British Values

KES uses strategies within the national curriculum and beyond to secure such outcomes for students. The examples that follow show some of the many ways the school seeks to instil Community Values.


KES offers a range of opportunities for students to access democracy and play an active part in making democratic systems work. The impact of this is a greater understanding of the importance of democratic processes in modern Britain and also how they work.

  • School Council – Elections to choose representatives. Regular meetings of year representatives and full school representatives. System in place to ensure student voice is heard and acted upon.
  • House system & School Captains – Elections to select students in key positions. Over 90% of students voted in the most recent election.
  • Student Questionnaire – The school and individual faculties regularly complete questionnaires to poll the opinions of students on a range of issues.
  • Young Essex Assembly – In November 2014 KES was an official polling station for the YEA election. A Year 13 KES student was amongst the five candidates standing and he used assemblies, screens and visits to tutor groups to promote the election.
  • Debating Society – once a week, led by Sixth form students, debating topical issues.
  • Curriculum opportunities to investigate democracy – For example, Government and Politics at A Level, development of democracy in Britain in History, ‘Politics and Power’ in Sociology.

The Rule of the Law

Structures and bodies within KES have ensured students are well aware of the value and reasons behind laws/school rules/codes of conduct. They are also aware of responsibilities and consequences when these are broken. Authorities regularly visit the school to reinforce this message.

  • KES Values and Promises – In students’ planners, offices and rooms, as well as the school website.
  • Assemblies – Guest speakers to reinforce responsibilities (e.g. Police, Fire Service, British Rail Police).
  • Visits from Community Police Officer – including work with individual students and groups of students, as well as assemblies.
  • Behaviour and Sanctions Policy & B4L – A clear set of expectations, created with feedback from students. Clearly present in all classrooms and in student planners. The school has a clear Behaviour and Sanctions policy that is followed by all staff.
  • Student Council – A key focus for Student Council meetings is ‘Rewards and Sanctions’, offering students the opportunity to take part in the process of creating school rules/codes of conduct.
  • Exclusions Board – Students are made aware of the consequences of breaking school rules.

Individual Liberty

Students at KES are encouraged to make individual choices, knowing they are in a safe and supportive environment. The school has a robust anti-bullying culture and policy in place.

  • Anti-bullying policy - The school has an Anti bullying policy reviewed annually, available to staff, students and parents via its website.
  • Anti-Bullying Council - The school has an Anti-Bullying Council, lead my a member of staff, with a trained group of prefects, who are available at every break for students to talk to. All bullying incidents are dealt with in the first instance by the Tutor, then Head of Year and if still not resolved, by the Assistant Head for Pastoral.
  • Interventions - Children and young people with specific behavioural, emotional or social difficulties have planned and structured interventions matched to their needs. The school has a counsellor and an inclusion manager.
  • Pastoral System - The school has a confidential pastoral support system in place for children, young people and staff to access advice – especially at times of bereavement and other major life changes – and this system actively works to combat stigma and discrimination.
  • Sixth Form Mentoring – A group of ‘Key Stage Three’ students are offered a supportive environment to help them make decisions, meeting once a week with a mentor.

Mutual Respect

As a result of opportunities offered through the curriculum and KES's approach to respect, students know their behaviour has an effect on their own rights and the rights of others. Students know to treat each other with respect

  • KES Values and Promises - In students’ planners, offices and rooms, as well as the school website.
  • School Policies - The school has a Racism Policy, a Social Inclusion Policy and an Equality and Diversity Policy which are appropriate for staff and students.
  • Lessons from Auschwitz Project – Two Sixth Form students take part in the annual programme and follow-up activities highlight to students in other years the importance of mutual respect.
  • Curriculum Opportunities – KES has a rich and varied curriculum that offers numerous points to develop mutual respect. For example, a number of religions and cultures are examined in Religious Education and Citizenship lessons. History and English study civil rights. Law, Sociology and Government and Politics are subjects offered with a particular focus on respect. 

Tolerance of those of different faiths and beliefs

Students at KES display high levels of tolerance towards those of different faiths and beliefs. This is largely as a result of opportunities within the curriculum, in particular in Religious Education.

  • School Visits – A range of school visits encourage students to access and gain a better understanding of a range of cultures. For example, the Year 7 visit to the Gurdwara Sikh temple, Sixth Form trips to Poland, Prague and Berlin.
  • Religious Education - All students study RE from Years 7 – 11 and ‘Philosophy and Ethics’ is offered as an option in the Sixth Form. A range of faiths and beliefs are examined, including regular comparisons with Christianity.

Spiritual, moral, social and cultural education at KES

Students’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve.

As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes necessary to develop their own perspective on life whilst respecting the faiths, feelings and values of others.

Students’ moral development involves students acquiring an understanding of the difference between right and wrong and to understand and respect the civil and criminal law of Britain; thereby demonstrating a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and to learn how to forgive themselves and others. They develop the knowledge, skills, understanding, qualities and attitudes they need in order to make responsible moral decisions and to act on them.

Students’ social development involves students acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.

Students’ cultural development involves students acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.

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