British Values

March 2024

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“Proud to be Purple”

We are:
Creative – Resilient – Open-Minded- Friendly – Tolerant – Optimistic – Neighbourly

At Crofton Junior School, our aim is to raise achievement and improve standards, to extend our children’s personal development and wellbeing, to improve our quality of provision; considering the views of all learners and stakeholders.  We wish for children to feel happy and safe at school and be inspired in their learning.  Every child is an individual and, as such, are encouraged to strive for excellence, have pride in themselves and celebrate their unique personal successes as a collective. 

To meet the aims of this policy, we believe it is essential to work closely with parents, carers, our community and the wider world to ensure our children are reflective and responsible citizens with the aim to embed inclusion and empathy at all learning stages. We are committed to serving our community and surrounding areas, recognising the multi-faith, multi-cultural and diverse make up of our country and how we, at Crofton Schools, can promote these values.

“Schools should promote 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 Prevent strategy 2011

Crofton Schools reflect British Values through our curriculum and personal development offer in all we do. Our Curriculum Drivers are:

  • Aspiration and breaking stereotypes
  • Protecting our environment 
  • Exploring and respecting cultural diversity 
  • Global awareness 

Through these Drivers and our SMSC curriculum, we encourage our children to be creative, resilient, open-minded, friendly, tolerant, optimistic and neighbourly pupils who grow into responsible, respectful and active citizens who can make a positive impact to British society and public life as adults.

At Crofton Schools, we actively promote British Values in the following ways:

Respect for democracy and support or participation in the democratic process

Children will:

  • understand what democracy is and be respectful of this process
  • understand how they, as individuals, they can influence decision-making using a democratic system
  • understand how to debate, eloquently share and defend their viewpoint
  • understand how to be a part of a team

At Crofton Junior School, we develop democracy in our school and wider curriculum by ensuring that:

Children learn about democracy throughout the curriculum. Viewpoints are shared and discussed within PHSE, RE and P4C sessions where children are taught how to respect and value others' opinions and choices and how they can disagree without arguing.

Restorative Justice is applied through our school. Pupils are listened to by adults and are taught to listen carefully and with compassion, to each other, respecting the right of every individual to have their opinions and voices heard.  

Key questions for children at the beginning of new topics ‘What do I know already and what do I   want to learn?’ 

School and British Values are developed for life within assemblies and discussions.

Elections for pupil leaders and ambassadors are carried out through the year. Within the Pupil Parliament elections, the application and selection processes teach pupils about how people participate actively in democratic systems and how we respect and value others' opinions and choices and how we can disagree without arguing.  School councillors from each class bring current suggestions to the Parliament meetings to enhance the school. Pupils vote for Eco Warriors.

Pupils elect their year group charity for fundraising in Charity Week, presenting, voting and selecting the charities to fundraise for.

Pupil questionnaires and pupil surveys are carried out where pupils share their viewpoints on how they feel in school.

Pupils choose which clubs they would like to attend at lunchtimes.

Pupils choose their class compliment at the end of each half term.

Specific examples of Democracy at Crofton Junior School:

Year 3 Year 4 Year 5 Year 6

In DT, pupils work together to collectively decide upon the Roman Purse design, collaborating in the making and evaluating processes. 

In History, pupils explore how different countries' politics affected the choices made and how citizens dealt with the consequence of those choices. 

In Geography, children learn how politics has impacted on the rainforests and how countries deal with the consequence of those choices. 

In PSHE, children learn negotiation skills in 'As a rule'. They learn that rules are there to protect people, keep them safe and happy. 

Pupils choose children to learn with in their class split.

In History the pupils describe and make links between historical periods and the similarities and differences between early and modern periods and differences in democracy between eras.

In PHSE children learn to recognise reasons for rules and consequences for when these are not adhered to. Children are taught their personal behaviour can affect other people and how to recognise and model respectful behaviour online.

Children learn the hierarchy of society and how this compares to today.

