OFSTED 2022..."Pupils describe West Horndon as being a big family. Staff know pupils well. Pupils are proud to be part of such a welcoming school...Leaders have high aspirations for all pupils. Pupils rise to meet these expectations. All staff share this vision. Leaders make sure pupils have a wide set of experiences. These help pupils develop into confident individuals. Pupils develop their self-esteem through extra responsibilities...Leaders have developed an inspirational curriculum that is designed to meet the needs of pupils at West Horndon. ..The whole school environment is a celebration of language and vocabulary...Pupils are well behaved in lessons and around school. They know the school rules...Leaders consider staff’s workload and well-being. Staff enjoy working at the school and feel supported by leaders." Pupils do not disrupt lessons. Pupils always do their best and want to make their teachers proud of what they can achieve. 2024 New Intake Prospective Parent Tours 2nd Oct at 10.30am, 30th Nov at 9.30am and 11 Jan at 9.30am Please call the school office or email admin@westhorndon.essex.sch.uk to book a space.
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Fundamental British Values

At West Horndon Primary School we are committed to promoting the fundamental British Values of: 
 
  • democracy
  • the rule of law
  • individual liberty
  • mutual respect and tolerance of those with different faiths and beliefs
We aim to:
 
  • 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 for and respect for their own and other cultures and encourage respect for other people
  • 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.
We embed the teaching of fundamental British Values throughout our curriculum and through special events. Examples of our provision are: 
 
  • the promotion of tolerance and understanding through the International Primary Curriculum
  • regular assemblies developing understanding of different faiths and beliefs
  • developing the understanding of democracy through our class councils and Pupil Parliament
  • developing and understanding of democracy through holding a mock election 
  • promoting British Values and culture through our 'Best of British' school show 
  • promoting our long established school values which match closely the spirit of fundamental British Values 
 
 
DFE Guidance
 
Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs1. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC.
 

Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.

 

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.

    The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.

  • an understanding of how citizens can influence decision-making through the democratic process;

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

  • an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;

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

  • an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and

  • an understanding of the importance of identifying and combatting discrimination. 

 
It is not necessary for schools or individuals to ‘promote’ teachings, beliefs or opinions that conflict with their own, but nor is it acceptable for schools to promote discrimination against people or groups on the basis of their belief, opinion or background.