Caister Infant, Nursery School & Children's Centre
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British Values

Caister Infant School

Statement of British Values


The DfE have recently reinforced the 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.”

At Caister Infant School these link very closely to the culture and ethos of our school and to the values we promote through the wider curriculum.


Our curriculum prepares children for life in British Society; this includes developing the understanding and use of money, effective reading and writing skills, collaboration and discussion to research ideas and concepts.


Significant National events such as the Royal wedding of the Duke and Duchess of Cambridge, the recent births of royal children and the Golden Jubilee of Queen Elizabeth II were all celebrated in school. The visit of the Olympic torch was embraced. Remembrance Day is commemorated annually and children are encouraged to reflect on this. The centenary of World War 1 was a whole school topic this year.


Within our curriculum children learn about the lives of some significant people and events in British history. Historical figures include Blackbeard and Mary Read who were English pirates and events include the 1901 Caister Lifeboat disaster. 


We hold daily acts of collective worship/ whole school assembly. Our assemblies uphold traditional values of empathy, respect and tolerance.



All children are treated fairly and have an equal right to express their views and be listened to.  Pupils have the opportunity to have their voices heard through our School Council and Pupil Questionnaires. School Council representatives and Eco Warriors are elected democratically by their classmates in a ballot which introduces them to the principal of democratic elections and fosters the concept of freedom of speech and group action to address need and concerns. All children also have the opportunity to be ‘special helpers’ within the class.



Our school rules are consistently reinforced in all parts of the school, in lessons as well as when dealing with behaviour and through school assemblies. Children are taught the reasons behind our school rules, and the consequences for the safety and wellbeing of themselves and for others if rules are not kept. They understand our behaviour management system ‘Good To Be Green’ and are encouraged to make the right ‘choices’ so that they stay on a green card during their time in school.

In PE the promotion of the concept of “fair play”, following and developing rules, celebrating and rewarding success, accepting defeat and participating in activities that promote cooperation with others and inclusion for all form an integral part of the PE curriculum.



There are many opportunities within the school day for children to make choices and exercise their personal freedom. Boundaries are set clearly and reinforced consistently to ensure the school is a safe environment. Children are supported and encouraged to manage their own behaviour and make good choices. Through assemblies and PSHE children learn about their personal freedoms and take part in discussions about how to exercise these safely, for example through e-safety, road safety. Children have opportunities to make choices in their learning, for example when choosing which challenge to complete and also selecting their own equipment from Maths trugs with which to complete tasks. They also choose from a range of staff led clubs and are able to choose playtime activities.



Children enjoy lessons and are active learners who display good behaviour because they understand the right of all children to learn and thrive in an atmosphere of mutual respect. The school promotes respect for others and this is reiterated through our Behaviour Policy and school rules. Children take part in discussions when they are expected to treat the opinions and views of others with respect, even if they differ from their own. Adults in school model mutual respect in their conversations and actions towards the children and towards one another.  



From their first day in school children are supported to develop the language to express their views, emotions and feelings so that children are able to negotiate with their peers and resolve any disagreements peacefully. We actively seek opportunities through our school curriculum to enhance pupils’ understanding of their place in a culturally diverse society. Assemblies and discussions involving prejudice and bullying are being followed and link with learning in RE and PSHE.


Tolerance of those of different faiths and beliefs is promoted in RE as children gain a greater understanding of religious diversity and practices for those religions represented in the UK. Planning for RE is directed by the Standing Advisory Council for Religious Education (SACRE) - Agreed Syllabus for Religious Education.