Advice & Guidance Toolkit
Designed To Assist In
Promoting British Values In
Schools
By Adnan Ahmed
Prevent Community Engagement Officer
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Summary
Section 1: Introduction, how to use this toolkit
Section 2: British Values being embedded as a whole school approach
Section 3: Ofsted and promoting British Values in Schools
Section 4: Measuring Impact of British Values
Section 5: Appendix
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British Values Schools Assistance Toolkit
Introduction
To Assist schools to promoting British Values and to encourage schools to measure impact, the Prevent team at
Calderdale Council have devised the following toolkit. This toolkit is not to be read as guidance on how to pass
inspection. Ofsted and the independent inspectorates publish their own inspection framework which should be used for
guidance associated guidance can be found from the Home Office.
There is also the non- statutory guidance from the Department for Education (DFE) published in November 2014 which
illustrates how schools should promote British Values as part of spiritual, moral, social, and cultural (SMSC)
development. As well as the SMSC advice, this toolkit could also be used as a whole school approach to preparing pupils
for modern life in Britain.
Furthermore, within this toolkit there are examples of how schools can embed British values in their curriculum and
there are also good examples to see how schools can measure impact of promoting British Values, there is a simple
questionnaire which could be adapted to ensure students have the understanding of what British Values are.
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Below is a checklist to ensure process, procedures and best practise is in place when promoting British Values as a
whole school approach;
Policy and Practice
The safeguarding policy, behaviour policy and staff code of conduct
needs to be updated so the school has the power to challenge and
take appropriate action when necessary.
There needs to be a strategy and plan in place to promote British
Values. This should be evident through promotional materials as well
as the school website.
Establishing Anti- radicalisation committee that works to ensure staff
have the skills and confidence around radicalisation concerns and able
to promote British Values as a whole school approach. The committee
should be represented by Safeguarding, SLT, Pastoral, Teaching,
Support staff.
When people are identified as vulnerable or resistant to British Values
a risk assessment needs to manage risk, addressing risk and ensure
recording is taking place.
Records of concerns, monitoring logs to identify common issues or
trends.
There should be a process in place to determine the suitability of
external speaker who at attend the school.
Schools should be complying with requirements to publish
information under the Public Sector Duty.
Guidance should be sought from legal if parents request for
adjustments to schools curriculum or particular activities to
accommodate pupils’ beliefs. The aim of this is to reduce risk of
discrimination taking place and if challenged then schools can justify
their stance to Ofsted and other.
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Present
Notes/ Evidence
(Tick/cross)
*Below is a checklist to ensure Governors also have all the requirements to be able to promote British Values as a
whole school approach
Governors
Present
(Tick/cross)
Notes/ Evidence
Ensuring that governors have sufficient experience and accurate
systems for checking the school’s effectiveness. They should not be
reliant only on reports provided by the senior leadership team
Arranging training for the governing body and senior leadership
team on Prevent and ensuring they understand their responsibility to
implement the Prevent duty and promote British values
*Below is a checklist to ensure Staff also have all the requirements to be able to promote British Values as a whole
school approach
Staff
Staff should understand the Local Authority’s Prevent Objectives and
priorities and principles.
Staff should be confident and well informed in relation to advice and
have undertaken training on how to do deal with concerns that
pupils have developed extremist views or are vulnerable to
radicalisation.
Staff should be well versed on advice in relation to Keeping Children
Safe.
Staff should be updated and fully informed and have resources to
answer questions that might arise in relation to extremism,
extremism ideologies such as ISIS (DAESH)/ Sikh Extremism/ Far right
Extremism as well as local and global issues such as Syria. The
Prevent Lead should be consulted and should approve this and staff
should have time to discuss this.
Having a process in place for checking that staff do not promote
partisan political views and if political issues are discussed there is a
balanced approach and a good presentation on opposing views.
Carrying out appropriate background checks on members of staff as
well as their online social media profile, including those who have
lived or worked overseas.
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Present
(Tick/cross)
Notes/ Evidence
*Below is a checklist to ensure that British values are being delivered to pupils as a whole school approach
Pupils
Looking at the DFE’s material in relation to British Values and
embedding within the curriculum and identifying other
opportunities where values can be developed.
