Our Values

We believe all our students should have the best possible life chances.

Believing in Excellence

We want our pupils to be confident, independent, high achieving learners who are prepared for life and its challenges and to fully participate as global citizens.
We will achieve this by the school offering an inspirational teaching and learning environment and having high expectations of pupils.

Our Values “The Three R” Values


  • We value all members of the school community. We act in a way which promotes learning for all.
  • We show respect for the school buildings, facilities and surrounding environment.


  • We work hard to overcome the things we find difficult and do not give up.
  • We support others to overcome difficulties to become confident learners.


  • We take personal responsibility for our own learning.
  • We act in a manner that shows a strong sense of right and wrong

Exploring British Values at Cavendish

It is the duty of every member of staff to support and promote Fundamental British Values British as detailed in the current Teacher Standards.

The government has defined British values as being the following: democracy; individual liberty; the rule of law; mutual respect; tolerance of those with different faiths and belief. These values are central to our school ethos and are promoted not only through the curriculum and its content but through every aspect of school life including student experiences, display and use of the buildings, assemblies, the behaviour code, extra-curricular clubs and activities, and the fundamentally courteous, respectful and sensitive learning community that we are.  Each of these values is defined below and placed in a school context through the use of examples.


Democracy can be seen as a state of society characterised by equality of rights and privileges. It can also refer to our nation’s electoral systems. In school we promote the importance of democracy through such things as:

  • School council
  • Our work with The United Kingdom Youth Parliament
  • Elections held as both blind elections through an assembly and whole school mock election
  • Student Voice on key areas of school life
  • Students are encouraged to use their voice across the curriculum through collaborative working, responses to teacher feedback in books, careful questioning by staff, the work they produce and classroom dialogue
  • All students are given the opportunity to access the curriculum

Individual Liberty

Individual liberty suggests the free exercise of rights generally seen as outside Government control. In school we promote the importance of individual liberty through such things as:

  • Students are introduced to a range of beliefs and experiences so that they are able to make more informed choices for themselves
  • Students are taught the knowledge and skills to broaden the choices they are empowered to make about future work, travel and education
  • The profusion of extra-curricular activities and clubs, including extended studies
  • Students encouraged to voice views in lessons in a formative manner
  • Students are able to make choices about the courses they will study at Key Stage 4
  • Elements of choice in the school canteen within healthy boundaries.

Rule of Law

All people and institutions are subject to and accountable to law that is fairly applied and enforced. In school we promote the importance of the rule of law through such things as:

  • The Behaviour Code of Conduct
  • Accountability is stressed to all stakeholders including staff (Teacher’s Standards), students (Student Code of Conduct), and Governors.
  • We liaise closely with outside agencies including Social Services and the Police
  • The Acceptable Use Policy is used to promote correct use of the internet
  • Students are explicitly taught the legal framework on a number of contemporary and social issues
  • Safeguarding policy

Mutual Respect

The proper regard for an individual’s dignity, which is reciprocated. In school we promote the importance of mutual respect through such things as:

  • Behaviour policy and Code of Conduct
  • School Equality Duty and Equal Opportunities policies
  • Clear guidance on good behaviour in public areas such as the corridor/canteen and on social media
  • The publishing and enforcement of a smart dress code for students and staff
  • The curriculum helps students to learn about a wide range of people, cultures and beliefs and so develops students’ ability to make informed decisions, form and be confident in their own identity and understand and respect that of others
  • Assemblies

Tolerance of Those with Different Faiths and Beliefs

A fair, objective, and permissive attitude to those whose faith and beliefs may differ from one’s own. In school we do not believe that a diversity of faiths and beliefs is something to be tolerated but rather celebrated.  We are emboldened and strengthened by our diversity.  We promote the importance of learning and working together with those with different faiths and beliefs through such things as:

  • We are a diverse learning community and this is central to our school ethos. It is celebrated through the school environment, assemblies, curriculum and events
  • Religious Studies is taught to all students across KS3 & 4
  • The curriculum helps students to learn about a wide range of people, cultures and beliefs and so develops students ability to make informed decisions, form and be confident in their own identity and understand and respect that of others
  • Assemblies celebrate and draw inspiration from festivals and teachings from a range of different faiths
  • Below are some examples of where values are promoted.