Pupils choose if they would like to write to community residents

Within History lessons the children create an enquiry question and then vote to see which one is chosen to become the question of the extended project. 

Within RE, children look at the similarities and difference between commitment and sacrifice and the decisions that have to be made as a group. 

Within DT, working together to collectively decide upon the appropriate plan and design for a bridge and collaborating in the making and evaluating process. 

In Geography, we look at how different countries respond to natural disasters and how humans contribute (flooding/deforestation). 

Within History, we look at how the renaissance period changed how people thought about science, art and religion. 

Children apply to be leaders: school captains, house captains, play pals.

Children are able to make choices when on the school residential trip.

Children have a magistrates workshop to develop their knowledge of democracy and rule of law.

In History, children get to vote using the Ancient Greek system and discuss how values have developed.

Children are able to vote for their end of year seats.

In PHSE, children develop how to recognise reasons for rules and laws; consequences of not adhering to rules and laws.

Respect for the basis on which the law is made and applies in England

Children will:

  • understand the difference between right and wrong, in their own lives and those of others
  • understand their part as a citizen and accept responsibility for their own behaviour
  • reflect and accept the consequences of their behaviour and actions
  • develop skills to resolve conflict
  • know how they can contribute positively to the loves of those in the local area and wider community
  • know and understand that living under the rule-of-law protects them and is essential to their safety and, in turn their wellbeing

At Crofton Junior School, we follow the motto ‘Proud to be Purple’ and our Crofton Values which are integral to our learning and ethos every day. 

Pupils are always helped to distinguish right from wrong, in the classroom, during assemblies and on the playground. This is done in our establishment period at the start of each academic year and throughout the school year in PHSE, P4C and assemblies.

At Crofton, our rules and expectations are clear and fair and discussed with our pupils. We have a child friendly behaviour policy which is displayed in all classes, created in collaboration with the adults and peers at the start of each year. Our pupil leaders (Anti-Bullying Ambassadors, Digital Leaders, Agents for Change, School Councillors, Junior Travel Ambassadors) are trained to re-enforce our school values and rules. Digital leaders share rules online and e-safety 

Pupil Leaders support their peers by developing a child-friendly list of playground rules and safeguarding policy. Children are taught the rules of games in PE.

Throughout the year, pupils are regularly reminded about their ‘Rights and Responsibilities’ and about how these are linked in their lives outside of school.  We encourage outreach programmes with local secondary schools where pupils can see positive role models in our community.

Pupils are encouraged to respect the law and at Crofton, we enjoy visits from community agencies such as the police and magistrates to help reinforce this message and teach children how to stay safe.

In Assemblies, we have visitors from our local community share knowledge, for example: police officers and CSPO (community Service Police Officers) to show how rules and values in school link to UK rules and laws.  The Pupil Parliament support the Behaviour Policy and present to all year groups.

Each year, children research charities to support and fundraise for to develop the sense of community.

Children are encouraged to share their successes from outsider of school to build a sense of community spirit and learn what is available in the local area.

Specific examples of Rule of Law at Crofton Junior School

Year 3 Year 4 Year 5 Year 6

In year 3, children
develop their understanding of the Rule of Law by being introduced to the
Crofton behaviour

In PSHE, Use of Role Play, Consequence
Alley, Pupil Responsibility and class Monitors introduce the systems to pupils to ensure safety. Children 
explore ‘My Community’ and their role in society.

Restorative Justice and Zones of Regulation
strategies support children to build Fairness and  resilience. 

In History the pupils describe and make links between historical periods and the similarities and differences between early and modern periods and differences in democracy between eras.

Pen Pals – In Year 4 we link with Blue Bird Care Home and Bromley’s Principal Loneliness Champion to make a positive contribution to local elderly residents.

In PHSE children learn about the 7 R’s where they understand their responsibility in the school and wider community.

Within History, we look at how the rules have changed since the Tudor period and how ‘crime and punishment’ has developed.  

Within Computing, we learn about E-safety and appropriate use of communication devices. We also look at how the law has changed when it comes to social media.  

