Democracy | The Rule of Law | Individual Liberty

At Howard Community Academy we actively seek to use diversity as a resource for learning, helping pupils to understand and respect difference in all its manifestations and to be proud of who they are.

  • Our policies make clear our intention to provide the best education we can for all our pupils regardless of race, faith, gender, age, and sexual orientation.
  • Howard Community Academy recognises and celebrates the multi-ethnic and multi-faith nature of our country and how that is reflected in our own community.
  • Howard Community Academy expects all staff to model and teach the key values of democracy, the Rule of Law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs.


Our school behaviour policy is clear that children are:

  • expected to be given the opportunity to express their views and opinions by whatever means possible;
  • to be listened to;
  • and to be involved in decision making.

We listen to pupil and parent voice and work closely with the Speech and Language team to support pupils’ communication.

We enable our pupils to let someone know that they want or don’t want something, to tell someone about an event, to describe an action and to acknowledge another person’s presence through various forms of communication devices and strategies. This can be done either verbally or non-verbally. It can be accomplished through gestures, vocalisations, sensory cues, objects of reference, signs, symbols or words.

We continue to promote democracy within all classes by:

  • Providing pupils with learning opportunities where they can express their views, make choices and respect choices made;
  • Encouraging pupils to become involved in decision-making processes and ensuring they are listened to in school;
  • Using public activities to reinforce the praise of desirable behaviours, such as Celebration Assembly, Star of the Week awards, Headteacher awards, and positive points, as well as through the use of displays;
  • Setting clear and reasonable boundaries in a manner that can be understood by the child;
  • Having all staff use appropriate communication strategies that are relevant and meaningful for our pupils;
  • Encouraging pupils to take ownership not only of their school but also their own leaning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

The Rule of Law

  • We consistently reinforce our high expectations of children.
  • Children are taught the value and reasons behind our expectations (rules): that they are there to protect us; that everyone has a responsibility, and that there are consequences when rules are broken. Our PSHE lessons develop an understanding of rules.
  • We model and teach the necessity for rules and boundaries.
  • Many lessons and stories will have themes covering tolerance, mutual respect and democracy.
  • All pupils receive support at an appropriate level to manage their own behaviour, to work alongside other people and to treat other people with respect and consideration.
  • Classrooms have their class rules on display and continually promote these.
  • We use of First and Then boards to encourage positive behaviour and structure to routines or targets cards with visual expectations.
  • We use social stories to further enhance understanding of concepts, such as personal space or visiting a shop
  • We have a clear system of rewards and consequences, and restorative approaches, such as support and risk management plans and personalised reward charts based on the STEPS approach.
  • We have visits from authorities or local community leaders.
  • Rules for particular faiths are thought about and taught as part of Religious Education.
  • Rules are thought about during other school subjects, where there is respect and appreciation for different rules – in a PE lesson, for example.

Individual Liberty

  • Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Group activities support pupils to work together.
  • As a school, we educate and provide boundaries for young children to make choices safely, through our provision of a safe environment and empowering teaching.
  • We encourage pupils to take responsibility for their behaviour.
  • Children are encouraged to know, understand and exercise their rights and personal freedoms.
  • Challenge stereotype and implement a strong anti-bullying culture
  • Pupils are reminded of potential positive and negative consequences.
  • Pupils are given responsibilities within the school/classroom.
  • Pupils are encouraged to make their own decisions.
  • Staff provide boundaries and educate to support the making of safe choices.
  • Pupils make choices safely, for example, choices about what learning challenge or activity, or choices about how they record their learning.

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