SMSC

Spiritual Development relates to the quest for individual identity and the search for meaning and purpose in our existence. It is associated with a dimension of life which is not necessarily experienced through the physical senses, but has much to do with feelings and emotions, and attitudes and beliefs. Spiritual development is not solely linked to a particular doctrine or faith and is therefore accessible to everyone. All areas of the curriculum should contribute to a pupils’ spiritual development.

Moral Development is concerned with fundamental decisions about how we should behave and act and the reasons for such behaviour and decisions. It relates to the child’s developing understanding of what is ‘right’, ‘wrong’ and ‘fair’. Moral development in school tries to build upon the child’s experience in the home, accepting that there might be different approaches between home and school.

Social Development is concerned with the skills and personal qualities necessary for individuals to live and function effectively in society. In school we build on and support the functions of the home and wider community by helping to prepare our children to live in society.

Cultural Development allows the child to recognise that all cultural groups are distinctive. Culture is the embodiment of shared beliefs, knowledge, customs and values of that group. The child needs to appreciate the distinctive features of their own culture and those of others. This will help children to answer the questions “Who am I?” and “Where do I fit in?”
The government set out their definition of British Values in the 2011 Prevent Strategy. These were reinforced by the DFE in September 2014.

As a school we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs throughout the year; including, harvest festival, Remembrance Day, May Day, Easter services and Christmas celebrations! We also value and celebrate national, charity and sporting events.

Learning about being part of Britain is also part of our school curriculum. In Geography and History, we ensure that the children have a better understanding of what Britain is, learning more about:

• capital cities and countries, rivers and mountains
• the local area, specifically the trade background of the town
• how ‘Great Britain’ differs from ‘England’ and ‘the United Kingdom’ where Britain is in relation to the rest of Europe and other countries in the world
• British history, Monarchs, rulers and significant events that defined society

Children, parents and staff have many opportunities for their voices to be heard. Democracy is central to how we operate.

An obvious example is our school council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of one representative from each class, the School Council meets regularly to discuss issues raised by the different classes. The council has its own budget and is able to genuinely effect change within the school; in the past, the School Council has planned charity events and raised money for playtime resources. The Council are actively involved in recruitment.

Other examples of ‘pupil voice’ are:

• children agree their Class Charter and the rights associated with these; all children contribute to the drawing up of the charter
• using Pupil Feedback forms, children are asked to respond and reflect on the teaching and learning
• Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses and sets its own ‘Class Charter’, a set of principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

• visits from authorities such as the police and fire service
• during Religious Education, when rules for particular faiths are thought about
• during other school subjects, where there is respect and appreciation for different rules (in a sports lesson, for example).

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

• choices about what learning challenge or activity
• choices about how they record their learning
• choices around the participation in extra-curricular activities.

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety lessons.

Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school and wider community should treat each other with respect.

This is also enhanced:

• through Religious Education and other lessons where we might develop awareness and appreciation of other cultures
• in English through fiction
• in Art, Music and Cooking by considering culture from other parts of the world.