Schools that think British values mean discussing weather

THE teaching of British values is so poor in some schools that teachers are basing lessons on attitudes to the weather, the head of Ofsted has warned. Amanda Spielman said inspectors often see an ‘oddly piecemeal approach’ around helping pupils learn the values of democracy and civil society.

In some cases it is reduced to examining the cliche of how British people like discussing the weather, according to the chief inspector of schools.

In a speech to the Policy Exchange in London last night, Miss Spielman insisted that promoting British values prevents extremist groups from filling the vacuum.

But in one classroom, students were taught the subject through looking at the seasons. Referring to these weather lessons, Miss Spielman said: ‘They explain that one of the ways they teach fundamental British values is through looking at the seasons and weather, which is surely stretching the definition a bit.

‘More generally, we see a lot of wall displays and motivational assemblies, but not much coherent thinking about how a real depth of understanding can be built through the academic curriculum.’ The curriculum is ‘vitally important in preparing young people for life in modern Britain’, the Ofsted chief added.

And Miss Spielman suggested there is more schools can do to teach these values within subjects such as history, geography and religious education.

She said British values such as tolerance and democracy should not be taken for granted.

There is always a risk that ‘disenchantment’ with life can be exploited by extremists who ‘promise a better tomorrow by scapegoating and blaming minorities today’, she said.

Miss Spielman said headteachers must not allow minority groups ‘with a sense of religious and cultural entitlement’ to dictate school policies.

Heads have been approached by groups expecting their views to be decisive in how the school runs. Labelling this ‘worrying’, Miss Spielman urged schools to resist such influences by stepping up their efforts to promote British values.

She said: ‘We do find schools where teaching materials and practices are directly at odds with the requirements of the law, especially the independent school standards and equalities law. But there are other problems too that have been less well aired.

‘First, we see an expanding sense of religious and/or cultural entitlement to have aspects of a school’s provision dictated by the preferences of a particular group, whether or not members of that group even constitute the majority of a school’s intake.

‘This can affect what is taught and what is not taught, what children take part in and what they are withdrawn from, and what children wear or don’t wear.’