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British Values

Oaklands Nursery and Childcare

Promoting Fundamental British Values in the EYFS


Schools should be “actively promoting” British Values and encouraging students to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010. “Actively promotes” means that schools need to be able to demonstrate what they are doing to secure these values and that everyone within a school community is challenging those who are expressing opinions to the contrary. The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2021 Early Years Foundation Stage.


Separately, the Counter Terrorism and Security Act 2015 also places a duty on early years providers “to have due regard to the need to prevent people from being drawn into terrorism” (the Prevent duty).


The Nursery Staff are all trained in Philosophy for Children [P4C] the pedagogy of which promotes British Values through the 4C’s:


Caring- listening and valuing

Collaborative- responding and reporting

Creative- connecting and suggesting

Critical – questioning and reasoning


Democracy: making decisions together

As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:


We encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate, we demonstrate democracy in action, for example, children sharing views in a group session with a show of hands.


We support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.


Rule of law: understanding rules matter as cited in Personal Social and Emotional development

As part of the focus on managing feelings and behaviour:


· We ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.


· We negotiate rules and the codes of behaviour with the children, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.


 Individual liberty: freedom for all

As part of the focus on self-confidence and self-awareness and people and communities as cited in Personal Social and Emotional development and Understanding the trough the promotion of the Characteristics of effective learning:


· Children should develop a positive sense of themselves. We provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.


· We encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group P4C enquiry we will draw attention to who thinks differently, talking about their reasons for their thoughts and ideas.


Mutual respect and tolerance: treat others as you want to be treated

As part of the focus on people and communities, managing feelings and behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:


· We work to create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.


· Our planning and practice is geared to supporting children to acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.


· We encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.


· We promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.


Staff will:

· Consistently and actively promote tolerance of other faiths, cultures and races

· Challenge gender stereotypes, including routine segregation of girls and boy

· Work to engage children and families with the wider community

· Challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths, beliefs and lifestyle choices.