Embedding Fundamental British Values – a whole school approach using pupil voice to drive Personal Development
By Amy Heilbronn, Assistant Headteacher, Smestow Academy
Safeguarding issues had placed Smestow Academy into an Ofsted category just two months before the school joined our trust. Staff and pupils were understandably fed up. We recognised that meaningful and lasting improvement could not happen to our pupils, only with them. Central to our approach was a commitment to pupil voice, ensuring that young people were active partners in embedding Fundamental British Values to shape the culture, ethos and direction of their school.
The school council was the natural starting point. It provided a clear platform to demonstrate that pupil opinions mattered and would influence decision-making. Early meetings between school council representatives and the Headteacher focused on identifying how the pupils felt that Fundamental British Values should underpin life at Smestow. From these discussions, pupils themselves authored the “Smestow Values” – an acrostic that reflects the behaviours they believed were essential to a positive school community. Aligned with modern British values, these pupil-written values quickly became embedded in everyday language and expectations across the school, reinforcing a shared sense of ownership.
Pupil voice also directly shaped our enrichment and cultural offer. It was the school council who proposed the idea of a “Culture Day”, designed to celebrate the diversity of our community. This pupil-led initiative has become a highly anticipated event, with increasing numbers of students volunteering to perform music and dance or share aspects of their heritage. This year, pupils helped us expand the event further so that every lesson across the school began with a culture-focused activity, ensuring full participation and collective celebration.
Listening to pupils through regular quality assurance of our personal development curriculum led to another key development: the introduction of Personal Development (PD) Ambassadors in every form group. Pupils expressed a desire for peer leadership to raise the profile of personal development and promote opportunities available to them. This role has strengthened pupil leadership, increased engagement and reinforced a strong sense of belonging.
PD Ambassadors were instrumental in co-creating our character development chart. Pupils clearly articulated what they expected from one another and how the Smestow Values and Fundamental British Values would be demonstrated day in, day out. They also requested structured opportunities to discuss these expectations, which directly informed the creation of a tutor-led discussion package delivered in the first half term of this academic year. During our recent Ofsted inspection, inspectors praised pupils’ confidence and clarity when discussing school values, reflecting the impact of this collaborative work.
Pupil voice has also guided our response to wider societal issues. As a very diverse school community in Wolverhampton, our response to the use of flags to promote intolerance and division across parts of the city needed to be sensitive and inclusive of all. By consulting pupils, we learned that different year groups preferred different approaches. Some wanted assemblies, while others requested smaller workshops. By listening and responding accordingly, pupils felt supported, respected and empowered. The approach worked: Ofsted inspectors in November 2025 were impressed by our pupils’ detailed knowledge of the underpinning concepts, including being able to disambiguate between nationalism and patriotism.
Our Personal Development offer continues to evolve, shaped by regular dialogue with our young people. By ensuring pupils feel seen, heard and valued, we are not only strengthening our school culture, but also developing confident learners who are resilient to extremism and equipped to make positive and meaningful contributions to British society.
Smestow Values – British Values and Character Development