Having play leaders on the playgrounds to ensure children are playing games fairly and to teach the children how to play the games correctly.  

Within RE, we look at how our responsibilities effect our lives and the lives of others. We also look at how we can make an effective contribution to society.  

Restorative justice and zones of regulations are used to build fairness within the year. 

The Junior Travel Ambassadors teach the rules of Road Safety.  

Police visit Year 5 to deliver understanding on the Rule of Law and the age of responsibility.

In History, children link to rule systems from ancient to modern day and how attitudes have changed over time to protect people and keep them safe.

In PHSE, children are taught how rules are made, why there are laws relating to drugs in this country. They are also taught to know how to keep their information private online.

Children are taught rules outside of school on their residential trip, knowing how to act with peers in differing situations, away from school, home and fora sustained time.

A magistrate and police visit continues to develop pupils' knowledge and awareness of their own responsibilities within their home, school, community and how their actions impact others.

Transport for London Visit. 


Support for equality and opportunity for all

Children will:

  • know that everyone equally and fairly
  • understand Crofton is an inclusive school that has respect for all cultures, religions, needs and differences
  • understand that some pupils and citizens require different provision to access opportunities to develop their full potential
  • understand the importance of Equality
  • support charities locally, nationally and globally

At Crofton Junior School, our pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment. They are encouraged to make their own choices and support the choices of their peers. Children celebrate festivals and traditions through the curriculum and texts, both shared texts and book choices in our classrooms, reading dens and online MyOn programme.

Equality is interwoven throughout our curriculum – with Black History 365, breaking stereotypes, raising awareness of neurodiversity and celebrating all difference.

Our yearly assembly overview ensures we have visitors in school who reflect our increasingly diverse school community which aims to show that every child feels seen and their uniqueness is celebrated. Assemblies ensure that there is a range of visitors who represent our school and local community, raising awareness for equality and opportunity for all. We ensure that the protected characteristics are promoted through these assemblies.

Pupils at Crofton Junior School are supported to develop their self-knowledge, self-esteem and self-confidence through increasing awareness of their own feelings and supportive pastoral strategies using the Zones of Regulation as a tool. This allows pupils to be responsible for their own behaviour.

Pupils are encouraged to think independently and feel that they are able to express their ideas with confidence and that these are valued. This is encouraged in our PHSE and P4C sessions.

At Crofton, we aim to meet the needs of others and encourage our pupils to be supportive of their peers and younger members of the school community by their leadership roles for example the Junior Leaders support the Infant Leaders.  There are reading buddies for World Book Day and Play Pals on the playground.

Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our PHSE lessons and online and e-safety teaching. 

At Crofton Junior School our vulnerable pupils are protected and stereotypes challenged.  Our Anti- Bullying Ambassadors and staff build a strong anti-bullying culture, and any form of bullying is challenged and addressed.  Our Agents for Change promote awareness and acceptance of the  protected characteristics.  

Our Pupils are aware of local, national and global charities and the work they do.  We support charities by fundraising in the following ways: Children in Need and Red Nose themed days, Harvest and Food Bank collections, Christmas Advent Calendar and Pyjama donations and Armistice Day.  At Crofton Junior School we hold a yearly Charity Week where year groups select and raise money for pupil chosen charities.  

Our Pupils have key roles and responsibilities in school e.g. Play Pals leaders, School Council representatives, making up the Pupil Parliament, in each class, Eco Committee Reps in each class, Wellbeing Ambassadors, First Aid Buddies, Agents for Change, Digital Leaders, Reading and Science Ambassadors and News Team.

In school productions, roles to support all children are created to ensure all children are able to experience being a member of the productions and class performances.

Specific examples of Tolerance of Others at Crofton Junior School

Year 3 Year 4 Year 5 Year 6

In DT, pupils work together to collectively decide upon the Roman Purse design, collaborating in the making and evaluating processes.  Pupils listen to others’ feedback about designs and products.

