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At Wolfreton, we communicate our core purpose through our mission statement and values of Excellence, Endeavour and Respect.

‘We aim to enable every young person to fulfill their potential, providing the foundations for them to excel in all that they do and to leave prepared to achieve all their ambitions’.

 Our mission and values extend beyond the goal of academic excellence.  They recognise the vital role that spiritual, moral, social and cultural (SMSC) opportunities play, alongside the promotion of fundamental British Values, in the continued development of all members of our school community.

Spiritual development 

Spiritual development is defined as students':

  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.

At Wolfreton students have opportunities to reflect on their beliefs, on different faiths and to learn about themselves and the world around them both through the taught curriculum and through enrichment opportunities. 

As part of the Society and Ethics curriculum, students consider world religions including Christianity and Islam.  They also explore ‘Ultimate questions’ including ‘Who am I?’ and ‘What happens when I die?’, as well as thematic topics including respect, courage, equality, determination and inspiration from the perspective of all major world religions.  Through the History curriculum students explore topics including the World Wars, Nazi Germany and slavery in History. 

Students learn about themselves and others in the world across the curriculum and as part of our Deep Learning Day programme, for example on the Year 8 British Values day which explores what it means to be British today. 

News stories sharing other opportunities that support aspects of spiritual development include:

 Wolfreton bake-off

 Remembrance Day

 Year 8 Lifestyle winners – raising awareness for Hull Homeless Outreach

 Balloon release

 Rock Challenge

 Wolfreton Art


 Performing Arts Evenings

Moral Development 

Moral development is defined as students:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

At Wolfreton students are able to consider the differences between right and wrong, within the context of our school community and beyond.  Through the curriculum, Deep Learning Days and extra-curricular opportunities, moral and ethical issues are explored.  Examples include the Year 7 DLD which has an anti-bullying focus, the Year 10 anti-racism day and the Year 11 sex and relationship day which looks at child sexual exploitation, social media and cyber issues.

Through the House System and vertical tutor groups, students take part in activities related to anti-bullying week and e-safety week.  Other themes have included ‘Black History Week’ and ‘The Story of Malala’.

As part of the Deep Learning Day programme, Year 7 students elect their House Representatives as part of their first Deep Learning day on Democracy, whilst year 8 students explore business and finance and Year 9 students work with Prison Me No Way. Key Stage 4 students consider ethical issues surrounding capital punishment and marriage as part of their RE GCSE and through PSHE lessons look at issues including teenage pregnancy. 

Extra-curricular activities also provide opportunities to consider moral issues.  The 2014 Rock Challenge production entitled ‘The Fallen’, explored the idea of making your own decisions and not being led astray by the wrong influences.

News stories sharing other opportunities that support aspects of moral development include:

 Alan Johnson MP Visit

 Lord of the Flies

 Youth Speaks ‘Prevention of terrorism versus the infringement of civil liberties’ debate

 Auschwitz visit

Social development 

Social development is defined as students:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

At Wolfreton students have many opportunities to develop social skills, participate in different settings and engage in activities related to fundamental British Values.

Assembly themes and work in vertical tutor groups considers British Values.  In addition, the Year 8 British Citizenship Day explores what it means to be British and Year 9 British Values Day explores issues surrounding migration.

Students meet and work with (through visits or competitions), or play sport alongside students from different backgrounds.  Visitors including prisoners as part of the Prison Me No Way event and those of other faiths during the British Values day also provide opportunities to learn from others from different backgrounds.  During work experience, students in Years 10 and 12 also have opportunities to participate and work with the wider community, meeting and working alongside new people. 

News stories sharing other opportunities that support aspects of social development include:

 House Council election

 Annie Flashmob

 Christmas lunch

 BTEC Health and Social Care Support Mission Christmas

 Head Boy and Head Girl Switch on Kirk Ella and West Ella Parish community Christmas lights

 Children in Need 

 Sixth Form Macmillan Bake Sale


 Hull University Ace Day

 Sixth Form EU Referendum

Cultural development 

Cultural development is defined as students:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

At Wolfreton students explore and have opportunities to experience cultural influences, different faiths and groups, as well as learning about Britain’s democracy and its role in our society.  We continue to welcome Zulu Nation to join us for our Africa themed Deep Learning Day for Year 9 students, one of the many guests who have joined us over the years.  Our students can participate in a range of visits to foreign countries which each include cultural opportunities.  Creative and performing arts and sporting opportunities are also plentiful with large numbers taking up the opportunity.

News stories sharing other opportunities that support aspects of cultural development include:

 Sixth form language trip to Japan

 Alicante work experience 2016

 Language café ‘Cake me away’

 Rock Challenge 2017 – Minotaur

 Enterprise Day 2017

 Nihongo Cup 2017

 Routes into Languages university revision day

 Japanese World Haiku Contest

 French satirical play at Leeds University

British Values Statement 

At Wolfreton, we communicate our core purpose through our mission statement: 

‘We aim to enable every young person to fulfill their potential, providing the foundations for them to excel in all that they do and to leave prepared to achieve all their ambitions’.

Our school values are:

  • Excellence            We encourage our students to be inspirational
  • Endeavour          We promote the qualities of determination and courage
  • Respect                We are firm advocates of friendship and equality

Through our work, we aim to ensure that our values permeate all aspects of our school.

