No Outsiders

Our curriculum

At Brunton First School, we teach the children to recognise and accept difference. No Outsiders is a programme which educates children about diversity within our communities. It is taught to each year group through the use of age-appropriate books.

At Brunton, we have a duty to prepare our children for modern life in Britain. In school and their future workplace, they will be working alongside peers and colleagues of different race, religion, gender, age, disability and sexual orientation. It is paramount that future generations are able to accept differences, accept the views of others and treat each other with respect, even if they disagree. We expect the children to express their views with kindness and consideration for the feelings of others. Our key message is that we are all equal and we all belong, there are no outsiders in our school. In order to promote this ethos at Brunton, we have chosen to use the ‘No Outsiders’ resources.

No Outsiders links to our teaching about British Values and Social, Moral, Spiritual and Cultural learning (SMSC). As this is part of the school curriculum, every child takes part. No Outsiders supports outstanding teaching and learning. It challenges stereotypes and the use of derogatory language in lessons and around school. No Outsiders strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.

Through a series of assemblies and class discussions based around common children’s picture books, pupils will be taught these No Outsiders core values:

  • Respect for diversity through education in schools.
  • Commitment to community cohesion through understanding and acceptance of difference.
  • Promotion of dialogue to counter fear and hate in society.

We believe that in order for all our children to feel fully valued and represented in our provision we needed to build upon and enhance our No Outsiders approach.

We are undertaking a new project in response to the findings from the CLPE Reflecting Realities Survey of Ethnic Representation within UK Children’s Literature and aim to ensure that every child, regardless of their background, gender, ethnicity, family type or ability, is able to see themselves in the literature they have available to them at school.  It is important for children to have access to quality literature, but it is also important that this literature prepares and equips them to be valuable contributors to life in a diverse, multi-cultural society.  In understanding what it is to be a citizen in a modern and diverse Great Britain, we teach our children British Values – to value our community and to celebrate diversity in the UK.

Our project ‘Reflecting Realities’ led by the Literacy and PSHE team, alongside the elected ‘reading ambassadors’ has audited the whole school use of literature.  In addition to this, we will be auditing the role models the children study across the curriculum.  New books purchased are a blend of quality literature, and literature written or illustrated by authors and illustrators from a diverse range of backgrounds, races and ethnicities and genders. Furthermore, books selected feature a diverse range of central characters within books, including those who are neuro diverse and have disabilities.  We believe that to feel truly valued, all children deserve to see themselves in the books they are reading/having read to them, and to feel represented in the literature that they are accessing at school.

Each class reads a Reflecting Realities book every week during their library session and during this session they have the opportunity to reflect and discuss the themes covered in the books. In addition to this, the Literacy Team have audited the core Literacy Reading Spine to ensure representation during Literacy.

Please see our book list to see examples of the books we use in school.

Examples of Texts Used in School
Poster that says 'No Outsiders' , 'Religion' , 'Gender' , 'Race' , 'Disabilities' , 'Sexual Orentation', 'Age' , 'Gender Identity' , 'A Journey for Life'

At Brunton First School, we teach the children to recognise and accept difference. No Outsiders is a programme which educates children about diversity within our communities. It is taught to each year group through the use of age-appropriate books.

At Brunton, we have a duty to prepare our children for modern life in Britain. In school and their future workplace, they will be working alongside peers and colleagues of different race, religion, gender, age, disability and sexual orientation. It is paramount that future generations are able to accept differences, accept the views of others and treat each other with respect, even if they disagree. We expect the children to express their views with kindness and consideration for the feelings of others. Our key message is that we are all equal and we all belong, there are no outsiders in our school. In order to promote this ethos at Brunton, we have chosen to use the ‘No Outsiders’ resources.

No Outsiders links to our teaching about British Values and Social, Moral, Spiritual and Cultural learning (SMSC). As this is part of the school curriculum, every child takes part. No Outsiders supports outstanding teaching and learning. It challenges stereotypes and the use of derogatory language in lessons and around school. No Outsiders strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.

Through a series of assemblies and class discussions based around common children’s picture books, pupils will be taught these No Outsiders core values:

  • Respect for diversity through education in schools.
  • Commitment to community cohesion through understanding and acceptance of difference.
  • Promotion of dialogue to counter fear and hate in society.

We believe that in order for all our children to feel fully valued and represented in our provision we needed to build upon and enhance our No Outsiders approach.

We are undertaking a new project in response to the findings from the CLPE Reflecting Realities Survey of Ethnic Representation within UK Children’s Literature and aim to ensure that every child, regardless of their background, gender, ethnicity, family type or ability, is able to see themselves in the literature they have available to them at school.  It is important for children to have access to quality literature, but it is also important that this literature prepares and equips them to be valuable contributors to life in a diverse, multi-cultural society.  In understanding what it is to be a citizen in a modern and diverse Great Britain, we teach our children British Values – to value our community and to celebrate diversity in the UK.

Our project ‘Reflecting Realities’ led by the Literacy and PSHE team, alongside the elected ‘reading ambassadors’ has audited the whole school use of literature.  In addition to this, we will be auditing the role models the children study across the curriculum.  New books purchased are a blend of quality literature, and literature written or illustrated by authors and illustrators from a diverse range of backgrounds, races and ethnicities and genders. Furthermore, books selected feature a diverse range of central characters within books, including those who are neuro diverse and have disabilities.  We believe that to feel truly valued, all children deserve to see themselves in the books they are reading/having read to them, and to feel represented in the literature that they are accessing at school.

Each class reads a Reflecting Realities book every week during their library session and during this session they have the opportunity to reflect and discuss the themes covered in the books. In addition to this, the Literacy Team have audited the core Literacy Reading Spine to ensure representation during Literacy.

Please see our book list to see examples of the books we use in school.

Examples of Texts Used in School
Poster that says 'No Outsiders' , 'Religion' , 'Gender' , 'Race' , 'Disabilities' , 'Sexual Orentation', 'Age' , 'Gender Identity' , 'A Journey for Life'