British Values

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage and something that we at Little Cubs are very passionate about.

The government sets out its definition of British Values in the 2011 Prevent Strategy, the values of:

• democracy

• the rule of law

• individual liberty

• mutual respect

• tolerance of those of different faiths and beliefs


To help demonstrate what this means in practice, the Foundation years came up with the following examples based on what is in the statutory guidance. They are just that – examples -and not exhaustive, but hopefully useful to you.

We practice British Values within the setting by encouraging the following:


Democracy: making decisions together

• As part of the focus on self-confidence and self-awareness as cited in Personal, Social

and Emotional Development:

• We encourage children to see their role in the bigger picture,

encouraging children to know their views count, value each other’s views and values

and talk about their feelings, for example when they do or do not need help. 

When appropriate we demonstrate democracy in action, for example, children sharing views on

what the theme of their role play area could be with a show of hands.

• We support the decisions that children make and provide activities that involve

turn-taking, sharing and collaboration. Children should be given opportunities to develop

enquiring minds in an atmosphere where questions are valued.


Rule of law: understanding rules matter as cited in Personal Social and Emotional

development

As part of the focus on managing feelings and behaviour:

• We ensure that children understand their own and others’ behaviour and its

consequences, and learn to distinguish right from wrong.

• We collaborate with children to create the rules and the codes of behaviour, for

example, to agree the rules about tidying up and ensure that all children understand

rules apply to everyone.


Individual liberty: freedom for all

As part of the focus on self-confidence & self-awareness and people & communities as cited in

Personal Social and Emotional development and Understanding the World:

• We encourage children develop a positive sense of themselves. And we provide opportunities

for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.

• We encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.


Mutual respect and tolerance: treat others as you want to be treated

As part of the focus on people & communities, managing feelings & behaviour and making

relationships as cited in Personal Social and Emotional development and Understanding the

World:

• Leaders create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.

• Children acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

• We encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.

• We promote diverse attitudes and challenge stereotypes, for example, sharing

stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

• We have notices on the walls or multi-faith books on the shelves will fall short of ‘actively promoting’.


 What is not acceptable in the setting:

• actively promoting intolerance of other faiths, cultures and races

• failure to challenge gender stereotypes and routinely segregate girls and boys

• isolating children from their wider community

• failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs

If you would like to do some work around moral development, you could select ‘a right’, as the

basis for children’s discussion. Take a look at the UNCRC ‘articles’ or children’s rights

explained simply. 


Learn More

Suggested books that we use within the setting which reflect values and stimulates discussion with children concerning many aspects of British Values


The Gruffalo


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The Rainbow Fish


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Giraffes Can't Dance


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The Tiger Who Wanted to Love


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Elmer

Elmer

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PiggyBook


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UN Convention on the Rights of the Child



 Take a look at the UNCRC ‘articles’ or children’s rights

explained simply. 


Click on this to be taken to the link to see the poster adjacent in more detail.

For further information this ​beautifully illustrated 40-page paperback book provides a simplified version of the UN Convention on the Rights of the Child. With a foreword by Archbishop Desmond Tutu, each page features a drawing by a well-known children’s illustrator.


Please click here for a link to the book.