Regular sessions, collective worship sessions and assemblies to
address extremism, radicalisation and ensuring that British Values
are explained to young people and how they are relevant to them.
Ensuring evaluations are embedded as best practice/ procedure
especially in relation to critical thinking work such as on life safety
and building resilience against extreme narratives
Ensuring there are opportunities for discussions and dialogue to
reinforce core British Values and address questions that pupils may
have in relation extremist ideologies such as ISIS (DAESH)/ Syria or
ideologies such as Far right.
Discussions and debates in relation to local, national and
opportunities should be promoted
Ensuring there are mock elections, encouraging pupils to
participate in the democratic process as well as having a student
council.
Regular drop in sessions where students can ask questions and
have discussions around radicalisation, discrimination or bullying in
a safe space.
Ensuring there are opportunities for cultural awareness as well as
multi-cultural and multi faith speakers visits.
Arranging and encouraging visit from partner agencies such as the
police, youth justice organisations and other organisations to
reinforce the importance of law.
Empowering students to develop a strong sense of identity and
become positive role models through social action, volunteering,
peer-mentoring and community projects
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Present
(Tick/cross)
Notes/ Evidence
Inspection of Schools when promoting British values
Ofsted will be assessing whether maintained schools, academies and free schools promote British Values.
As part of the common inspection framework from September 2015, Ofsted assesses whether maintained schools,
academies and free schools promote British values. The inspection handbook sets out what inspectors should look for.
Paragraph 138 says that inspectors assessing pupils' social development should look for:
... 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; [pupils] develop and
demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in
modern Britain.(Ofsted School Inspection Handbook August 2016)
Furthermore, the School inspection handbook (page 35, GOV.UK – Ofsted) states Ofsted will also look at the following in
relation to pupils
Defining spiritual, moral, social and cultural development
1.
The spiritual development of pupils is shown by their:
 ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and
their interest in and respect for different people’s faiths, feelings and values
 sense of enjoyment and fascination in learning about themselves, others and the world around them
 use of imagination and creativity in their learning
 Willingness to reflect on their experiences.
2.
The moral development of pupils is shown by their:
 ability to recognise the difference between right and wrong and to readily apply this understanding in their
own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
 understanding of the consequences of their behaviour and actions
 interest in investigating and offering reasoned views about moral and ethical issues and ability to understand
and appreciate the viewpoints of others on these issues.
3.
The social development of pupils is shown by their:
 use of a range of social skills in different contexts, for example working and socialising with other pupils,
including those from different religious, ethnic and socio-economic backgrounds
 willingness to participate in a variety of communities and social settings, including by volunteering,
cooperating well with others and being able to resolve conflicts effectively
 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; they develop and
demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in
modern Britain.
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4.
The cultural development of pupils is shown by their:
 understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
and those of others
 understanding and appreciation of the range of different cultures within school and further afield as an
essential element of their preparation for life in modern Britain
 knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values,
and in continuing to develop Britain
 willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
 interest in exploring, improving understanding of and showing respect for different faiths and cultural
diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their
tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national
and global communities.
 Understanding and knowledge expected of pupils as a result of schools promoting Human/British values.

an understanding of how citizens can influence decision-making through the democratic process;
 an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing
and safety;
 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;
 an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
 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
 an understanding of the importance of identifying and combatting discrimination.
 It is not necessary for schools or individuals to ‘promote’ teachings, beliefs or opinions that conflict with their
own, but nor is it acceptable for schools to promote discrimination against people or groups on the basis of
their belief, opinion or background.
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British Values and Measuring Impact
Methods of promoting British Values is relative to each school setting and therefore, the mechanisms need to take into
account the context of that particular school when attempting to determine the work that needs to take place. To show
impact there has to be an increase in knowledge and understanding of the British Values as well as change in behaviour
and attitudes. Students might be questioned to determine impact and inspectors may also look at the work undertaken
and ask to see evidence. The Home office guidance, guidance from DFE and guidance from Ofsted should be referred to.
