At The Little Firefly Forest school  the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance are implicitly embedded in our teaching, learning and nursery life.

As part of our focus on self-confidence and self-awareness children are supported to share their views, to know their ideas count and to listen to and value one another’s ideas. They are given opportunities to develop enquiring minds in an atmosphere where their questions are valued.

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Children are supported to make decisions, to take turns, share and to work together collaboratively.

As part of our focus on managing feelings and behaviour, we support the children in understanding their own and other’s behaviour and how our behaviour affects others. We talk with the children about what is ‘right’ and what is ‘wrong’. Where rules are are put in place they are discussed and explained to the children to ensure their understanding of rules and why they are sometimes needed. 

As part of our focus on self-confidence and self-awareness and people and communities, we strive to develop in the children a positive sense of themselves and to increase their self-esteem by providing opportunities for children to see their own talents and to develop their own abilities. We explore with the children language to express our feelings and support the children in understanding their responsibilities. We look at similarities and differences between each other and encourage an understanding that others may have different ideas and opinions.

As part of our focus on people and communities, managing feelings and behaviour and making relationships, our whole practice is centred on inclusivity. We provide opportunities for the children to experience other cultures. The children learn about their similarities and differences with other children. Overtime the children build respect, empathy and understanding of each other. All children know they can have access to all resources; our discussions with the children and our resources challenge stereotyping.