Character Education

Shaping Character for a Bright Future

At The Whitehouse PRU, we prioritise character education as a cornerstone of our approach to helping pupils thrive both academically and personally. We understand that our SEMH pupils often require extra guidance and time to develop the traits, virtues, and dispositions essential for becoming well-rounded, responsible young adults.

Key Areas of Character Development

We build on intellectual, moral, civic, and performance virtues, teaching traits such as curiosity, respect, resilience, and teamwork. These are integrated throughout school life, fostering both academic success and personal growth.

Our Unique Approach

We use a three-pronged strategy to character development:

  1. Character Caught: Emphasising the role of our positive school environment, respectful relationships, and a shared ethos.
  2. Character Taught: Embedding character education into lessons such as PSHE, RE, and assemblies, along with broader activities like debates and school trips.
  3. Character Sought: Offering enrichment opportunities like leadership roles, residential trips, and social action projects to develop pupils’ passions and aspirations.

Activities and Initiatives

  • Supportive Environment: A safe, inclusive setting where pupils feel valued and cared for.
  • Curriculum Integration: Encouraging reflection, teamwork, and independent learning across subjects.
  • Enrichment Opportunities: Leadership roles, school events, clubs, and residential trips to foster confidence and resilience.
  • Social Action: Community initiatives like food bank donations, litter picking, and fundraising events.

Through these methods, The Whitehouse PRU equips pupils with the tools to excel academically and contribute positively to their communities. By promoting respect, kindness, and success, we prepare our pupils to meet the challenges of life with confidence and integrity.

Further information

“Whitehouse Pupil Referral Unit is a calm and friendly environment where pupils are happy and feel safe.”

Ofsted

“Staff know the pupils well, and pupils respond positively to these strong relationships.”

Ofsted

“Parents comment that their children’s behaviour improves significantly after joining the school.”

Ofsted

“Pupils listen carefully to their teachers and to each other, creating a calm and focused learning environment.”

Ofsted

“By the time a pupil leaves the school, they are well prepared for either mainstream school or specialist provision.”

Ofsted

“Teachers have high aspirations for their pupils, and pupils work hard to achieve them.”

Ofsted

“Leaders, staff, and governors are ambitious for pupils to achieve their full potential.”

Ofsted

“Teachers skilfully support pupils’ specific special educational needs and disabilities (SEND).”

Ofsted

“Pupils learn to read with confidence and can explain past events and infer what might happen next in a story.”

Ofsted

“Pupils enjoy a wide range of activities that broaden their learning, including drama, cheerleading, and school trips.”

Ofsted

“The school has systems in place to track individual pupils’ progress, ensuring they are continually challenged.”

Ofsted

“Classrooms and corridors are calm, with pupils showing respect to their peers, teachers, and visitors.”

Ofsted

“Teachers help pupils anticipate when they might become angry, improving their ability to manage their emotions.”

Ofsted

“Staff feel valued and proud to work at the school, receiving strong support from senior leaders.”

Ofsted

“The governing body and the wider academy trust are ambitious for the school, ensuring both staff and pupils are well-supported.”

Ofsted