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British Values

The Promotion of British Values at Argyle

At Argyle we have a very clear set of values which are discussed explicitly and woven through all aspects of our work. 

We are a Beacon Peace Promoting School and explore the value of Peace alongside the following values of the month: Excellence, Kindness, Drive, Compassion, Respect, Self –Control, Courage, Responsibility, Empathy, Positivity and Collaboration. We believe that British Values are embedded through  these values and underpin our Vision - 'Join The Argyle Adventure'.



Pupils are taught to engage with opportunities and manage their behaviour via The Argyle Code:




DFE guidance sets out aspects which schools are expected to address in its guidance

“Promoting fundamental British values as part of SMSC in schools -Departmental advice for maintained schools” (November 2014).

For the sake of clarity the governing body of Argyle has set out below some of the ways in which Argyle addresses each aspect required. 


1 Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance.

Explicitly covered via ‘The Argyle Code’ and the values of Peace, Kindness, Compassion, Respect, Empathy and Collaboration.

Embedded in RE curriculum, core literature texts and humanities and PHSE curriculum.

2 It is expected that pupils should 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. The school’s ethos and teaching, which schools should make parents aware of, should support the rule of English civil and criminal law and schools should not teach anything that undermines it.

See Behaviour and Motivation Policy, Home- School Agreement, Newsletters, Assemblies.

Additional activities such as ‘Grow against Gangs’ workshop.

Conversations with parents and children… ‘The law says….”

Governors minutes (e.g. Attendance, FGM)

3 Pupils should be made aware of the difference between the law of the land and religious law. The law of the land is promoted. Where children demonstrate confusion or misunderstanding conversations are held with parents and children – supported in writing when necessary.
  Schools should promote the fundamental British values of:  
4 Democracy

School Council Elections- all children invited to write manifesto and stand for election, polling booths brought in to school. Every child from Years 1-6 votes. Elected pupils represent the views of their classmates throughout the year on School Council. School Council representatives are challenged and held to account via class council meetings.

Assemblies take time to consider the implications of national/global events e.g. General Elections, Scottish Referendum, Brexit.

All children visit the Houses of Parliament in Year 5.

Democracy is studied as part of the legacy of Ancient Greece.

5 The rule of law See row 2
6 Individual liberty See Values
7 Mutual respect and tolerance of those with different faiths and beliefs See row 1
8 Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values

Home School Agreement

Equalities Policy and Action Plan


Behaviour and Motivation Policies

Governor surgeries

Letters to parents

9 Encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

Responsibility is an Argyle Value and is embedded in ‘The Argyle Code’

Behaviour and Motivation Policy

Teaching, Learning, Feedback and Marking Policy

Super Learning Powers

School Council Elections

School Council debates

Peer Mediation

Playground Friends

Humanities ‘Big Questions’

10 Enable students to develop their self-knowledge, self-esteem and self-confidence;

See row 9

See ‘Argyle Adventure’

11 Enable students to distinguish right from wrong and to respect the civil and criminal law of England; See row 2
12 Enable students to acquire a broad general knowledge of and respect for public institutions and services in England; See row 4

Further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;

See rows 1, 9

See newsletters for evidence of breadth.

See Calendar of school events e.g. May Day, Red Nose Day, Children in Need Day. Equalities Day, Eid parties, Christmas Parties, Nativity,

See Foundation Curriculum – e.g. Year 1, Spring 1 (Our School, Our World), Year 4 link with village school in Bonsall, Year 5 link with Sweden.

See Assembly timetable.

14 Encourage respect for other people

See all of above.

Respect is a value which is explicitly explored for an entire month.

‘Take care of ourselves and others’ a key part of Argyle Code.

15 Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. See rows 2, 3 and 4.
16 Understanding of how citizens can influence decision-making through the democratic process; See row 4
17 An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

Behaviour and Motivation Policy



An understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;

Not currently taught explicitly
19 An understanding that the freedom to choose and hold other faiths and beliefs is protected in law;

Value of Respect

Equalities Policy and Action Plan

RE curriculum



An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and

See row 19
21 An understanding of the importance of identifying and combatting discrimination. See row 19