The guidance from Ofsted in the inspector’s handbook in relation to spiritual, moral, social and cultural development of
pupils can also be used when determining a baseline of expectations. This guidance should also be referred to when
measuring the impact of promoting British Values. Furthermore, the following are additional methods and indicators
for schools to evidence impact;
1) Regular evaluations to ensure students are learning and have a good understanding of the British Values? (This
could be done via questionnaires/ evaluation forms (before and after, safe space discussions, notes and projects
evaluations etc).
2) Keeping evidence to show pupils have taken part in British value work?
3) Are learning outcomes being documented?
4) Are pupils showing a change in attitude or behaviour as a result of promotion of British Values?
5) Are pupils starting to critically think and developed resilience against extremist narratives?
6) Are pupils able to challenge others students in relation to British Values?
7) Are pupils developing their self-knowledge, self-esteem and self-confidence? Can you evidence this?
8) Have pupils started to distinguish right from wrong and to respect the civil and criminal law of England? Can you
evidence this?
9) Are pupils learning 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? Can you evidence of this?
10) Are pupils acquiring a broad general knowledge of and respect for public institutions and services in England,
can you evidence this?
11) Are pupils showing tolerance and harmony towards different cultures, religions or ways of life?
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12) Are schools enabling students to acquire an appreciation of and respect for their own and other cultures, can
you evidence this?
13) School is encouraging respect for other people and pupils are empowered to challenge discrimination in all its
forms?
14) Pupils have 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.
15) Do you have a working group regularly looking at new ways to promote British Values and evaluating British
Values work?
16) Is there spiritual, moral, social and cultural development within pupils relating to British Values?
17) Are pupils able to promote British Values and is this being done (i.e. through project work?, peer mentors)
18) Are students displaying the work to the wider community?
19) Is there resilience towards British Values from parents or the wider community and is this changing as a result of
the promotion of British Values?
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Appendix
1) British Values Table Template
2) British Values Mapping Grid
3) Additional resources/ reference list
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Example methods for implementing British Values in the Curriculum
British Values Department Mapping Template:
*These are a good method of promoting Fundamental British Values and ensuring the students are being prepared
for life in modern Britain.
Criminal & Civil
Law
Democracy &
Values
Individual Liberty
Respect & Tolerance
Controversial issues, Safe
Spaces for Debate
Learn about living in
modern Britain
What are the
purposes of
punishment
(protection,
rehabilitation etc.?)
Gang crime, drugs,
hate crime etc.
Promote core
values of a
democratic society
Provide safe spaces
dedicated to
confidential
discussion, to discuss
openly issues that
include exploring
their own identity
Understand how religion is
misused - Equip students with a
deeper understanding of Islam
Allow grievances to be aired
What causes crime?
How can we tackle
crime?
Historical examples
of different styles
of governance
To learn about living
in modern Britain
Explore and promote
Diversity
To become
independent
enquirers
Promote respectful
dialogue
Challenge prejudices
Explore/promote diversity
Develop a shared understanding
of and respect for culture, belief
and heritage
Challenge anti-Semitism,
Islamophobia, homophobia and
other prejudices
Debate extremism
Debate fundamental moral and
human rights and principles
Equip students with arguments
against violent extremist
ideology
Provide safe spaces for students
dedicated to confidential discussion,
to openly discuss issues that concern
them including exploring identities
Develop critical thinking skills
& become critical users of online
social media
Deal with controversial issues
Develop skills to evaluate effectively
and discuss potentially controversial
issues
Enhance safe behaviours online
Become independent enquirers/
evaluate evidence to take reasoned
decisions while recognising the
beliefs of others
Challenge misinformed views and
perceptions
Learn questioning techniques to open
up safe debate
Promote open and respectful dialogue
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Additional resources
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
Promoting British Values; https://www.gov.uk/government/news/guidance-on-promoting-british-values-inschools-published/

Promoting fundamental British values through SMSC;
https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc

Promoting British Values in the Curriculum; https://schoolleaders.thekeysupport.com/curriculum-andlearning/curriculum-guidance-all-phases/structuring-curriculum/promoting-british-values-in-the-curriculum/