Woodthorpe Infant School actively promotes inclusion, equality of opportunity, the valuing of diversity and British values.

Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values, we have a legal obligation not to discriminate against directly or indirectly, harass or victimise those with protected characteristics. We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage.

We believe that social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and universal values. The curriculum and learning experiences we offer at Woodthorpe Infant School fully support children’s earliest skill development. This ensures that they can become social citizens in an age-appropriate way and are able to listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; avoid risk and take notice of rules and boundaries; learn not to hurt/upset other people with words and actions; and understand the consequences of hurtful/discriminatory behaviour.

Weekly assembly themes cover issues which support British values, as well as other key religious, cultural and community dates and events, and all children are able to attend and participate in these. A clear assembly structure is followed and these offer inspirational and thought provoking ideas which can then be discussed further in the classroom. This is also supported through the school's values (learning powers): respect, reciprocity, reflective, resourceful, resilience which are used to guide us in becoming good learners, but most importantly, good people.

During these assemblies, a persona teddy called Woody is used to explore the fundamental British values of democracy, rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs. Woody helps the children to understand and contextualize concepts in an age-appropriate and understandable way.

Democracy, or making decisions together (through the prime area of Personal, Social and Emotional Development):

• As part of the focus on self-confidence and self-awareness, staff encourage children to see their role in the bigger picture. They encourage them to know that their views count, to value each other’s views and values, and talk about their feelings, such as recognising when they do or do not need help.
• Staff support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
• 'Pupil Parliament' enables children to have a voice in making changes/improvements to the school and provides the opportunity for all of the children to be part of democratic votes.

Rule of law, or understanding that rules matter (through the prime area of Personal, Social and Emotional Development):

• Staff ensure that children understand their own and others’ behaviour and its consequence.
• Staff collaborate with children to understand the school's values (learning powers) and how these relate to the way we behave and interact with each other and the school environment.

Individual liberty, or freedom for all (through the prime areas of Personal, Social and Emotional Development, and Understanding the World):

• Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities through allowing children to take calculated risks.
• Teachers 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.

Mutual respect and tolerance of different faiths and beliefs, or treating others as you want to be treated (through the prime areas of Personal, Social and Emotional Development, and Understanding the World):

• Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued, and children are engaged with the wider community.
• Children should acquire tolerance, appreciation 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.
• Staff encourage and explain the importance of tolerant behaviours, such as sharing and respecting others' opinions.
• Staff 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 or racial stereotyping.

At Woodthorpe Infant School, the below is not acceptable:

• Actively promoting intolerance of other faiths, cultures and races.
• Fail to challenge gender stereotypes and routinely segregate girls and boys.
• Isolate children from their wider community.
• Fail 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.