As a school, we recognize the multi-cultural, multi-faith and ever-changing nature of the United Kingdom.  We understand the important role we play in ensuring that groups and individuals can live together now and in the future in a cohesive way. 

The government set out its definition of British Values in the 2011 Prevent Strategy.  These values include:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and belief

We are committed to preparing our students for life beyond school and through our mission, our values and our SMSC work, promoting British Values to all.

How do we promote these values?

The examples that follow show some of the many ways Wolfreton seeks to embed British values.


The principle of democracy is consistently being reinforced at Wolfreton, with democratic processes being used for important decisions within the school community for instance, voting for student representatives like our Head Boy and Head Girl, the House Council and voting for the charities the Houses will support each year. 


The principle of democracy is also explored as part of the curriculum in History and Society and Ethics (Religious Education).  The PSHE curriculum also provides engaging opportunities to explore Democracy further, for example Year 7 students participate in a Democracy Day, which culminates in Class Senator elections and Year 8 students explore aspects of Democracy within a British Citizenship Day.  Curriculum opportunities are supplemented further through the assembly programme.

The rule of law

Development of an understanding of the importance of law is supported both through teaching and opportunities to engage with law making.  The rules and expectations of the school which form our ‘Code of Conduct’ and ‘Prepared to Learn Code’, are introduced to new students and reinforced to existing students through the assembly programme each year; these rules were originally created by students and staff.  Student voice is regularly consulted through the school Senators and House representatives.  Students contribute to reviews and revisions of the anti-bullying and behaviour policies.  


Through the PSHE and assembly programme, students are taught the value and the reasons behind laws that govern and protect us, the responsibilities we all have and consequences when laws are broken. Visits from public authorities such as the Police, Fire Service and Magistrates, for example on the Year 9 Prison Me No Way Deep Learning Day and working with the Police to provide opportunities to code cycles, reinforce this message.

Individual Liberty

Students are encouraged to make independent choices. All are encouraged to know and understand their rights, responsibilities and freedoms and through teaching, for example PSHE and E-Safety work, students are empowered to make safe, responsible and informed choices.  Choice is also exercised and encouraged through the Options Pathways process and through our well-developed Careers Education Information Advice and Guidance provision.


The school has a clear anti-bullying culture and comprehensive Anti-bullying and Behaviour Policies. Our assembly programme and PSHE work examine topics including racism and citizenship, and alongside our curriculum and pastoral teams, reinforce our key messages including our basic expectation that racist, sexist and homophobic attitudes will never be tolerated.

Mutual Respect

Respect is one of our core values and as such we work to ensure it permeates all we do. It is our expectation that all members of the school community treat each other and our environment with respect.  Our Code of Conduct, originally devised by students and staff, includes our expectations that we:

4. Are polite and respectful of the needs, opinions and efforts of others

5. Are considerate, treating others as we want to be treated ourselves

6. Are respectful of the school environment and the property of others

7. Are careful how we move around the school, staying alert to the safety and well-being of others.


Mutual respect is promoted within the curriculum, for example in History through work on the Second World War and in Society and Ethics through work in topics such as Equality and Sacred Journeys.  In all areas students are encouraged to share their views in the knowledge that they can do so in a safe and supportive environment.  

Tolerance of those of different faiths and beliefs

Tolerance is developed through understanding and we place importance in developing students understanding of cultural diversity.  The Religious Education / Society and Ethics curriculum, which students study at both Key Stage 3 and Key Stage 4, provides a broad and balanced education ensuring a wider knowledge of different ways of life; considering different faith perspectives, cultures and ethical issues.  The curriculum encourages students to learn from and learn about different religious points of view, creating tolerance and understanding.  Tolerance is also explored in a wider range of subjects, including Geography, Drama and PSHE.


International visitors and those with different faiths and beliefs are welcomed into school, for example as part of our ‘Africa’ and ‘Citizenship’ Deep Learning Days.  Opportunities to visit other countries are a feature of the school’s enrichment programme.  As well as MFL visits and opportunities to undertake work experience in Spain in the Sixth Form, students have participated in the Comenius project.



Wolfreton is able to prepare young people for life in British society and addresses Social, Moral, Spiritual and Cultural themes through our values, curriculum and enrichment offer.  

Through the curriculum, subjects including Geography and History consider life across the world both today and in the past, and with this the challenges faced.  In PE, the values of fair-play and respect are reinforced and in Drama, many issues are explored, such as bullying, harassment and world events for example 9/11 – all in a supportive environment. Skills including team-work, discussion and debate are developed across the curriculum.

PSHE work explores a wide range of themes both explicitly and implicitly related to British Values, including Citizenship work and aspects of migration.  Students also develop an understanding of Politics through assemblies and school elections.  Enrichment visits have included opportunities to experience the World War Battlefields and Auschwitz.

Charity events are an important part of what we do, with all students get involved and raising funds for those in need. School Charities have included the local Daisy Appeal, Mission Christmas, Dove House and many more. The Sixth Form Council lead additional charity ventures independently. Each year a proportion of the money raised on particular charity days goes to support student scholarships at our link school, Rushanje Girls School in Uganda.

Our assembly programme covers the widest range of SMSC themes and our wider SMSC work includes opportunities for the school to come together respectfully to mark important anniversaries like Armistice Day and other moments in time.

As a school, we work hard to uphold our values of Excellence, Endeavour and Respect and through this, support all who work with us to fulfil their potential in a positive way.