Promoting British Values Audit
Introduction:
At Brooke School we consider the following to be the British values we aim to promote across the school:
 We respect the culture and beliefs of others
 We know that we are all special
 We treat everybody equally
 We understand right from wrong
 We understand and respect the roles of people who help us
 We understand the consequences of our actions
 We listen to and respect other people’s opinions and values
The following table shows how we promote these aspects across the school.
We respect the
culture and beliefs
of others
Example
Termly Culture
week
1) Aut – Stories
around the
world
2) Spr Games
around the
world
3) Sum Festivals
around the
world
Visits to faith
buildings
1) Aut –
Mosque
2) Spr –
Church
3) Sum –
Gurdwara
Foundations
We have termly
culture weeks
focusing on
festivals and events
around the world.
As part of the EYFS
we have targets
around people and
communities,
looking at
similarities and
differences.
Taking part in
special assemblies
at school.
Celebration
assembly.
Learning to Learn
Termly culture
week
4) Aut – Stories
around the
world
5) Spr Games
around the
world
6) Sum -Festivals
around the
world
Understanding the
roles of people
who help us
through weekly
PHSE lessons
with ‘keeping safe’
themes
Skills for Learning
Termly Culture
weeks – focusing
on different
cultures from
around the world.
Topic work
(history,
geography, art etc)
focusing on
different
countries, looking
at similarities and
differences and
why there may be
differences.
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
Lunchtime
changes – clubs
offered everyday
Skills for Life
Culture weeksMulticultural
stories, including
role play and
drama.
Music activities.
Multicultural
cooking
activities. Taking
part in
multicultural
festivals
Destinations
Termly Culture week
All destinations
classes take part in
this to some extend,
Aut – Stories around
the world
Spr Games around
the world
Sum -Festivals
around the world
visit to New Life
Church by Kestrel
class as part of visit to
the food bank.
Inspire to Learn
BFS – We offer
alternative menu
when pork
sausages, hot
dogs, bacon
cooked. Checking
what gelatin used
in marshmallows.
FARM -Some
pupils do not
enter the pig pen
but are jobs of
responsibility on
the farm to do
instead.
Culture weeks –
Derbyshire well
dressing,
Australian
aboriginal rhythm
sticks,
Opportunity to
take part in
meditation.
Easter and
Christmas
celebrations ie
activities around
We know that we
are all special
Rewards
assembly
Instant Rewards/
praise postcards.
Termly
celebration
assemblies
Celebration
Assembly
Trophy Nominations
for end of term
In class reward
system
RSE curriculum
Circle Time as
daily event
Circle timeshowing off work/
something special
from home
Rewards
assembly weekly
and a celebration
board changed
weekly with
photographs and
the reason for
being chosen,
Termly celebration
assemblies.
Twice daily
rewards for
understanding
right from wrong
and understanding
the consequences
for our actions.
Rewards are given
for good
citizenship, and
treating others
with respect.
Circle time daily to
promote speaking
and listening and
to value the
opinions of others.
Embedded reward
systems in each
class
Termly
celebration
assemblies
Weekly SULP
assemblies
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
Circle time
Staff listening to
and helping
students to
overcome
difficulties that
may arise.
Showcasing work
with parents
Lunchtime clubs
Trips and
residential
RSE activities.
Circle time
activities on a
daily basis. Class
reward systems.
Individual reward
systems. Praise
postcards
Accreditation
assemblies
Accreditation on
an individual
basis
weekly reward
assemblies have been
discontinued but
rewards are
recognises in
individual reward
programs within the
classes. Some
classes have
behaviour rewards
just for some students
and other groups work
a reward system for
everyone.
All classes attend the
termly reward
assembly.
Rewards have
included lunch out
with a friend, eg
subway, swimming
session,, time with
ICT at the end of the
day etc
RSE has now been
very clearly
addressed~All
students baselined
and grouped
according to
understanding and
then work carried out
Easter story
including making
cross with twigs ,
outdoor egg
hunts or outdoor
nativity using
farm animals,
christmas dinner
cooked on the
camp fire.
