British Values



Lutterworth High School is fully committed to its duty to promote the core British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The school’s curriculum offers students many opportunities to understand what we mean by ‘British Values’ and delivers a range of stimulating events, workshops and individualised programmes to ensure that students develop their self-awareness, self-esteem and their self-confidence. We actively challenge any views that are expressed which are contrary to fundamental British Values, including extremist views. Our careers and guidance programme encourages students to develop the skills and attitudes that will enable them to participate fully in and make a positive contribution to life in modern Britain. We have mapped our teaching of these areas across the curriculum.

The school has been accredited with many awards in recognition of its work, such as the Stephen Lawrence Award.

Our 2015 Annual Quality Assurance Review conducted by Challenge Partners confirmed the promotion of British Values as an area of excellent practice and stated that ‘The aim of the school, to develop articulate young citizens who are responsible, reliable and respectful members of their local community, permeates through all areas of school life’.


A major strength of the school is the development of understanding of the democratic process through the school council system, the house system and student involvement in decision-making throughout the school. Students are given many opportunities to participate in all aspects of school life and are supported and valued when they do. There is a huge range of leadership opportunities both inside and outside the classroom.


Students are given the opportunity to debate and discuss laws and their application and recognise the need for rules and laws at various levels of society, including esafety laws. Through their studies they develop an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety. Within school, our behaviour policy encourages students to take responsibility for their own behaviour and to understand the need for rules. Expectations are reinforced regularly and are applied consistently through our discipline for learning system that values and rewards the contribution of all students. As a result the behaviour of students is outstanding. They demonstrate respect for others and relationships throughout the school are very positive. Attendance is also outstanding compared with all schools nationally and locally. Levels of exclusion are very low indeed. Students participate in a range of activities that further their understanding of how the law is applied in this country and how it applies to them, for example:
• Netiquette Day – legal/moral/ethical consideration of internet safety
• Citizenship Day
• Community Police events
• Road Safety Team events


Students are strongly encouraged to become independent learners and to think for themselves. They understand about the importance of accepting responsibility and that they have a right to be heard. Students know that they have a right to feel safe. They are taught that the freedom to choose and hold other faiths and beliefs is protected in law. A cross-curricular approach is employed and all students study, for example, a comparison of religious freedoms today with those during the Reformation (RE, year 7) and engage in a study of persecution and study of where freedoms are protected by law (History, year 9).


Our curriculum has been developed to ensure that students have many opportunities to acquire a respect and consideration for their own and other cultures as well as an understanding of how their personal attitudes and behaviours can successfully ensure harmony between different groups. Students also develop an understanding of the importance of identifying and combatting discrimination. Much of the direct teaching in this area occurs in RE and PSHE lessons, however we feel that a cross-curricular approach is important and thus issues of acceptance and discrimination are also explored through, for example, analysis of various texts in English, study of the Holocaust in history and through a consideration of the views of different groups when studying topics such as genetic modification and conservation in science.