At the heart of Kirkby College is a firm set of values which ensure that students develop a strong sense of social and moral responsibility. These values are promoted through our pastoral structure and tutorial programme, the curriculum we deliver to our students, and the opportunities we offer outside the curriculum.

We also take opportunities to promote the areas currently identified as British values (individual liberty, democracy, the law, mutual respect and tolerance) within the curriculum and the wider ethos of the academy.

Students have the opportunity to have their voices heard, and suggestions implemented, through representation on our student council. The student council have been pivotal in a number of improvements at Kirkby College including the development of policy, enhanced facilities, and curriculum developments such as the Study Nightclub.

The rule of law
The importance of laws and rules, whether those that govern teaching classes, or in the UK, are consistently reinforced throughout the academy day, as well as through tutorial time and assemblies. Students are taught the value and reasons behind laws and rules, the responsibility that this involves and the consequences when they are broken.

Individual liberty
Students are actively encouraged to make good choices at the academy, knowing that they are in a safe and supportive environment. Students are encouraged to know, understand, and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through ICT (online safety), religious education and PSCHE lessons.

Mutual respect
Our ethos is centred around core values of achievement, resilience and community. Students have been part of discussions and assemblies related to what these mean and how they can be demonstrated. We not only expect mutual respect between students themselves, but also between our staff members, their colleagues and their students.

Acceptance of those of different faiths, beliefs and orientation
This is achieved through enhancing students’ understanding of their place in a diverse society and by giving them opportunities to experience such diversity.

Assemblies and discussions involving prejudices and prejudicial actions are followed and supported by similar themes in some curriculum areas (e.g. ICT, history, PSCHE and religious education) and in tutorial time.