The Governors role in Promoting fundamental British values as part of SMSC

in schools

Glyn Wright, County Inspector/Adviser PDL

• What was the Trojan Horse Affair?• 21 schools visited. • 4 secondary and 16 in the primary phase. One all through 5-16

school.• 8 were designated as academies. None of the schools were ‘faith’

schools. • 16 (The Missing 16) were a ‘general’ monitoring activity under

section 8 of the Education Act 2005. • The 5 (The Famous 5) started as Section 8 with a focus on

safeguarding, leadership and management. • But, were subsequently deemed as Section 5 inspections due to

the extent of concerns

‘Preparing pupils for life in modern Britain’

The Birmingham 21 Ofsted skirmish

• RE teaching often inspires students to work to high standards…. But understanding of other religions is scant as the curriculum focuses primarily on the study of Islam.

• …. Leaders do not sufficiently develop pupils’ understanding of different customs, traditions or religions .. in Britain. This does not prepare pupils adequately for life in modern Britain……

• Pupils have limited knowledge of religious beliefs other than Islam……Teaching is inadequate because it does not achieve the necessary gains in pupils’ knowledge, skills and understanding of all the major religions.

The Ofsted reports from the five schools contained the following key concerns in relation to religion and faith:

• The curriculum … does not foster an appreciation of, and respect for, pupils’ own or other cultures. It does not promote tolerance and harmony between different cultural traditions.

• Group of governors …are endeavouring to promote a .. narrow faith-based ideology in .. a maintained and non-faith academy.

• Students focus almost entirely on Islam. Students are invited to develop moral understanding through .. Islamic assemblies. However, no opportunities exist for non-Muslims to attend alternative assemblies.

• Pupils do not explore different religious beliefs in the enough detail.

• In some cases priority has been given to developing pupils’ basic skills in reading, writing and mathematics as a result there is too little time given for pupils to be taught RE and PSHE.

‘Preparing pupils for life in modern Britain’The two negative comments

• The Department for Education (DfE) should continue to reinforce the requirement on all schools to provide a broad and balanced curriculum and promote British values.

• The DfE should ensure that leadership and governance training programmes emphasise the importance of promoting British values, including tolerance and mutual understanding.

• The DfE should continue to remind schools of the legal requirement to publish key information, including curriculum plans, on school websites.

• Ofsted will continue to check curriculum information on school websites as part of its ongoing risk assessment procedures to determine whether no-notice inspection is necessary.

.

Recommendations in light of this

Promoting fundamental British values as part of SMSC in schools DfE November 2014 -Through their provision of SMSC, schools should:

• enable students to develop their self-knowledge, self-esteem and self-confidence;

• enable students to distinguish right from wrong and to respect the civil and criminal law of England;

• encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

• enable students to acquire a broad general knowledge of and respect for public institutions and services in England;

• further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;

• encourage respect for other people; and • encourage respect for democracy and support for participation in the

democratic processes, including respect for the basis on which the law is made and applied in England.

Schools should…..

• Make sure activities beyond the classroom are all ways of ensuring pupils’ SMSC development.

• Encourage pupils to regard people of all faiths, races and cultures with respect and tolerance

• To get young people to consider what is ‘right’ and ‘wrong

• To understand and upkeep the rule of English civil and criminal law

• To develop their self-knowledge, self-esteem and self-confidence;

Schools should be helping pupils:

• to accept responsibility for their behaviour• to acquire a broad general knowledge of and

respect for public institutions and services in England;

• to acquire an appreciation of and respect for their own and other cultures

• To have respect for other people • To have respect for democracy and support

participation in the democratic processes

Schools should be helping young people to:

• understand how citizens can influence decision-making through the democratic process;

• appreciate that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

• understand that the freedom to choose and hold other faiths and beliefs is protected in law;

• accept that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated

What does Ofsted expect? (Jan 2015)

• 165 Inspectors should consider whether governors:

– carry out their statutory duties, such as safeguarding, and understand the boundaries of their role as governors

– ensure that they and the school promote tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics) and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain

What does Ofsted expect? (Jan 2015) Inspectors should consider how well leadership and management ensure that the curriculum:• is broad and balanced, complies with legislation and provides a wide range of

subjects, preparing pupils for the opportunities, responsibilities and experiences of later life in modern Britain; inspectors should not expect to see a particular range of subjects but should be alert to any unexplained narrowness in the breadth of curriculum being offered by the school

• actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs

• focuses on the necessary priorities for ensuring that all pupils make excellent progress in reading, writing and mathematics

• promotes high levels of achievement and good behaviour • links to the school’s system of assessment and that together they set out what

pupils are expected to know, understand and do, and when• information about what is taught in the curriculum each year is shared with

parents and carers, including by meeting the statutory requirement to make curriculum information available on the school’s website

What does Ofsted expect? (Jan 2015)

• promotes tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics) through the effective spiritual, moral, social and cultural development of pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community

What does Ofsted expect? (Jan 2015)

• The curriculum is effectively planned and taught• does not compromise pupils’ achievement, success or progression by

inappropriate early or multiple entry to public examinations, for example in mathematics

• (for schools that do not have a religious character) includes a balanced approach to the pupils’ RE that is broadly Christian but, as appropriate, takes account of the teaching and practices of the other principal religions represented in Britain (see paragraphs 14–18)

• includes a rounded programme of assemblies that help to promote pupils’ spiritual, moral, social and cultural development, providing clear guidance on what is right and what is wrong

• is based at Key Stage 4 on a balance between academic and vocational courses that is appropriate for the pupils

• fully meets the requirements of the 16–19 study programmes and takes account of course completion rates and the needs of learners.

