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'A major strength of the school is the personalised curriculum based on a detailed understanding of each pupil’s learning needs' (Ofsted 2018)

Citizenship Statement 





Statement Currently Being Revised 

Check Back Soon to Find out More. 

Citizenship Statement
British Values


The government has defined British values as being the following: democracy; individual liberty; the rule of law; mutual respect; tolerance of those with different faiths and belief. These values are central to our Learning Centre ethos and are promoted not only through the curriculum and its content but through every aspect of school life including student experiences, display and use of the buildings, assemblies, the behaviour code, off-site activities; and the fundamentally courteous, respectful and sensitive learning community that we are.

Each of these values is defined below and placed in a Learning Centre context through the use of examples.


It is the duty of every member of staff to support and promote these fundamental values as detailed in the Code of Conduct.


Democracy can be seen as a state of society characterised by equality of rights and privileges. It can also refer to our nation's electoral systems.

In the Learning Centre we promote the importance of democracy through such things as:

School council

Student Voice on key areas of school life

Students are encouraged to use their voice across the curriculum through collaborative working, responses to teacher feedback in books, careful questioning by staff, the work they produce and classroom dialogue

All students are given the opportunity to access the curriculum.


Individual liberty suggests the free exercise of rights generally seen as outside Government control.

In the Learning Centre we promote the importance of individual liberty through such things as:

Students are introduced to a range of beliefs and experiences so that they are able to make more informed choices for themselves

Students are taught the knowledge and skills to broaden the choices they are empowered to make about future work, travel and education

Students encouraged to voice views in lessons in a formative manner

Students are able to make choices about the courses they will study.



All people and institutions are subject to and accountable to law that is fairly applied and enforced.


  • In the Learning Centre we promote the importance of the rule of law through such things as:

  • The Behaviour Policy and Code of Conduct

  • Accountability is stressed to all stakeholders including staff and students (in the Code of Conduct).

  • We liaise closely with outside agencies including Social Services and Health.

  • The E-Safety Policy is used to promote correct use of the internet

  • Students are explicitly taught the legal framework on a number of contemporary and social issues

  • Safeguarding policy


The proper regard for an individual's dignity, which is reciprocated.

In the Learning Centre we promote the importance of mutual respect through such things as:

  • Behaviour policy and Code of Conduct

  • Equality policy

  • Clear guidance on good behaviour in the local community; and on social media

  • The curriculum helps students to learn about a wide range of people, cultures and beliefs and so develops students' ability to make informed decisions, form and be confident in their own identity and understand and respect that of others



A fair, objective, and permissive attitude to those whose faith and beliefs may differ from one's own.

In the Learning Centre we do not believe that a diversity of faiths and beliefs is something to be tolerated but rather celebrated. We are emboldened and strengthened by our diversity.


  • We promote the importance of learning and working together with those with different faiths and beliefs through such things as:

  • We are a diverse learning community and this is central to our Learning Centre ethos. It is celebrated throughout the Learning Centre environment, assemblies, curriculum and events.

  • The curriculum helps students to learn about a wide range of people, cultures and beliefs and so develops students ability to make informed decisions, form and be confident in their own identity and understand and respect that of others.

  • Assemblies celebrate and draw inspiration from different faiths and beliefs.

RE Statement 

Religious Education is different from other curriculum subjects in that the syllabus is determined locally rather than nationally. At ASPIRE: Lifeskills Learning Centre we follow the Leicestershire Agreed Syllabus for Religious Education 2016, “Religious Literacy for All”.


This document can be viewed online at Agreed-Syllabus2016.pdf

The Agreed Syllabus sets down the Programmes of Study and how much time should be allocated to teaching RE for each key stage in RE.

The Leicestershire Locally Agreed Syllabus aims to provide an open and broad approach to RE that explores a range of religious and non-religious world views. At ASPIRE: Lifeskills Learning Centre we believe that RE has a very important part to play in promoting the spiritual, moral, social and cultural development of our students and in helping them to gain a greater understanding of themselves, other people and the world around them.

Within the Learning Centre the teaching of RE is adapted to meet the very individual needs of all our students so that all our young people can make progress to the best of their ability. RE is delivered through our British Values and Citizenship schemes of work; and through our daily ‘reflection’ session.

Parents continue to have the right to withdraw their children from RE. We hope that parents will discuss any concerns they might have about RE teaching with us before this happens, so we can provide more information about the aims and value of RE, and the way it is taught in the Learning Centre.

RE Statement
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