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Houghton Regis Academy

British Values

The Houghton Regis Academy is a school where all students are encouraged to learn and succeed. We have an unwavering belief that all young people can excel in different aspects of school life irrespective of gender, ethnicity, class, beliefs or any other personal circumstances. 

At the heart of our Academy is a firm set of principles which ensure that students develop a strong sense of social and moral responsibility. We promote these values through our PSHE and Religious Education curriculum, the curriculum we deliver to our students, and the opportunities we offer outside the curriculum. These are further embedded in our tutorial, careers and pastoral programme.  

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 and Student Voice. Our students also take part in the Houghton Regis Academy Student Parliament, a representation of student voice across the school in our academy.  

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 in 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 PSHE lessons. 

Mutual respect 

Our ethos is centred around core values of respect, responsibility and safety.  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 is supported by a range of assemblies, discussions involving prejudice and prejudicial actions and supplemented by curriculum delivery in ICT, History and RE.