In PHSE children learn that people living in the UK have different Origins.

Children are taught to identify similarities and differences between a diverse range of people from varying national, regional, ethnic and religious backgrounds.

In PHSE, children celebrate difference.  Children are taught to understand and identify stereotypes, including those promoted in the media.

Children are taught to identify ways in which everyone is unique; 
appreciate their own uniqueness; and recognise that there are times when they will make the same choices as their friends and times when they will choose differently.

In history, children celebrate shared heritages and  traditions.

Bromley Y workshop on Friends and Feelings to develop understanding and awareness of the perceptions of others. 

In all areas of Year 5 the children are taught to express themselves and are aware that their feelings will be supported.  

There are regular assemblies planned in throughout the year where we address our perceptions of others and how we can address different stereotypes and misconceptions and celebrate our differences. 

Within RE, all religions are studied to get a greater understanding of the world as a whole 

Within Reading, we read a range of books to show the diversity of the school and the world as a whole.  

Within History, we look at the Windrush and the Windrush Generation and the positive change for good that this had on British Society. 

Our Agents for Change support the Protected Characteristics teaching and are upstanders in situations of challenge.

In year 6 PHSE, children can understand and explain the  term prejudice.  They can identify and describe the different groups that  make up their school/wider  community/other parts of the UK. Children can describe the benefits of living in a diverse society and explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.

In RE, children are taught about anti-racism and their own responsibilities in a designated unit 'Why don't we all get along?'

Careers Fair demonstrates that there is equal opportunity for all and jobs are not linked to gender.


Support and respect for individual liberties of all and the law

Children will:

  • understand rights and responsibilities
  • develop their self-knowledge, self-esteem and self-confidence.
  • take responsibility for their behaviour, as well as knowing their rights
  • have the freedom to vote for whoever they wish
  • have the right to free speech
  • understand they can spend time with their choice of person/s

At Crofton Junior School, our pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment. They are encouraged to make their own choices and support the choices of their peers.

Pupils are supported to develop their self-knowledge, self-esteem and self-confidence through developing self-awareness using the Zones of Regulation. This allows pupils to be responsible for their own behaviour.

Pupils and the Wellbeing Team and Wellbeing Ambassadors run nurture and self-esteem groups to develop peers and pupils self-confidence.

Pupils are encouraged to think independently and feel that they are able to express their ideas with confidence and that these are valued. This is encouraged in our PHSE and P4C sessions and our weekly Book Tombola.

Children are able to express themselves through themed days arranged throughout the year.

Children have a choice of their school meal option and salad bar.

Within learning, children have Early Morning work options, choice of mastery questions and choice of books.

Throughout the curriculum, children can express themselves through their writing, recording, creative design products and sketchbooks.

At Crofton Junior School we have a wide and varied enrichment provision where children are encouraged to join clubs of their own interest, whether or not these are the choices of their friends or peers. Similarly, children have opportunities through the year to discuss their own views and choices, eg. through voting, suggestions for the school council or questionnaires.

Specific examples of Individual Liberty at Crofton Junior School

Year 3 Year 4 Year 5 Year 6

In year 3, children develop personal risk by safe use of Outdoor Play equipment.

In year 3 PHSE, children identify risk factors in given situations and are taught through discussion and role platy to suggest ways of reducing or managing those risks.
Year 3 are taught Rights and Responsibilities.

Children are able to choose from the Book Vending Machine.

Children sing to local care homes at festive times.

Year 3 make choices in the Outreach Programme Making A Puppet for DT.

Children are able to choose from the Book Vending Machine.

In PHSE, children are taught to name some positive and negative feelings;
understand how the onset of puberty can have emotional as well as physical impact and suggest reasons why young people sometimes fall out with their parents or carers.

Children take part in a role play practising how to compromise.

Children take part in the history production: Romans.

Children take part in the STEM Outreach programme, making choices about scientific projects.

Throughout the Year 5 curriculum we place emphasis on working with the children to help them develop tolerance and harmony between, and an understanding of, different cultural traditions. We approach this through assemblies throughout the year. 

