What is SMSC?

Spiritual 

Pupils’ spiritual development is shown by their:

• ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
• sense of enjoyment and fascination in learning about themselves, others and the world around them
• use of imagination and creativity in their learning willingness to reflect on their experiences.

Moral

Pupils’ moral development is shown by their:

• ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
• understanding of the consequences of their behaviour and actions
• interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Social

Pupils’ social development is shown by their:

• use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
• acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Cultural 

Pupils’ cultural development is shown by their:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
• understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
• knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
• willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

British Values

We actively promote British Values through everything we do as a school. It is woven into our everyday ethos. 

Democracy – what do we do?

• Class voting for the election of school councillors at the start of the year;
• Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services;
• Teach pupils how they can influence decision-making through the democratic process;
• Taught through assemblies and our school curriculum;
• Encourage pupils to become involved in decision-making processes and ensure they are listened to in school;
• Help pupils to express their views;
• Model how perceived injustice can be peacefully challenged;
• Pupils vote as to which after school clubs we should provide.

Rule of law – what do we do?

• Ensure school rules and expectations are clear and fair;
• Class rules and celebration of adhering to these rules;
• Help pupils to distinguish right from wrong;
• Help pupils to respect the law and the basis on which it is made;
• Help pupils to understand that living under the rule of law protects individuals;
• Explore within our Personal Development Lessons laws and what to do if peer pressure is trying to persuade children to break these;
• Promote the Rights Respecting School Articles (on policies, around school, in assemblies etc);
• Annual visit from police to take about knife crime with Year 6.

Individual liberty – what do we do?

• Support pupils to develop their self-knowledge, self-esteem, self-confidence;
• Encourage pupils to take responsibility for their behaviour, as well as knowing their rights;
• Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence
• Challenge stereotypes;
• Implement a strong anti-bullying culture;
• E-Safety units of work are taught throughout school and parents and staff receive training on these.

Mutual Respect and tolerance of different cultures and religions– what do we do?

• Explore positive role models (where possible) through our topics who reflect the protected characteristics of the 2010 Equality Act;
• Challenge prejudicial or discriminatory behaviour;
• Organise visits to places of worship (one annually per year group);
• Years groups perform a celebration assembly for Diwali, Eid and Christmas;
• Our RE scheme ensures that our children have a good understanding of a range of religious beliefs and customs;
• Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life;
• Use of oracy hand gesture to disagree in a respectful way with the answers of others whilst in class.