Circle time using
in outdoor
environments and
with outdoor
materials.
Use of praise
postcard system.
Opportunity to
teach peers ,
younger pupils
and others
technical skills
Developing
special
relationships with
animals.
Ability to succeed
and thrive in
practical activity
outside of the
classroom.
in groups of about 4
with a member of
staff, mainly
discussion based,
seems to have
worked very well this
term.
Students sent for
Praise postcards
when necessary
Rewards in the form
of responsibility for
students who earn
this, eg working with
younger students at
lunch times
We treat everybody
equally
Termly Culture
week
7) Aut – Stories
around the
world
8) Spr Games
around the
world
9) Sum Festivals
around the
world
We have termly
culture weeks
focusing on
festivals and events
around the world.
Sharing skills
Turn taking
Termly Culture
week
10) Aut – Stories
around the
world
11) Spr Games
around the
world
12) Sum -Festivals
around the
world
Termly culture
weeks
Embedded reward
systems in each
class
Termly
celebration
assemblies
Weekly SULP
assemblies
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
Circle time
Staff listening to
and helping
students to
Access to
sensory circuits.
Individual
timetables.
RSE activities.
PSHE activities
Access to all
areas of school.
Individualised
timetables and
activities Access
to residential
experiences
Privacy when
required -due to
self help needs
and medication
Termly Culture Weeks
Aut – Stories around
the world
Spr Games around
the world
Sum -Festivals
around the world
OCN units
volunteering working
with FoodBank, Sue
Ryder shop,
Sainsburys, and
Operation Christmas
Child Boxes
Opportunity to
work with others
of different ages
on both farm and
BFS.
Farm stewards
supported with
external school
visits.
overcome
difficulties that
may arise.
Showcasing work
with parents
Lunchtime clubs
We understand right
from wrong
We understand and
respect the roles of
people who help us
Individual learning
plans differentiate
awareness of
right and wrong
Classrooms jobs
Visits from
emergency
services
ILP / PSHE targets,
Positive praise/
understanding yes
and no
Kind hands
Saying sorry
Targets from
Understanding of
the World- People
and Communities
Children take on
Individual learning
plans differentiate
awareness of right
and wrong
Twice daily
rewards for
understanding
right from wrong
and understanding
the consequences
for our actions.
Rewards are given
for good
citizenship, and
treating others
with respect
Understanding the
roles of people
who help us
through weekly
PHSE lessons
with ‘keeping safe’
Trips and
residential
ILPs and PSHE
targets
Embedded reward
systems in each
class
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
Individual
learning plans.
Individual
teaching plans
Individual reward
systems Circle
time
activities
RSE
activities Access
to the
environment
Individual learning
plans differentiate
awareness of right
and wrong
Constant class
reinforcement from
staff and peers
activities completed in
circle time
discussion of events
in the news eg
shooting in Tunisia
Staff listening to
and helping
students to
overcome
difficulties that
may arise.
Topic work
focusing on the
emergency
Following right
way to handle the
animals.
Use of and
knowledge of
emergency
procedures ie for
safety and fire
safety.
Circle time
Topic work
focusing on the
emergency
services.
Classroom rota of
jobs
Use of consistent
rules including
forest school
rules, tool rules,
traffic light tool
guide, camp fire
rules, farm rules,
Differentiated
uniform colours
for different staff
membersespecially Admin
and Medical
Most students have a
classroom job
Students have other
jobs supporting
Farm steward
roles given extra
responsibility
including farm
steward
assemblies and
Visits to hospitals
/ police station
Coloured
uniforms across
school
jobs in the
classroom. Visits to
school health room.
Learning about
people who help us
with in schooldinner staff, office
staff, physio, SLT.
themes
services.
Classroom jobs
rota
Coloured
uniforms across
the school
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
staff. Specialist
visitors to
assemblies.
Access to the
local and wider
environment.
