British Values
British values statement
We are committed to serving our community and recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role the academy plays in ensuring that groups or individuals within the academy are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
We follow equality guidance which endeavours to ensure there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. We are dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all our students.
At Hunnyhill Ormiston Academy the values are taught explicity through our Personal, Social, Health and Emotional (PSHE) SCARF curriculum and Religious Studies (RE). British Values are taught through our curriculum which is broad and balanced. At Hunnyhill we seek opportunities to actively promote British Values through assemblies, whole academy events and curriculum days. Pupils are elected for responsibilities such as Junior Governors, Sport Leaders, young Librarians, Art Ambassadors and many more.
The five key British Values* are:
- Democracy
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
The academy uses strategies within the national curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways we seek to instill British values.
* Definition set by the government in the 2011 Prevent Strategy.
| Democracy Democracy is an important value at Hunnyhill. pupils have the opportunity to have their voices heard through our Junior Governors. Sports Ambassadors and other leader roles give the pupils an opportunity to vote and elect members to represent their class and academy. |
| The rule of law The importance of laws and rules, whether they are those that govern the class, the academy or the country, are consistently reinforced throughout regular academy days. Our system for behaviour is aligned to an agreed policy and if children are given verbal warnings this is always set against the agreed academy behaviour policy. We talk to the children in support to identify which aspect of the policy they have broken to ensure that this connection is made and understood. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. To encourage and promote good behaviour, attitude and work, we have devised a reward system which is consistently followed throughout the academy using dojo points. We are committed to praising children’s efforts. We endeavour to praise the children informally, individually, during group work, in front of the whole class and the whole academy. Children are rewarded not only for achievement in curriculum areas, but for effort, behaviour and demonstrating our academy values. Rewards are given in the form of stickers, points, and certificates. Children’s achievements are also recognised during Weekly Celebration Assemblies. |
| Individual liberty |
| Pupils are actively encouraged to make choices at our academy, knowing that they are in a safe and supportive environment. As a academy we provide boundaries for our children to make choices safely, through the provision of a safe environment and planned curriculum. 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 anti- bullying activities and e-Safety teaching. Pupils are given the freedom to make choices, e.g. signing up for extra-curricular clubs. |
| Mutual respect |
| Part of our academy values and positive behaviour policy is based around core values such as ‘respect’.’ Our values determine how we live as a community at Hunnyhill Ormiston Academy. Assemblies are based on our ‘Values’ and the SCARF curriculum which are central to how we expect everyone to go about their life at our academy. |
| Tolerance of those of different faiths and beliefs |
| This is achieved through enhancing pupils’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity in our local community which is by large white British. Whole academy assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. We use opportunities such as R.E days, celebrations within different cultures and beliefs, Olympics and the World Cup to study and learn about life and culture in other countries. |
Ofsted July 2025
Pupils behave well. The academy’s values and the relationships with staff ensure that this is the case. Pupils are polite and respectful to each other in both social times and lessons. They know the rules and follow them.
The academy encourages pupils to take part in events, both in and outside the academy. There are a range of trips to local places of interest and on the mainland, which build on pupils’ learning as well as the exciting residential trip. Visitors such as authors and the emergency services deliver assemblies, which develop pupils’ understanding of the world beyond the academy.
Pupils behave well in lessons. Teachers know how to establish clear routines and support pupils who struggle to maintain their focus. This allows others to learn. Pupils interact well with each other, and staff create a warm and welcoming atmosphere.
Core British Values
British values are promoted throughout much of what we do at Hunnyhill Ormiston Academy, not least during our school assemblies and Religious Education lessons. The values are integral to our long-standing school ethos and values, which complements British values.
As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.
The term ‘British values’ might be slightly misleading in that these values are integral to so many countries throughout the world – they differ in no way from the values of most western European countries, for example.
Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.
Schools are subject to a duty (Section 26, Counter-Terrorism and Security Act 2015) to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. At the foot of this page there is some information to support parents in discussions about extremism and preventing radicalisation.
Being part of Britain
As a school, we value and celebrate the diverse heritages of everybody at Hunnyhill. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Remembrance and Harvest during the Autumn term.
We also value and celebrate national events, such as the BBC Children in Need appeal. Further, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are:
Geographically: Our learning at Hunnyhill Ormiston Acdemy ensures that children have a better understanding of what Britain is, learning more about:
- Its capital cities and counties, its rivers and mountains
- How ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom’
- Where Britain is in relation to the rest of Europe and other countries in the world
Historically: The main focus is British history. Children learn about an aspect of life and how this has developed and changed over time.
Democracy
Children, parents and staff have many opportunities for their voices to be heard at Hunnyhill Ormiston Academy. An obvious example is our Junior Governors.
The election of the Junior Governors members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of two representatives from each class in KS2, the Junior Governors meet regularly to discuss issues raised by the different classes.
Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.
Extremism
Something which is clearly not part of any British or European value is extremism. It is important to remember that whilst the threat from so-called Islamic State has been a focus in the Counter Terrorism and Security Act, the Prevent Duty is clear that extremism of all kinds should be tackled too. In England, far right groups such as Britain First and the English Defence League need to be tackled, too.
Extremism is not a new topic in education, but schools have a relatively new statutory duty to pay “due regard to the need to prevent people from being drawn into terrorism”.
Read the government’s Prevent duty guidance and its guidance for schools.