Spiritual development– Ofsted 2015

• The spiritual development of pupils is shown by their: – ability to be reflective about their own beliefs, religious

or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values

– sense of enjoyment and fascination in learning about themselves, others and the world around them

– use of imagination and creativity in their learning– willingness to reflect on their experiences.

Moral development – Ofsted 2015

The moral development of pupils is shown by their:• ability to recognise the difference between right and wrong,

readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England

• understanding of the consequences of their behaviour and actions

• interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

Social development – Ofsted 2015

• The social development of pupils is shown by their:• use of a range of social skills in different contexts, including

working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

• acceptance and engagement with 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 pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

• www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc

• www.gov.uk/government/publications/improving-the-smsc-development-of-pupils-in-independent-schools.

•  

Cultural development Ofsted 2015The cultural development of pupils is shown by their: • understanding and appreciation of the wide range of cultural influences

that have shaped their own heritage and that of others• understanding and appreciation of the range of different cultures within

school and further afield as an essential element of their preparation for life in modern Britain

• knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

• willingness to participate in and respond positively to artistic, sporting and cultural opportunities

• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Proposed Ofsted framework from September 2015

Inspectors will make graded judgements on the following areas, using the four-point scale:• Effectiveness of leadership and management• Quality of teaching, learning and assessment• Personal development, behaviour and

welfare• Outcomes for children and learners.

Effectiveness of leadership and management

Inspectors will make a judgement on the effectiveness of leadership and management by evaluating, where this is applicable, the extent to which leaders, managers and governors:• provide a curriculum that has suitable breadth, depth and relevance so

that it meets any relevant statutory requirements, as well as the needs and interests of children, learners, employers and the local community and nationally

• successfully plan and manage the curriculum, learning programmes and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education or training

• actively promote equality and diversity and fundamental British values, tackle bullying and discrimination and narrow any gaps in achievement between different groups of children and learners

• make sure that arrangements to protect children, young people and learners meet all statutory requirements and promote their welfare.

Personal development, behaviour and welfare

Inspectors will make a judgement on the personal development, behaviour and welfare of children and learners by evaluating, where this is applicable, the extent to which the provision is successfully promoting or supporting children’s and learners’:• following of any guidelines for behaviour and conduct,

including management of their own feelings and behaviour, and around bullying, and how they relate to others

• understanding of how to keep themselves safe from relevant risks such as exploitation and extremism, including when using the internet and social media

• personal, social, moral, cultural and spiritual development, including through access to cultural experiences and work experience so that they are well prepared to respect others and contribute to wider society and life in Britain today

Personal development, behaviour and welfare con.

• knowledge of how to keep themselves healthy, including through exercising and healthy eating

• self-confidence, self-assurance and knowledge of their potential to be a successful learner

• choices about the next stage of their education, employment, self-employment or training, where relevant, from independent careers advice and guidance

• where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training.

South Farnborough Junior School

Under: Safety• This is strongly underpinned by the school’s determination to prevent

discrimination and foster good relationships. There have been no bullying or racist incidents reported for a number of years. Pupils are adamant that such incidents do not happen.

• Pupils have a strong awareness of their rights, and of their responsibilities towards others. They develop an excellent understanding of British values.

• Pupils show great respect for different beliefs, customs or ways of life. Strongly supported by the school’s excellent promotion of pupils’ spiritual, moral, social and cultural development, relationships throughout the school are outstanding. Pupils are exceptionally well prepared for life in a diverse British society.

October 2014 : Outstanding

Haselworth Primary

• Pupils are beginning to understand the importance of democracy. For example, pupils learn about the importance of fairness as they vote for pupils to represent them on their own school council. They learn to understand the importance of listening to other pupils’ views during regular ‘Philosophy for Children’ lessons.

February 2015 – Good.

Four Lanes Community Junior School

• The curriculum is designed to make a good contribution to all pupils’ social, moral, cultural and spiritual development. All assemblies follow a theme connected to rights, respect and responsibility. Pupils are prepared well for life in modern Britain by a range of activities like writing to their local Member of Parliament about deforestation. The religious education curriculum and friendship groups foster tolerance,

January 2015 - Good

The Governors role in Promoting Fundamental British Values:

Communicating both inside school and to the world outside how my school is preparing pupils for life in

modern Britain

• Training for all governors- links with safeguarding• Website• newsletters• notice boards• joint working with staff• supporting school work with parents