Trojan Horses and (Church) school
Values
Context:
The recent ‘Trojan Horse’ enquiry in Birmingham and
subsequently in Tower Hamlets have resulted in changes
to the Ofsted inspection requirements that will have
implications across the country including here in Salisbury. Therefore this shouldn’t be seen as
an issue that schools in Poole need not engage with. But first we should take time to gain some
perspective.
We wholeheartedly support the idea of schools being required to promote the values of
tolerance and respect for those coming at things from a different perspective. However,
‘British Values’ cannot be allowed to become a test or an assessment of whether somebody in
a community is ‘safe’ or ‘loyal’. Indeed, the nature of ‘British values’ requires a much deeper
public conversation around the country than has been possible over the summer. As church
schools - a major stakeholder in the system – we need to find a way to ensure that the lived
experience of the children and families in our schools is one that helps to build a stronger
sense of the way in which shared values create stronger communities.
But we won’t create that confidence by simply policing it through an ever increasing
inspection regime; we’ll do it by ensuring that our whole vision for education is one focused
on the formation of character for the transformation of the world.
.. extremism thrives when religion is banished to dark corners:
* People feel alienated and rejected
* The public becomes suspicious
* A culture of fear and intimidation takes over
But much more importantly, if we reject all forms of religion from our schools, we are failing
to prepare young people for the realities of life in a modern and globalised world.
Church schools are not, and never have been, about indoctrination or recruitment.
And the public has great confidence in what Church of England schools provide. Parents know
what they want for their children and they recognize, in the rounded, broad education that
our schools provide, something special and attractive.
Nigel Genders, Chief Education Officer, Church of England
What is Ofsted doing?
Ofsted will be covering this under Leadership and management and specifically under SMSC
(Spiritual Moral Social and Cultural development)
130.
In judging the school’s overall effectiveness, inspectors consider whether:
• the school requires improvement as it is not a good school because one or more of the four
key judgements requires improvement (grade 3) and/or there are weaknesses in the overall
provision for pupils’ spiritual, moral, social and cultural development
The key change has come under the definition of social development and in particular the last bullet
point highlighted
131.
The social development of pupils is shown by their:
• use of a range of social skills in different contexts, including working and socialising with
pupils 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; the pupils develop and demonstrate skills and attitudes that will allow them to
participate fully in and contribute positively to life in modern Britain
Ofsted have found it very difficult to ‘inspect’ such a vague politicians term as ‘Fundamental British
values’ and so are falling back on ‘Preparing pupils for life in modern Britain’.
There is also a safeguarding issue here (Which enables ofsted to inspect private faith schools!). Are
pupils being protected from extremism and given information to challenge extreme practice?
So for Poole schools there needs to be evidence that they are preparing pupils for life in modern
Britain and that they have sufficiently robust systems in place to risk assess any opportunities for
indoctrination.
Be Prepared
First the good news is that
•
•
If the school has a strong ethos based on ( Christian) values that have been thought
through and are embedded across the curriculum you probably have most of this
covered , you might just need to articulate a link from these to fundamental British
values
If you have been involved in the Rights Respecting School programme you will have
evidence to track your coverage of ‘fundamental British values’
But here are some starting points or other actions your school might consider taking

First check your website. This is where Ofsted will start. They will increasingly expect to see
your taught curriculum up there. Does this give evidence of how you are preparing pupils
for life in modern Britain?

Think it through. Make sure that school is clear, articulate, and risk assessed about your
position and context. If you can show that the school has thought about this issue and
identified how it impacts on our rural context then you are half way there.

Are Staff, SLT, Governors clear about the ‘new’ language being used - Make sure everyone is
up to speed. This is not just an issue for RE. It is worth noting that in this case ‘the buck
stops with the governors’ they will be deemed to have failed to ensure the SMSC
development of pupils. They must be part of this conversation.

Make sure all Staff understand the new emphases in Curriculum, SMSC, British values and
Behaviour and Safety. (Ofsted will see TA‘s as well as teaching staff). The taught curriculum
is perhaps where we are most at risk in a rural context. Preparing pupils for life in modern
Britain means making sure pupils are aware that we are a multi cultural multi faith society.
There will be an expectation that pupils have meaningful experiences of diversity of the UK.
That it is difficult and expensive will be taken as an excuse not a defence. You probably can’t
win this one so take it on the chin.

Developing pupil voice around Ofsted expectations. Ofsted will interview pupils and will ask
about their attitudes to diversity. No one will blame the school if pupils bring in their parents
attitudes but you need to be aware of what they might say and how you are countering
unfortunate attitudes.

Conversations with PSHEE/Behaviour co-ordinators: These need to be on board

Safeguarding – risk assessing school context. There is unlikely to be major problem with
FGM in many Dorset Villages but who is likely to express extreme or intolerant views? Do
they do that in school?

Is Collective worship provision: have you a system for checking and feeding back to those
leading Worship. Have you thought through where (Christian) values might conflict with
British values of democracy and tolerance?