British Values Statement
James Brindley Academy is committed to promoting British Values as an integral part of our educational approach, with a clear focus on meeting the needs of pupils with SEND and recognising the vulnerabilities some children and young people may experience. We create an inclusive, respectful and trauma-informed environment where pupils learn about democracy, the rule of law, individual liberty, and mutual respect and tolerance, and what these mean for their daily lives, relationships and choices. Through our curriculum, personal development, pastoral support and enrichment, we explicitly teach pupils about rights, equality and protected characteristics (including learning about the Equality Act) so they can understand discrimination, challenge prejudice and keep themselves safe.
We develop pupils’ confidence and communication so they can express views, make informed choices, and advocate for themselves and others, helping them to become active, responsible citizens who contribute positively to society.
Adaptation
James Brindley Academy adapts activities to ensure all pupils can access and understand British Values by using a range of inclusive, age-appropriate and SEND- friendly approaches. This includes structured discussions, visual supports, real-life
scenarios and practical activities that help pupils explore concepts. Staff carefully adapt tasks, scaffold language, and create low-stakes opportunities for pupils to express views, make choices and practise social skills.
Where needed, this is further personalised through small group work, therapeutic support and experiential learning, ensuring that pupils can engage meaningfully and apply these values within their daily interactions and wider school experience.
1. Democracy
| What | How | Example |
|---|---|---|
| Pupil voice | Through school council and pupil parliament. | Contributing to a discussion on how we learn about Artificial Intelligence. |
| Pupil voice | Through personal development lessons. | Having opportunities to ask questions about topics we are learning about. |
| Providing choice | Contributing to school decision such as our wellbeing offer and enrichment programme. | Creating and implementing a garden design project. |
| Pupil voice | Collected during quality assurance activities. | Feedback on how teachers can improve supporting us during a Quality Assurance Visit |
| Engaging in national campaigns | Through wider curriculum activities | Anti-Bullying Week or raising money for Toilet Twinning |
| Key Worker for support | Each young person having a key worker whose role is to always “hear” the child. | Someone to talk things through and share my ideas when I can’t. |
| Debates and campaigns | Debating how we can advocate for others | Rights Respecting Schools Award |
2. Rule of Law
| What | How | Example |
|---|---|---|
| Clear behaviour expectations | Providing pupils with all the support they need to ensure they fully understand the school’s rules and the reasons behind them. | Reflection activities through our Positive Behaviour Policy |
| Law Awareness | Through Personal Development lessons | Such as learning about the Equalities Act or Data Protection Act |
| Respecting authority | Through clear routines and expectations | Visual timetables |
| Understanding Justice and fairness | Through Personal Development lessons | Learning about their legal rights |
3. Individual Liberty
| What | How | Example |
|---|---|---|
| Rights and responsibilities | Teaching pupils about their rights and responsibilities | Learning about the United Nations Convention on the Rights of the Child |
| Empowering choice and independence | Supporting young people in making choices about their learning and daily activities | Thrive woven throughout the timetable |
| Safe spaces for self-expression | Creating spaces where pupils can express themselves freely | No School uniform |
| Celebrating diversity | Core curriculum strand focusing on inclusion/ representation | Representation of women in the technology and how AI is bias towards men. |
Mutual Respect and Tolerance of those with different faiths and beliefs
| What | How | Example |
|---|---|---|
| Respectful Relationships | Learning about different types of relationships and how they work. | Developing opportunities to work in groups and practice communication skills. |
| Celebrating diverse cultures and abilities | Through Personal Development Days and the curriculum | Visiting different places of worship and learning about peoples’ need through Psycho-education lessons |
| Safeguarding discussion | Through Pastoral Support | Discussions about the use of harmful language and understanding why sone behaviours are unsafe or unacceptable |