SMSC & British Values

We understand that the children’s opinions about their school are valid and need to be at the heart of our decision making. Throughout their time at The Riverview Academy, there will be many occasions where children will have the opportunity to vote and for their voices to be heard.

All staff will model this process through asking questions and inviting children’s answers and opinions, whether it be in lessons, during assemblies, at lunchtime or in the playground all children are developing their decision making skills and learning to make informed choices and take responsibility for them.

Our School Council has members elected form each class and have regular meeting to represent the views of their classmates. From these views the school has been provided with insightful ideas and perspectives which have resulted in specific items being purchased and policies revised.  For example the School Council members have been gauging their classmates opinions about new playground equipment to be purchased and at the start of the academic year the council voted on how the class name and house system would work and the school leadership team acted on the children’s idea.

Additionally, our school behaviour policy is clear that children are expected to contribute and co-operate, taking into account the views of others.  Children work hard to follow the schools ‘golden rules’ and to work as part of a team to decide upon class rules.

We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our ‘golden rules’ that they are there to enable us to become positive members of society as we grow up and to protect us. To understand that everyone has a responsibility and that there are consequences when rules are broken.

They recognise that whilst we have rules at school, other rules and laws exist in the country for the same reasons.

At the beginning of each academic year each class agree a set of rules with their peers and the teacher. These are then displayed in the class and referred to as necessary.

By signing the Home School Agreement all parents/ carers, children and teachers show commitment to uphold the school rules.

Children are helped to learn to manage their behaviour and take responsibility for their actions. We help children to understand the connection between actions and consequences.  Visits from specialist services for example the Fire Service, Road Safety experts and the Police, help us to reinforce this message.

Within school children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to make choices safely, through our provision of a safe environment and empowering teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms.

We support each child to become as independent as possible so that they are  encouraged to become good and valued citizens. We endeavour to demonstrate that everyone has rights and personal freedoms.

Some children will be able to take responsibility for particular roles, such as School Council members, Riverview Role Models, Register Monitors, Eco-Club members and Peer Mediators.  Learning to do things independently is an important part of learning to understand yourself. We believe that in fostering a careful and helpful environment and encouraging independence we can boost and nurture a healthy self-esteem.

Our whole school ethos is built around mutual respect and we believe that there that respect for others is a vital component of moral development. We are an inclusive school where everyone is valued and has a contribution to make to the school.

Children learn that their behaviour has an effect on their own rights and those of others. This is reinforced throughout our PSHE curriculum, details of which can be found on our Curriculum Pages.  Staff help children to understand how to respect one another by talking about how actions/words can affect others. Events and circumstances are planned for pupils to go into the community to meet with a variety of people in different situations which include: sports events, community events and shared participation with other schools.

We support others by collecting Harvest goods for those less fortunate, participating in national charitable events such as Children in Need, and fund raising for local charities such as the Ellenor Lions hospice, the local Food Bank and the Salvation Army in Gravesend. More details can be found on our charities page.

• Giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect people’s lives.
• Encouraging pupils to reflect, and learn from reflection.
• Giving pupils the opportunity to understand human feelings and emotions; the way they affect people and how an understanding of them can be helpful.
• Developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected.
• Accommodating difference and respecting the integrity of individuals.
• Promoting teaching styles which:
  • Value pupils’ questions and give them space for their own thoughts, ideas and concerns.
  • Enable pupils to make connections between aspects of their learning.
  • Encourage pupils to relate their learning to a wider frame of reference – asking ‘Why?’, ‘How?’ and ‘Where?’, as well as ‘What?’
• Monitoring our spiritual offer regularly.

• Providing a clear set of school rules as a basis for behaviour, which is promoted consistently through all aspects of the school.
• Promoting measures to prevent discrimination on the basis of race, religion, gender or sexual orientation.
• Providing opportunities for pupils  across the curriculum to explore and develop moral concepts and British Values – these include: personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong.
• Developing an open and safe learning environment in which pupils can express their views and practise moral decision-making.
• Rewarding good behaviour.
• Modelling, through the quality of relationships and interactions, the principles we stand for: fairness, integrity, respect for people, welfare of pupils, respect for minority interests, resolution of conflict.
• Encouraging pupils to take responsibility for their actions; respect for property, care of the environment, and developing codes of behaviour.
• Providing models of moral virtue through literature, humanities, science, art, assemblies and acts of worship.
• Monitoring our moral offer regularly.

• Identifying key values and principles on which school and community life is based.
• Fostering a sense of community, with common, inclusive values to ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish.
• Encouraging pupils to work co-operatively.
• Providing positive teamwork experiences – through assemblies, team activities, residential experiences, and school productions.
• Helping pupils develop personal qualities which are valued in modern Britain, such as: thoughtfulness, honesty, respect for difference, moral principles, independence, and self-respect.
• Providing opportunities for engaging in the democratic process and participating in community life.
• Providing opportunities for pupils to exercise leadership and responsibility.
• Providing positive and effective links with the world of work and the wider community.
• Monitoring our social offer regularly.

• Providing opportunities for pupils to explore their own cultural assumptions and values.
• Presenting authentic accounts of the attitudes, values and traditions of diverse cultures.
• Addressing discrimination on the grounds of race, religion, gender, and sexual orientation, whilst promoting all forms of equality.
• Recognising and nurturing particular gifts and talents.
• Providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events, and encouraging pupils to reflect on their significance.
• Developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness; through theatre, museum, concert and gallery visits, resident artists, and foreign exchanges.
• Reinforcing the school’s cultural values through displays, posters, exhibitions, and much more.
• Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum.
• Monitoring our cultural offer regularly.