupils – pupils have a broad knowledge of public institutions and services. They understand how public services operate and how they are held to account.
  • The Great British Banquet topic – understanding the Monarch, Houses of Parliament and advantages and disadvantages of democracy and how it works in Britain.


The rule of law

  • Robust Behaviour policy/Behaviour charter/School values – ensure school rules and expectations are clear and fair. Helps children to understand right from wrong and the impact their behaviour has on those around them.
  • Workshops with local police – helps pupils to respect the law and the basis on which it is made. Children understand that living under the rule of law protects individuals.
  • Rights Respecting Schools agenda – helps children distinguish right from wrong.
  • Parent / carers questionnaires relating to behaviour, safety etc – parents are listened to and their views are fed into our behaviour policy to enable a rounded approach to behaviour management across the school
  • Focus assemblies - e.g. school rules, Parliament etc planned in to assembly timetable. 
  • Pupils have regular opportunities to reflect e.g. learning, their behaviour, during assemblies.


Individual liberty

  • Annual debates/Class council/School Council – models freedom of speech through pupil participation, helping the children to understand that they make a difference to their school and those around them.
  • Behaviour Charter/Behaviour Policy/Anti-bullying policy/Buddies/Playground leaders/Behaviour Mentor/Mediator/Anti-bullying week/Classroom Charters/Worry Boxes/Compliments Boards - encourages children to take responsibility for their behaviour as well as understanding their rights. Such a robust approach to anti-bullying implements a strong anti-bullying culture where children feel safe and happy in school.
  • House points/Praise points/Star of the day/Individual personalised feedback/Peer and self assessment – supporting children to develop their self-esteem and self-confidence.
  • Rights Respecting School – helps children understand their own rights and allows them to develop responsibilities which should be adhered to in order to honour their rights.
  • Achievers assembly – helps children develop their own self-confidence in their own ability whilst also celebrating the achievements of others.
  • Forest School – a safe, open environment where children can explore and develop their self-confidence and self-knowledge.
  • R.E curriculum – encourages the children to challenge stereotypes. Children not only learn about religion, they can also learn from religion and relate a range of topics to their own lives. 
  • Competitive Sports link – allowing children to strive to be the best, whilst promoting good sportsmanship and celebrating the achievements of others.
  • School values—known and articulated by school community members 
  • Learning Review – allows children to receive individual personalised feedback on their success during the term. This builds self-confidence and provides each child with a platform to talk openly with their teacher.


Mutual respect and tolerance of those with different faiths and beliefs

  • R.E. curriculum/Visits to a wide range of places of worship/International Award – helps children to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Class names – learning from others and positive role models.
  • Whole School Learning Challenges (E.g Remembrance and Guy Fawkes)
  • First News and Espresso News subscriptions – current affairs generates ideas and opinions
  • Grandparents projects (E.g Farm School) – respect of those from different generations
  • Building links with Halas Home (working with adults with disabilities)/Links to the Gambia
  • – promotes respect for individual differences, whilst encouraging them to challenge prejudicial or discriminatory behaviour.
  • Visitors from local community (E.g Food Bank) – helps build a mutual respect toward those in their local community who help others.
  • Links with local faith communities (E.g workshops led by Christian Fellowship)/Cultural theme weeks (E.g. Diwali, Chinese New year)/Festival assembly celebrations (E.g. harvest) – encourages children to discuss differences between people, such as differences of faith. Children understand 
  • Pause for thought/Reflective thoughts in assembly – develops critical thinking skills.


At Lutley we are working towards achieving 'The Rights Respecting Schools Award' (RRSA).

We have already received our ‘Recognition of Commitment’ to this award, which recognises that the United Nations Convention on the Rights of the Child is at the heart of our school’s planning, policies, practice and ethos. As a rights-respecting school we not only teach children about their rights but as adults we model respect for each other in all our relationships. As well as being taught about their rights, our pupils are taught about their responsibilities to each other in school and as citizens of the global community. 


You can see these principles in practice in school in many ways:
  • Our displays which reflect the commitment of all to respect the rights of children
  • Our Lutley Charter– drawn up by teachers and children - which demonstrate clearly how these rights can be met
  • The positive relationships between adults, between adults and children, and between children themselves
  • The support that children show for each other regardless of their differences
  • The positive part that children play in decision making in school and in their own learning