The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools. This is not something new at Morley Newlands Academy. British values are promoted in so much of what we do, not least during our school assemblies, Religious Education, Circle Time and Personal, Social Health Education (SEAL) sessions. The values are integral to our long-standing inclusive ethos 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.

Morley Newlands Academy is committed to serving its community and fully understands its context. It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Morley Newlands Academy is dedicated to preparing pupils for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its pupils.

Download our Modern British Values Statement
British Value At Morley Newlands Evidence Intended Outcomes
The mutual respect and tolerance of different faiths and beliefs Respect is a fundamental value. It is discussed explicitly during SEAL and Circle time and implicitly during our interactions with children and each other. Children learn about different faiths through the RE curriculum. Stories from different religions and cultures are shared regularly in class and during assemblies. Children as experts talk about their own faith. Religious festivals from range of faiths celebrated. Values taught – equality, freedom, respect, tolerance
  • Assembly timetable and plans
  • RE planning and SMSC work
  • Circle time/SEAL drop ins
  • Curriculum Displays
  • Religious celebrations timetable
Children can articulate what respect is and how they show it. Mutual respect is evident through-out school. Children can talk about their own beliefs and practices and can compare and contrast with those of others.
They ask and answer questions about different faiths.
Negative comments or attitudes are perceived as unacceptable and children challenge these appropriately.
Democracy Children at Morley Newlands have direct experience of democracy in action through elections for School Council each year.
Pupil Voice is heard and acted upon. Global issues considered through the curriculum and assemblies
  • Assembly timetable and plans
  • School Council minutes
Children have clear understanding of fairness and are assertive when ensuring this.
They use class and school council to make changes which benefit themselves and others.
The rule of Law School rules are clear and applied consistently through Positive Discipline Each class develops golden ‘rules’ – debated and discussed.
The curriculum includes learning about the law.
Opportunities to develop positive relationships with local police are exploited from an early age.
  • Assembly timetable and plans
  • Class rules
  • PSHE drop ins
Children understand the importance of school rules, feel they are fair and necessary and follow them. Children can explain why we need laws in society.
Individual Liberty Children learn about the ‘UN Rights of the child’, considering the lives of children around the world. They are encouraged to act to make positive change so more children can achieve those rights. Concepts of rights and responsibilities are part of everyday discussion with children.
  • Assembly timetable and plans
  • SMSC and cross curricular work
Children know about rights and the implications for children who do not have them. They are clear about the links between rights and responsibilities.