In the changing landscape of education, and in light of a renewed focus on values within education policy, clear aspirations and a positive environment are increasingly important for those leading, and working in, schools. This study explored the purpose, articulation, and realisation of vision, ethos and values in two Birmingham schools. The research focused on: why vision, ethos and values were important; how they were expressed and communicated, both internally and externally; and, how they were embedded within daily norms and practices. In addition, the study aimed to explore what factors might act as barriers and enablers in the realisation of school vision.

A case study design was adopted and three distinct methods of data collection employed; analysis of documentary data from each school; an online staff questionnaire; and, semistructured interviews with staff. Findings showed that vision, ethos and values united the schools’ communities around shared goals and helped foster positive relationships at all levels. In expressing and communicating vision, staff in the schools indicated a preference for the use of digital channels over more traditional ones, and a degree of discrepancy was found between the representations of vision in official documents, and those which were articulated by staff. Collaboration between the Headteacher, senior leaders, values-leads and wider staff was found to be essential in the effective realisation of vision, as was the integration of the language of values within daily practice. The conclusions offer useful insights for those in schools to consider adopting when establishing, promoting and embedding vision, ethos and values.