Preparing Children for Modern British Life



Chesham Bois CE School

Preparing Children for Modern British Life


The Department for Education states that there is a need “to 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 Department for Education defines British Values as follows:

  • Respect for democracy and support or participation in the democratic process                        
  • Respect for the basis on which the law is made and applies in England
  • Support for equality of opportunity for all
  • Support and respect for the liberties of all within the law
  • Respect for and tolerance of different faiths and religious and other beliefs


As a Church of England School, we place the child at the centre of all we do.  We welcome children and families of all faiths and of none. Our work is motivated and inspired by our core Christian values which are lived out on a daily basis by children and adults in the school.  We provide a caring, nurturing learning environment in which all children can achieve and grow together.


We aim to prepare children for life in modern Britain.  As such we ensure that the fundamental British values are introduced, along with our core Christian values, discussed and lived out through the ethos and work of the school.


Our Curriculum areas provide a vehicle for furthering understanding of these concepts and our collective activities such as assemblies, experiences beyond their local community, sporting events, residentials, a range of visits and visitors and special themed weeks provide excellent opportunities to deepen and develop understanding.


At Chesham Bois CE Combined School, we recognise that such development is most successful when those values and attitudes are promoted by all staff and adults and we strive to share and model behaviours for our children.



  • We have our own school council with elected representatives for each class. All children are able to put themselves forward to their classmates. A ballot is held and pupils are voted for.
  • All children are encouraged to debate topics of interest, express their views and make a meaningful contribution to the running of the school on matters that directly involve pupils.
  • Our Class Point system, used to help praise whole classes, features rewards chosen by the children.
  • The Headteacher reports to Governors about the activities of the School Council.
  • Pupils are actively involved in the selection processes of new staff.


Rule of Law

  • The importance of laws and rules, whether they are those that govern the class, the school or the country, are consistently reinforced throughout regular school days. 
  • Our system for behaviour is understood by the children and is linked to our Golden Rule.
  • We have a ‘Golden Rule’, which is deeply embedded in our work every day.
  • Rules and expectations are clear, fair and regularly promoted. Each class also discusses and sets its own rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.
  • Pupils are helped to distinguish right from wrong and reflection time is provided when necessary.
  • We are committed to praising children’s efforts. Children are rewarded not only for achievement in curriculum areas, but also for behaviour. Rewards are given in the form of stickers, team points and certificates. Children’s achievements are also recognised during Celebration Assemblies.


Individual Liberty

  • Within school, pupils are actively encouraged, and given the freedom to make choices, knowing that they are in a safe and supportive environment. For example, by signing up for extra-curricular clubs, choosing the level of challenge in some lessons and becoming increasingly more involved in child-led learning. A further example is where foundation stage children have the opportunity to choose their extended learning through adult guided child initiated play.
  • As a school, we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment, a planned curriculum and an empowering education.
  • Pupils are supported to develop their self-knowledge, self-esteem and self-confidence.
  • Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, e.g. through e-safety teaching and PSHE lessons.
  • Freedom of speech is modelled through encouraging pupil participation.
  • Vulnerable pupils are protected and stereotypes challenged.
  • A strong anti-bullying culture is embedded in the school.
  • Pupils have key roles and responsibilities in school e.g. Year Sports Leaders, Year 6 Team Captains, School Council members, Eco Council members etc.


Mutual Respect and Tolerance of Those with Different Faiths and Beliefs

  • Respect is one of the core values of our school. The pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small.
  • The school strongly promotes respect for individual differences.
  • Pupils are helped to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Staff and pupils are encouraged to challenge prejudicial or discriminatory behaviour.
  • Actively promoting our values also means challenging pupils, staff or parents expressing opinions contrary to fundamental values, including ‘extremist’ views.
  • Through the PSHE and RE curriculums pupils are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked after children or young carers.
  • Assemblies and discussions involving prejudices and prejudiced-based bullying have been followed and supported by learning in RE and PSHE.