Residential
experiences
younger students
Reinforcement of
polite ways of dealing
with others, manners,
when visitors come in
to school eg on
corridors, from Food
Bank
Students answering
class phone
Staff listening to
and helping
students to
overcome
difficulties that
may arise.
reinforcement of being
able to speak to any
adult to get help when
it's needed
Lots of these are done
in an informal way as
normal part of the
classroom routine
Safer places scheme
in town introduced to
make students aware
of people who can
help them if they are
out of school round
town and need
support, visit by the
police to introduce
this.
We understand the
consequences of
our actions
Bespoke
behaviour plans
on their ILP
Early thinking
ILP targets –
learning yes and no
boundaries, saying
sorry
Bespoke
behaviour plans
on their ILP
Bespoke
behaviour plans
on their ILP
Nurture provision
Individual
Learning plans.
Access to the
wider
environment to
understand the
Destinations students
have used the Nest
and accessed Music
Therapy this year
farm trips for
stewards.
Large volume of
visitors in both
outdoor
environments to
be introduced to
and to show
around their
learning
environment.
Liasion and
working with
professionals
such as master
gardener, vet and
sheep shearer.
Role play
friendship café,
hospital and
emergency
rescue first aid in
role play with
outdoor
adventurous
activity.
High visibility
vests to engage
as a worker ie
when “litter
picking”
Being exposed to
handling
dangerous tools,
Kelly
kettles ,activities
skills work around
contingency
awareness and
contingency
responding
Staff awareness
of interpreting
CYP actions
ILP’s having
strategies for
positive behaviours
Nurture provision
Children attend
Nurture group
Music therapy
Play therapy
Children attend
music therapy
sessions
Music therapy
Expressive Artsexpressing self
through movement
and music
Circle time
School Council
Power and
student voice.
Assemblies
Social Use of
language
programme
Circle timeencouragement to
listen and wait turn
Talk about
weekend/holidays
and special events
to children
Encourage social
interaction with
communication
book and boards
Choosing friends
using switches
Embedded reward
systems in each
class
Staff listening to
and helping
students to
overcome
difficulties that
may arise.
Early ICT switch
skills
We listen to and
respect other
people’s opinions
and values
Music therapy
wider world.
Access to
therapies.
Residential
experiences.
Individual
timetables.
Educational visits
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
Nurture provision
Play therapy
Play therapy
Twice daily
rewards for
understanding
right from wrong
and understanding
the consequences
for our actions.
Rewards are given
for good
citizenship, and
treating others
with respect
Speaking and
listening are
integral to all that
we do.
Embedded reward
systems in each
class
PSHE lessons –
RSE, protective
behaviours,
getting on and
falling out
Staff listening to
and helping
students to
overcome
difficulties that
may arise.
RSE activities
Circle time
activities
Culture
week activities
Educational visits
If we don't do class
jobs properly we have
to miss break time to
do them properly.
Students have
learned from direct
instruction and
reinforcement that
there are times you
need to do things and
if you don’t other
things won't happen.
Discussions around
getting things right
particularly at lunch
time, If you hurt
someone or you take
something that
doesn’t belong to you
you might end up in
prison.
OCN units Rights and
Responsibilities,(most
OCN units involve
some discussion,
group work activities
that mean the
students have to take
part, listen to others
and understand they
are not always right or
can't always do things
their way)
Peer lead discussions
in class time
playing games
Showcasing work
with parents
Feedback and
questions answered
and camp fire
cooking, how to
carry sticks etc
enable pupils to
develop decision
making and
responsibility and
being responsible
for safety of
others..
Ability to engage
in animal care
results in
awareness of a
healthy life
processes for
animals and
interpretation of
animal
behaviours.
Learning to use
and live in
countryside
responsibly.
Opportunites to
be exposed to life
cycles ie guinea
pig and baby bird
deaths linked to
funeral
procedures being
role played, and
nurturing roles
such as
observing birds in
nests, looking
after seeds
growing etc
Lunchtime clubs
Trips and
residential
Circle time
School council
reps
Weekly SULP
assemblies
for school council
circle times in class
social times during
"Cook your own
lunch"
Frequent
opportunites to be
making choices
Negotiation about
essential jobs to
be done on farm
and with camp
fire cooking.