  • Women’s suffrage movement
  • English Civil War and the development of the constitutional monarchy
  • Nazi Germany and the Holocaust
  • The UK as a multi faith and multi-cultural society
  • Involvement in the Democratic process

Product design

  • Being aware of needs in terms of religion so as to avoid offence when designing
  • Business and economics
  • Civil and criminal law


  • Uses a wide range of texts from all cultures and encourages discussions about what it means to be a rounded citizen when studying texts.

Media Studies

  • The laws around media monitoring, control and censorship


  • Migration
  • Globalisation
  • LEDC’s poverty and inequality
  • When completing local fieldwork –respect for others in the community

Food Technology

  • Seasonal and British grown food
  • Religious issues in food
  • Moral issues in food-organic


  • Respecting and learning about the music of other cultures

Health and Social Care

  • Equality and Diversity within the health and social care sector
  • Health and Safety Laws
  • Care values and respect for the individual

Modern Foreign Languages

  • Through the teaching of a variety of European languages students learn about the language and the culture of the given country and multicultural tolerance.


  • Evolution and the Big Bang Theory being sensitive to the beliefs of different faiths
  • Pollution and respect for the environment
  • The ethics of animal testing


All KS3 students follow a PSHEE programme once a fortnight the core topics that run through the programme link to the British Values of rule of law, individual liberty, and mutual respect.

Wider Opportunities

At the school students are given many opportunities to take on responsibilities and develop leadership skills. These include Student Council, Form Rep, and Subject Captains. Many of these posts come from form and whole school elections.

Students are also given the chance to take part in the annual Youth Parliament elections and during Election years the students all take part in an assembly looking at the election process leading to a blind election. The whole school also hold a mock election where students take part in as close to the real election experience as possible, results of which were displayed across the school via tutor time and TV screens.

The annual school production (Little Shop of Horrors) is inclusive and offers opportunities both and off stage, the production is held in a local town centre theatre strengthening links with local businesses and community.

Year 10 all have the opportunity to take part in either 5 days’ work experience or 5 days mini enterprise.  During mini enterprise week, students work in groups to prepare detailed business plans for imaginative business proposals with the help of staff, finance managers and local businessmen and women. The days are spent preparing the business plan which includes conducting market research in Eastbourne Town Centre. Lastly they attend interviews at local businesses to present their business plan at the end of the week. Work experience is designed to introduce students to the ‘world of work’, to increase their confidence and, if appropriate, give a snapshot of experience in the career they might like to follow. Both of these experiences feed into the British Values of individual liberty, the rule of law, mutual respect and tolerance of those of Different Faiths and Beliefs.

Assemblies celebrate the diversity of our community with wide ranging topics including Black History month, Holocaust remembrance. Assemblies are also linked to our school values and include a thought for the week that encompasses a variety of different values included in British Values. Link attached giving specific details of assemblies and thought of the week.

The tutor programme has extensive links to British Values, students follow a set programme across each year group with topics linked closely to those of British Values including:

  • Responsibility
  • E-safety/cyber bullying
  • Difference and diversity
  • Prejudice and tolerance
  • Terrorism

There are many opportunities for students to enhance their learning within the classroom through trips and activities that develop cultural understanding and mutual respect. Examples are given below:

  • New York trip
  • Austria Ski trip
  • Year 10 RE Mosque visit London
  • Glyndebourne visit
  • Visit from a Holocaust survivor
  • Redoubt remembrance event
  • GCSE music concert
  • Visits from French students and teachers from China
  • Ball boy/girl at tennis week
  • Rock challenge
  • Creative writing trip
  • D of E expeditions
  • Student led acoustic nights in the little theatre
  • Many students attend careers visits to local universities
  • Activities week see below































Through these and other opportunities students are encouraged to develop:

  • An understanding of how citizens can influence decision making through the democratic process
  • An understanding that the freedom to hold other faiths and beliefs is protected by law
  • An acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the case of prejudicial or discriminatory behaviour
  • An understanding of the importance of identifying and combating discrimination.