British Values in EYFS
Democracy: making decisions together
PSED is regarded as a fundamental curriculum area in the Early Years. When new children arrive at the school we track and observe the children's well-being and involvement. As a class we discuss our themes and what the children would like to learn about. When we change the role play we discuss with the children what their ideas are and how we can develop the area. We promote sharing and turn taking within our class rules, we support the children in talking through challenging moments and how to overcome them. Children have the freedom of choice to decide what they would like to learn through child-initiated play, the children make these decision both individually and with others. Children are given the opportunity to ask questions to each other and to adults, to further their knowledge and understanding.
Rule of law: understanding rules matter as cited in Personal Social and Emotional development
At the start of the year class rules are decided as a collaboration of the class. These are displayed in the classroom and referred to throughout the day. The whole school rules and expectations are discussed regularly. The children work as a team to follow the rules, and are aware of the consequences to their actions. In class we promote good behaviour through a chart that the children can move up and down, the children understand what they need to do to move up the chart and also the consequences for not following the agreed rules. VIP Red Jumpers and Green Leaf Assemblies are used to celebrate and reward good behaviour.
Individual liberty: freedom for all
In Reception the children have access to all resources both indoors and outdoors; they have the freedom to choose the resources that they need to support their own learning. Art resources are readily available both inside and outside, where children are able to explore the materials, mixing colours, and talk about their experiences and learning. The children manage their own risks when using different resources, the risks of others are discussed as a class and managed during their learning. Children are able to use planks, crates and ropes to construct with outside, they can also choose to use hoops, stilts, stepping stones and bikes. At playtime the children have access to a trim trail, play houses and a forest play area, where the children manage their own risks. During Forest School the children explore the wooded area and have the freedom to pick up branches and climb. They are supervised to take part in other adventurous activities like whittling and camp fire. Children take part in a range of experiences where feelings and emotions are discussed and questioned. Towards the final term of Reception we discuss, as a class, our worries and anxieties about transitioning into Year 1, and these worries are shared with the new member of staff. A range of activities are organised to make transition easier, such as ‘YR Graduation Day’. Staff visit nurseries in the summer of term to meet the children coming to the school in the next academic year and talk to them about their worries and anxieties about transition.
Mutual respect and tolerance: treat others as you want to be treated
In Reception we explore the themes of our Christian values, Love, Trust and Truth, through the stories of Jesus, at an age appropriate level. All children take part in weekly collective worship. In Reception we teach the children about a range of faiths and festivals, giving the children opportunities to role play the different stories. It is strongly promoted that all children join in with the learning of different faiths and celebrations. As a class we listen to each other's ideas and share stories about our home life, this gives children the opportunity to ask questions about each other and discuss our similarities and differences. We promote diverse attitudes and challenge stereotypes through role play and stories. As a school there is a weekly celebration assembly (VIP Red Jumper and Green Leaf) where the work of children is celebrated by peers, staff and parents.