Statement to combat Radicalisation at Brinkley Grove Primary School


The Curriculum

The curriculum at Brinkley Grove is a broad and balanced attempt to provide our children with many different learning opportunities which underpin our values as a school. We believe that all children are of equal importance and that each child has the right to learn without disruption and to feel secure and happy. This is reflected in our broad and varied curriculum, where we strive to create an inclusive culture where all children are challenged in their thinking, work for continuous self improvement and have the desire to be a lifelong learner.

Through the curriculum, we promote both;

1. a) personal responsibility, understanding the differences between right and wrong and respect for civil and criminal law

2. b) an understanding of how individuals can contribute to the well-being of those in the locality and beyond are addressed in many different subjects and contexts.

In class role play, hot seating, real life case studies, images, and newspaper articles are used to stimulate discussion. The aim of this is to encourage critical thinking, an awareness of someone else in the world while still supporting them to develop their own attitudes and values as a result of nurturing their personal identity.

At Brinkley Grove we want to help our pupils to seek every opportunity to aim to become positive and emotionally resilient adults with the knowledge and confidence to stand by their convictions.

Duties of members of staff

All members of staff are made aware through the process of Performance Management of their fundamental responsibilities in this area. The Governing body of this school support the elements of the Teachers’ Standards which relate to part 2 of the Standards:

“showing tolerance and respect for the rights of others;

“not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;

“ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law”

June 2015