The DfE have recently reinforced the need

β€œto create and enforce a clear and rigorous expectation on all schools to 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 government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year.

Christ the King’s British Values Statement:

In Christ the King a fundamental aim of our school is to offer a curriculum that develops children and doesn’t merely impart knowledge. Our aim is to offer a curriculum with the development of children at the heart, so that they will grow into young people who will take an active and positive part in the communities in which they live. We want to develop the children so they become closer to God, but also to develop them so that they live and work in a multi-cultural society, respecting and valuing all aspects of it. Our Catholic Mission is to live out our school motto: Christ be our Light and Our Guide. At Christ the King these values are reinforced regularly and in the following ways:


Christ the King upholds and explores this value.

  • The school processes are democratic, for staff and pupils alike.
  • Pupils’ voices are heard and have an appropriate influence on the life of the school.
  • Teachers are consulted and included in the decision-making process.
  • Teachers are aware of their own undemocratic tendecies in favouring or punishing certain types of children. Senior school leaders share recent research on fairness in the classroom, e.g. in outcomes by race or gender.
  • Pupils have capacity to explore democracy itself. Young pupils can reflect on what makes something fair. Older pupils can learn about democracy and debate it as a value and as a political system.

The Rule of Law:

Christ the King upholds and explores this value.

  • In school terms, the school rules apply to all pupils, and all pupils are equally subject to the rules.
  • Younger pupils have the chance to reflect on why rules exist and how fairness is attempted through systems of rules, both in a classroom setting and across the whole school.
  • Young pupils encounter representatives of the Fire Service, Police, health professionals and others to learn about the reasoning and purpose behind particular sets of rules, such as road safety.
  • Older pupils learn about the history of the rule of law in Britian and the significance of Magna Carta and other milestones in the UK history.
  • Older pupils consider whether all British citizens are really equal before the law in units of planned work on prejudice and discrimination.

Individual Liberty:

Christ the King upholds and explores this value.

  • Across all phases of schooling, pupils are given opportunities to make choices and respect the choices of others.
  • This prepares younger pupils to be aware of the importance of taking responsibility for their choices.
  • Older pupils are given the opportunity to explore and consider the balance between rights, responsibilities, diversity and belonging that make up daily life in a diverse country like Britian.
  • Older pupils learn about the historical circumstances that led to the value of individual liberty and the liberal state.

Mutual Respect:

Christ the King upholds and explores this value.

  • All staff model respectful behaviour, towards each other, parents and pupils.
  • All staff model respectful behaviour of the school environment. All staff and pupils are expected to take litter seriously; displays celebrate student achievement, and the environment is warm and welcoming, a source of pride for members of the school community.
  • Expectations for all pupils are extremely high when it comes to respect; they behave respectfully towards each other, all adults and the school environment at all times.
  • Rewards and sanctions are developed partly with a view to creating and sustaining a respectful environment.
  • Certain curriculum areas call for respectful attitudes in order to learn effectively, especially RE, PE, the Arts and Humanities subjects. These subjects are supported and celebrated around the school.

Tolerance of those of Different Faiths and Beliefs:

Christ the King upholds and explores this value.

  • Younger pupils will learn about the notion od tolerance first in terms of interpersonal behaviour in the classroom, which is part of learning to live with each other. Asking questions such as: ‘Is it fair? What shall we do when things are not fair?’
  • Younger pupils reflect on how they function harmoniously as a group, thinking about co-operation, sharing and being kind and generous to one another.
  • Older pupils learn about the history in Europe of the value of tolerance through studying the wars of religion, religious intoerance and positive examples.
  • Older pupils consider the value of tolerance as given by the state to groups within the state, and as a factor of interpersonal relationships, relating this to questions about human rights and freedoms.
  • Older pupils debate the value and limits of tolerance and consider its relationship to acceptance, mutual understanding, warmth and love.
  • Curriculum areas which offer the opportunity to learn about and explore the value of tolerance, especially RE, History, PE and PHSE, are supported and celebrated around the school.