First person: Rob Bown 'We build character as well'

A lot has been written in 2013 about how state schools should learn from private schools. One suggestion is that independent schools can teach state schools how to help their students build character.

In February, the headmaster of Eton spoke to teachers, academics and MPs about promoting character.

What journalists mean by character can be unclear. It is often linked with resilience, self-belief and being a well-rounded individual. It is used as a catch-all for interpersonal skills.

Most agree that character is not built through a narrow focus on exam results but through extra-curricular activities like sport, where failure and exploration are possible. I would add that building character requires the identification and pursuit of a set of values.

Because of their organisational principles, comprehensive schools are best placed to help students to build character on the basis of a shared set of values.

I work in a good — soon to be outstanding — comprehensive in Oxford. We work hard to create a student culture of positive values.

We do this by talking to students about the core purpose of their school. It is not there just to help them acquire qualifications. It is also there to prepare them to reach their potential as good citizens, good employees and good parents.

Our students know that the soft skills, like how to deal with difficult people and how to cope with failure, are important. They understand that the little things — punctuality, good manners, dress, the way they address others — are valued.

They know these little things tell other people what you think of them.

They understand that they cannot reach their potential as good citizens, good employees and good parents if they cannot build strong relationships with the people around them.

At our school we talk about the five Rs: respect, responsibility, resourcefulness, resilience and being reflective.

It doesn’t really matter what the specific terms are as long as they enable some discussion of the soft skills, the way we interact with each other, what is needed to reach your potential.

What is Eton’s recipe for building character? In his February presentation, the headmaster put forward a five-point guide which involved ideas like encouraging students to aim high and celebrating their diverse achievements.

Noticeable in its absence was any mention of right and wrong or specific values.

Comprehensive schools can be explicit. There are certain values that are reflected in the way we are structured.

We are inclusive — there for everybody in the local community.

We respect diversity — we are as diverse as the local population.

We are egalitarian — all students receive equality of support and challenge regardless of their wealth.

All students are encouraged to strive to be the best they can — regardless of their ability and attitude to learning.

Unlike grammar schools, we do not set out to raise the prospects of a select few (the able and motivated) and ignore the rest.

My school is a true comprehensive — it’s a little snapshot of England.

It’s not just a white school, an Asian school or a black school. It’s not just a school for poor kids, for rich kids, for middle income kids. It’s not just for low or high achievers, not just for those who love school or those who do not want to be there.

Attending my school teaches students about all the different types of people that make up their community. It represents the values of equality, inclusion, a respect for diversity and a belief that we are stronger if we all work together.

These are the values upon which character can be built.

Will we ever achieve the ‘character’ built by private schools — the self-belief of independent school students?

It depends on how successful we are in convincing our students that identifying positive values and striving to apply them in their lives is something to be proud of.