At Ashburton Primary School, we take very seriously our responsibility to prepare children for life in modern Britain and as citizens of the world.  Respect for all and taking responsibility for yourself and your conduct is a fundamental expectation of all members of our community. It provides the bedrock for our academic curriculum and enables our pupils to thrive.

All curriculum areas provide a vehicle for developing children's social, moral, spiritual and cultural education and for nurturing core values of respect and responsibility. In particular, our RE and PSHE lessons provide excellent opportunities to deepen and develop understanding.  However, these concepts are developed not just in formal lessons but through all aspects of school life: in assemblies, the playground, the lunch-hall, on visits and trips, through sporting events and residential experiences. The school also makes considerable efforts to ensure that children have exposure to a wide experience beyond their local community through which these concepts are further explored and developed.

A strong rooted values-based understanding gives our children an excellent platform for embracing difference.

Spiritual

• School assemblies encourage children to reflect upon a range of ethical and religious issues.

• Lessons focus on providing pupils with opportunities to use their imagination about what could be, as well as what is.

• There are community links with the local church. Children visit as part of their learning in RE and we conduct an annual Carol Concert at the church.

• Children regularly go on trips out of school to enhance their learning and understanding.
• We take time to appreciate the 'magic' in the natural world - spiders webs on a misty morning, birds migration patterns and the wonder of a chick hatching in the classroom.

 Moral

• Children are reminded of the school rules and expectations of their behaviour on a daily basis. They are encouraged to take increasing responsibility for their actions and to help to care for others. 
• Children are expected to treat each other and adults with respect. 

• Children take part in charity events and are encouraged to think about their responsibility for others.

• Pupils are rewarded for acts of kindness with team points and certificates. 

• All children take part in a SEAL programme which focuses on different aspects of behaviour every half term.

Social

• Children take part in charity raising schemes through the year such as Red Nose Day, Make a Difference Day and specific fund raising events.

• Children work with other pupils from local schools and academies in a variety of situations.

• Older children run activities for younger pupils every lunch time as playleaders.

• The buddy scheme encourages older children to take care of younger pupils.

• Transition activities, including events and days in the local secondary school, prepare children for the next challenges they will face.

• Children are expected to work in groups and with a variety of partners.  They are taught to reflect upon their learning progress and  can use the language that reflects this understanding.

Cultural

• Children develop an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage through participation in local community events: The Ashburton Court and Law Day, Maypole dancing at the Ale tasting and Bread weighing ceremony, Carol services at the church and Remembrance services. They study the history of their local area and explore other cultures though the curriculum.

• Children have the opportunity to participate in literature, drama, music, arts and other cultural events such as community singing, working with Daisi Arts and the Helen Foundation and attending theatre events. 

• Children are encouraged to explore their own cultural assumptions and values and consider the extent to which they understand, accept, respect and celebrate diversity through assemblies and the school curriculum. 

Development of British values 

• Democracy is an integral part of school life. Pupils have the opportunity to have their voices heard through our School Council and Pupil questionnaires. The elections of House Captains and School Councillors are based solely on pupil votes. Meetings of the School Council ensure the reinforcement of democratic processes, the application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of authority and influence.
• The rule of law - the importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through collective worship. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service are regular parts of our calendar and help reinforce this message.
• Individual Liberty - within school, pupils 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 pupils to make choices safety, through provision of empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our e-Safety and PSHE lessons.
• Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith - we follow the agreed Devon syllabus for Religious Education which ensures that children are taught an understanding of different faiths and to explore their own beliefs within a tolerant environment. Tolerance of those of different faiths and beliefs is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Collective worship and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE.