Our core values for 2018 /2019 are:
Peace, Trust and Forgiveness

Harbottle is required under section 78 of the Education Act 2002 to promote the spiritual, moral, mental and physical development of pupils. As of November 2014, schools also need promote fundamental British values as part of the school curriculum.

Harbottle is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the UK. 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. Harbottle 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.

The DfE has suggested that pupils are taught about fundamental British values during their spiritual, moral and cultural (SMSC) classes. Pupils are expected to display knowledge of the fundamental aspects of British values. The government has outlined their expectations, stating that pupils should:

  • Understand the democratic process and how citizens can have a say in decision making.
  • Recognise the advantages to living under the rule of law and how law is essential for a safe society.
  • See that there is a separation of power and why it exists.
  • Understand the reasons for accountability of institutions and why courts maintain independence.
  • Know why freedom of religion protects all faiths, as well as those with no faith.
  • Accept that people who hold different religious beliefs should be tolerated and not be discriminated against.
  • Value the importance of identifying and combatting extremism.

Harbottle does not have to promote or teach any particular belief, view or way of life that contradicts our outlook or ethos; however, we will not promote discrimination, or accept intolerance against people or groups, on the basis of their belief, opinion or background.

Democracy – what do we do?

  • Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services
  • Teach pupils how they can influence decision-making through the democratic process
  • Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain
  • Encourage pupils to become involved in decision-making processes and ensure they are listened to in school
  • Hold ‘mock elections’ so pupils learn how to argue and defend points of view (KS2)
  • Help pupils to express their views
  • Model how perceived injustice can be peacefully challenged
  • Democracy is shown through history topics such as the Vikings and Saxons
  • Discussion groups.


Rule of law – what do we do?

  • Ensure school rules and expectations are clear and fair
  • Classroom Code of Conduct – Diamond Rules
  • Class rules and celebration of adhering to these rules
  • Help pupils to distinguish right from wrong
  • Help pupils to respect the law and the basis on which it is made
  • Help pupils to understand that living under the rule of law protects individuals
  • Include visits from the police across the year
  • Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws
  • Within our RE curriculum, teachers highlight the rules of the Church and God, for example the Ten Commandments and the Precepts of the Church.


Individual liberty – what do we do?

  • Support pupils to develop their self-knowledge, self-esteem and self-confidence
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights
  • Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence
  • Challenge stereotypes Implement a strong anti-bullying culture –  ‘Say no to bullying’
  • E-Safety through school.


Respect and tolerance – what do we do?

  • Promote respect for individual differences
  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life
  • Challenge prejudicial or discriminatory behaviour
  • Organise visits to places of worship
  • Develop links with faith and other communities through RE and working alongside children and their families
  • Learning to disagree in a respectful way
  • Develop critical personal thinking skills.