Staff Login Governors Login
Green Park School is committed to Learning for Life and this includes life in the Local Community whilst at school and beyond.

We recognize the multi-cultural, multi-faith and ever-changing nature of the school and society. We also understand the vital role it has in ensuring that young people are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them.

The school accepts admissions from all those entitled to an education under British law. It follows the policies outlined by its governing body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of  faith, ethnicity, gender, sexuality, political or financial status, or similar.

The Government emphasizes that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the ‘Prevent Strategy’ - values of:
  • democracy
  • the rule of law
  • individual liberty
  • mutual respect
  • tolerance of those of different faiths and beliefs

Should you feel that the school is not meeting this requirement, you should contact the school office and request to express your concerns with a member of the Senior Management Team. Likewise, if you feel that anyone working at the school is, intentionally or otherwise  undermining these values, you should report this to the Senior Management Team or Chair of Governors.

The school does, through a wide range of activities, uphold these standards and uses a number of strategies when delivering the curriculum and beyond to secure such outcomes for children. The list below outlines samples of when and where such British Values are shared and explored. The list is not exhaustive, and represents only some of what we do.

Subject studies

All pupils have the opportunity to be made aware of and where appropriate develop the functional skills base required to access/share information, make/express decisions and apply these facets to society and the world around them. These include the understanding and use of money, effective reading and writing skills, collaborative work, to discuss and research ideas and concepts, and gain a broad and balanced understanding of the society in which they live. Aspects of study beyond core skills include the historical and geographical
context of the United Kingdom, incorporating local, national evolution and international comparisons, and how creative thinking from different cultures has a strong influence across all aspects of life.

Whole school collective worship/assembly 

All pupils have the opportunity to share stories, images, events, music and expectations that, with clarity and precision, promote the values expressed. Each service is planned in order to secure interest and understanding and promote interaction / engagement and impact on children regardless of knowledge, experience or cognitive maturity. ‘Collective worship’ is non-denominational. It offers choices and recognizes that those attending may have a wide range of faiths, or none. It is however, in line with regulation and is “wholly or mainly of a broadly Christian character”.

Religious Education

Religious Education involves gaining a greater understanding of religious diversity and practices, which covers key religions represented in the UK. Planning for the subject is directed by the ‘Council on Religious Education (SACRE)– Agreed Syllabus for Religious Education’. All Medium Term Plans refer to the Social, Moral, Spiritual and Cultural aspects life.

Physical Education

The promotion of the concept of ‘fair play’, following and developing rules, inclusion, celebrating and rewarding success, being generous in defeat and participation in activities that promote kinship and affiliation with others is evident in physical activities.

School Council

The School council promotes a democratic processes, fostering concept and application of freedom of speech and group action to address needs and concerns raised by students. Key to this is the concept of holding others to account, including those in positions of authority and influence. Pupils are encouraged to express their opinions and to discuss/debate/ present views which differ from their own. They are provided with numerous opportunities to make positive contributions to the school and the local environment. They regularly raise monies for different charities and causes.


  • In Green Cluster simple rules are embedded into all aspects of the school day.
  • Simple rules help to keep children safe when exploring their world.
  • The importance of understanding right from wrong is a bedrock of our classroom practices, for example, it is right to help our friends, to be  kind to each other, to share, to wait, to listen, to follow instructions when we are asked to and to put equipment/toys away safely after use.


  • Primary Children have class responsibility/job rotas.
  • Individual communication strategies give pupils a voice and enable them to make choices.
  • Adults are able to act as advocates for individual pupils – for instance expressing an individual’s dislike of a particular venue for a school trip, or an aversion to loud noises in assembly as well as their preferences – e.g. an awareness that individual pupils would enjoy specific activities, such as rebound therapy or a visit from a drama group.


  • Pupils are helped to express their views across a range of themes within the curriculum.
  • Pupils are given information about services that are available to help them.
  • Pupils learn to respect public services through role play and visits during Careers Days etc.
  • Pupils are encouraged to develop their language skills and use speaking and listening to express their own views, and to listen to that of others.
  • Pupils will have the opportunity to vote for their Class School Council Representative.

Sixth form

  • Pupils are given the opportunity to decide how enterprise money is spent, what leisure activities they participate in.
  • Trips out of school are discussed and an option that meets the needs of all the learners within the Key Stage will be arranged.
  • Pupils feel confident in sharing ideas with the wider school including the leadership team and governing body. One class presented ideas about the Sensory Walkway at a Governors meeting, and were given ownership of their project.