CHARACTER EDUCATION
Four Character Pillars
As a school we appreciate that examinations are, for some, the key performance indicator of a successful education; however, examinations only tell half of the story, and it can be argued that in an ever-developing world, evidence of such character development is more important than ever before. We strongly believe that by developing one’s character, individuals will flourish and our students will be able to make the right choices, at the right time, for the right reasons.
We work collaboratively with the Jubilee Centre at the University of Birmingham and focus on the building blocks of character. This means that all students are encouraged to develop their civic, performance, intellectual and moral virtues. At Quinton we want character to be consciously planned for and considered as opposed to being abstract and left to chance. Therefore, we guide all students to focus on four-character pillars: participation, service, leadership and learning.
School Virtues
We believe strongly in connecting and listening to our parents and students. We appreciate that with a shared vision we can develop strong outcomes for our students, both academically and pastorally.
The formation of our whole school virtues is testament to that alignment and has culminated in six virtues which our staff, parents and students feel are required in order to flourish as an individual.
Selected Virtues
Resilience - Staff
Respect - Staff
Confidence - Parent
Empathy - Parent
Enjoyment - Student
Collaboration - Student
Steps of development
A well-developed character does not happen by chance. It involves an explicit and intentional curriculum which allows good character to be 'caught', 'taught' and 'sought'.
Character Caught
Students learn values and virtues by observing the behaviour of others, particularly role models like teachers, mentors, and peers. Students "catch" character virtues by being in environments where these traits are displayed, emphasised and rewarded.
At Quinton we achieve this by: Leading by example: Teachers and older students model positive behaviours including the schools' values and virtues of focus. We encourage a community atmosphere where students can observe and emulate good character from one another via vertical learning days and co-curricular participation. We celebrate and praise acts of good character consistently and in a variety of ways.
Character Sought
Students actively seek to develop positive character virtues using their own initiative, accessing a plethora of opportunities to practise virtue application. Students have a zest for life and as a result see the value in personal growth and consciously strive to improve their moral and ethical behaviours.
At Quinton we achieve this by: Providing opportunities for self-reflection via the completion of character projects per year group. Challenging students to lead, learn, participate and serve in order to develop a range of civic, intellectual, moral and performance virtues. Offering a wide range of co-curricular clubs and opportunities for leadership at all levels.
Character Taught
Students access intentional and explicit learning linked to character development via lessons, co-curricular clubs, tutor time activities, PSHE and via year-group specific assemblies.
At Quinton we achieve this by: Implementing a curriculum that incorporates character education, discussing and reinforcing virtues such as collaboration, empathy, confidence, resilience and respect. Offer real-life examples and case studies to help students think critically about moral dilemmas. Engage in activities like debates, or group projects that emphasise integrity, global outlook and ethical choices.
Outcome
When students experience character 'caught', 'taught' and 'sought' on a consistent basis they have a comprehensive foundation for developing strong moral and ethical values.
Students develop practical wisdom (Phronesis) which allows them to integrate a range of virtues into their decision making and overcome virtue conflict. As a result, a Quinton student is able to flourish as an individual and make a positive impact to society.
Leadership is character in action
Leadership helps develop essential life skills like communication, decision-making, responsibility, and problem-solving. These skills aren’t just useful for leadership positions; they play a role in almost every aspect of life. When students have the chance to take on leadership roles, whether in co-curricular clubs, sports teams, or ambassador projects, they learn to manage themselves and others, which is crucial for individual character development.
Through leadership experiences, students encounter challenges and learn how to deal with setbacks, conflicts, and differing opinions. They begin to understand the importance of empathy, integrity, and accountability—qualities that shape their moral character. Good leadership requires them to be role models for others, encouraging honesty, integrity, and respect. As students practise leading, they refine their own values and beliefs, which is central to building a strong but adaptive character.
Leadership provides a structured environment for growth, helping students understand their strengths and weaknesses while pushing them to become more confident, resilient, and globally aware. It sets the foundation for a well-rounded individual who is set for the test of life.
Leadership positions and roles on offer
Character Projects
To support our Senior School students' character journey, all students are tasked with completing a character project per year.
Each project allows an individual student to work closely with their form tutor to track their own character journey. The projects have three levels of progress, ensuring that parents, students and staff understand that character is constantly evolving via the opportunities and experiences we seize and expose ourselves to.