Making individual choices about the approach they take to different tasks and the skills they need to fulfil these roles including resilience, independence and the ability to ask for support. 

Within Geography, the children look at an Earthquake and decide what they would do to help those in need.  

Within PSHE the children are able to discuss their ideas and choices freely when it comes to them as individuals and know that they are able to express themselves in an enriching environment.  

The children take part in role play within our writing and reading lessons. They also took did this when the Rainbow Theatre visited to discuss Ancient Egypt. 

Within Computing the children are giving real life E-Safety situations and they have to make decisions on what should be done within the situation.   

In PSHE, the children are given a range of situations where they have to debate and discuss what they think would be the best outcome with a reason behind it. 

Children have FAB First Aid training to develop their responsibility of healthy choices and how to help others. 

Children choose to apply for pupil leadership roles through the school.

Careers’ Day supports children to think of their interests and choices that may shape their future.

In PHSE and E Safety, children are taught to make decisions in real life and online.  They are taught to know the legal age (and reason behind these) for having a social media account; to
understand why people don’t tell the truth and often post only the good bits about themselves, online; and recognise that people’s lives are much more balanced in real life, with positives and negatives.

Children are offered Bikeability to ensure they are able to make road safety choices.


Respect for and the tolerance of different faiths and religious and other beliefs

Children will:

  • be reflective about their own beliefs, religious or otherwise, that inform their interest in and respect for different people’s faiths, feelings and personal values
  • reflect on their own experiences
  • build an interest in investigating and offering reasoned views about moral and ethical issues and being able to understand and appreciate the viewpoints of others 
  • display and use a range of social skills in different contexts, including working and socialising with pupils from different religions, ethnic and socio-economic backgrounds 
  • participate in a variety of communities and social settings, cooperating well with others 
  • understanding and appreciation of the range of different cultures within school and further afield as an essential part of their preparation for life in modern Britain 
  • understand, accept, respect and celebrate diversity as shown by their tolerance and attitudes

At Crofton Junior School, pupils are taught tolerance and respect as a core school value. Through the curriculum, in texts, and all taught experiences, children learn that all members of the school community treat each other with respect.  In turn, this is shared through our behaviour in the wider community and lives.

Children learn that their behaviours have an effect on their own rights and those of others and how people feel about themselves. 

We actively promote diversity through our celebrations of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. 

Each year group will visit places of worship that are important to different faiths and children are encouraged to discuss differences between people such as their faith, ethnicity, disability, gender or sexuality. They also discuss differences in family life such as looked after children or young carers. Assemblies throughout the year celebrate and make aware the religious festivals occurring.

Children are explicitly taught how to discuss each other’s ideas, giving positive feedback and constructive suggestions.  This is modelled by teachers and other adults in the school towards the children and each other. 

Within PSHE, children to be aware of the importance of the democratic process and the need for individuals to have a voice.  

Within Reading children study a range of important people and ears within history to understand how different people express their beliefs.  

Within RE, all religions are looked at so that the children have a greater understanding of how many different people would look at one situation and gain an insight into how people express their beliefs.  

Working in PE collaboratively the children are constantly demonstrating good sportsmanship and identifying why it is important. 

In DT, children are working together designing and evaluating their designs. 

Visitors share their world and religious views. 

Specific examples of Respect for Others and Self at Crofton Junior School

Year 3 Year 4 Year 5 Year 6
Pupils are taught to identify similarities and differences between a diverse range of people from varying national, regional, ethnic and religious backgrounds in sacred places in RE.

In RE, children are taught how religions and world views can result in decisions that may differ from each other. 

Children visit a local mosque to hear firsthand about different world and religious views. 

In RE, children are taught to understand how different people express their beliefs to avoid misunderstanding.

In Literacy and Geography when discussing the impact of natural disasters on individuals and communities. 

In RE, children are taught about anti-racism and their own responsibilities in a designated unit. PSHE supports this topic.