School dinners have changed a lot in recent years, and many would put that down to one person: TV chef Jamie Oliver. 

It’s now more than 15 years since he launched his Feed Me Better campaign, which, in 2005, set out to transform the way that schools thought about the food they serve to their students. 

The campaign, along with the TV programme that sparked it - Channel 4’s Jamie’s School Dinners - famously brought an end to Turkey Twizzlers in canteens and led to then prime minister Tony Blair pledging £280 million to improve school dinners for children (see box, below). 

But Oliver wasn’t the only one working hard for change. In the years that followed, teachers and leaders began to pay closer attention not only to the nutritional content of the food being served, but to the social and cultural benefits of eating together, too.

At this time of year, there is one obvious opportunity to maximise those benefits: the school Christmas dinner. But how do you make sure this works for pupils of all cultures and backgrounds? How do you make it inclusive, well-balanced and an event to bring the whole school together? 

Here, three leaders provide insights into how the festive feasts happen at their schools. 

‘Not all our families have a dining table’

Melody Berthoud is headteacher at South Norwood Primary School in London, part of The Pioneer Academy

We serve a local community that includes a vibrant range of backgrounds. Inclusivity is at the heart of everything we do, and our Christmas dinner is no different.

As well as a whole-school Christmas lunch during the school day, we also have a Christmas dinner hosted in the evening after school. The Christmas Family Meal is something that happens at all schools in The Pioneer Academy trust.

Everyone is invited: children can bring as many family members as they wish, and we invite all our staff, governors, local councillors and our MP. This year we were expecting 250 people, but had to cancel due to Covid restrictions. Next year, we hope the event can go ahead as normal.

The children make table decorations in class. We set the table properly with crackers, because not all of our families have a dining table, or they may not be used to sitting down together as a family.

As staff, we do everything from serving to cuddling babies so parents can eat their food while it’s still hot and enjoy time together. 

We serve the traditional Christmas dinner, as well as a vegetarian option. For some of our guests who are new to the UK, it’s a chance to see how the British celebrate Christmas. For others, it’s a great chance to feel part of the school community. 

People don’t see it as a religious event - it’s a celebration. Every family leaves with a hamper of presents - things like supplies for a cinema evening to a Chinese meal set - all of which have been donated. Father Christmas makes an appearance and gives every child a present. It really is the most wonderful night of the school year.

‘It’s not just about pulling crackers’

Gemma Hargreaves is an assistant head in Birmingham

At our school, our inclusivity isn’t centred on what food is on offer (although there are vegetarian and vegan options), but on the dining experience. 

We have a diverse student population, and we see the Christmas dinner as a vehicle for bringing everyone together for a time of true celebration. We embed the practices of a Sikh langar into our meal: traditionally, this is when a meal is served to members of the public free of charge, and regardless of religion, caste, gender, economic status or ethnicity. 

A langar is about nourishing anyone in need and bringing energy and purpose. So, rather than allowing students to rush food, as they often do, it’s about the idea of taking time and being mindful, as well as breaking bread together.

It’s not just about having crackers on the table; it’s about what brings us together as a community. Our teachers eat with the students, and we do it in two sittings on the same day, to have as many people together as possible. We dedicate form time and assemblies to learning about the Sikh langar in the weeks leading up to the dinner, so that children understand the importance of fostering feelings of togetherness and belonging throughout this meal. 

Everyone will be having a traditional Christmas dinner because we find that, actually, our students do value having the turkey (or meat substitute), roast potatoes and all the trimmings, because it’s not something they all get at home. So while the food may not be different, the feel and culture will be.

‘Students are excited to celebrate with their peers’

Greg Williams is senior headteacher at Rockwood Academy in Birmingham

Our school is in East Birmingham, and 95 per cent of our students are Muslim. 

Throughout the school year, we celebrate many of the key religious festivals - for example, Eid, Diwali and Passover - with a community meal. It’s very important to me that our academy is inclusive and, to achieve that, we educate our students about the different religions and ensure they appreciate why these festivals are so special around the world. While they may not recognise the traditions from a religious perspective, they are excited to celebrate with their peers.

This year, we are making one of our halls as “Christmassy” as possible; we go all-out on the decorations, play Christmas music and have pulling crackers for everyone. 

We offer our students a traditional Christmas dinner, but all our meat is halal, and we also provide both a vegan and vegetarian option. If students prefer, they can choose to have a more low-key meal, such as pizza and salad or a jacket potato. 

For those who don’t want to take part, we also have a second dining room, which we don’t decorate. However, while it’s important to give children a chance to opt out of the festivities, the majority choose to fully engage. Generally, our students want to enjoy the event, be with their friends and experience Christmas and other religious festivals.