Spiritual, Moral, Social & Cultural Values
At St Andrew’s Primary School we recognise that the personal development of children - spiritually, morally, socially and culturally (SMSC) - plays a significant role in their ability to learn and achieve. We therefore aim to provide an education that provides children with opportunities to explore and develop:
- their own values and beliefs;
- their own spiritual awareness;
- their own high standards of personal behaviour;
- a positive, caring attitude towards other people;
- an understanding of their social and cultural traditions; and
- an appreciation of the diversity and richness of their cultures and the cultures within our school community.
We consciously facilitate opportunities in these four areas in the following ways:
This refers to children’s beliefs, religious or otherwise, which inform their perspective on life and their interest in, and respect for, different people’s feelings and values. This is developed by:
- Giving pupils the opportunity to explore values and beliefs, including religious beliefs and the way in which they impact on people’s lives. This is done, for example, through Assemblies, discussions on books we read, discussions in circle time and in other areas of the curriculum like history and science. Our peer mentors and peer mediators are also very good at looking into all points of view when they help our pupils have happy playtimes.
- Giving pupils the opportunity to understand human emotions and feelings, the way they impact on people and how an understanding of them can be helpful; for example, through English and Drama, Music and Dance and through stories and assemblies and debates.
- Developing a climate, or ethos, within which all pupils can grow and flourish, respect others and be respected; for example, St Andrew’s School Council; our Friday Celebration Assemblies; our school values (love, honesty, forgiveness, respect) which we put into action each day.
- Offering pupils the opportunity to appreciate the beauty and wonder of the natural environment; for example, visit to local park and educational visits
- Accommodating difference and respecting the integrity of individuals; for example, St Andrew’s School Council, peer mentors and mediators
- Promoting teaching styles that:
- Value pupil questions and give them space for their own thoughts, ideas and concerns.
- Enable pupils to make connections between aspects of their learning.
- Encourage pupils to relate their learning to a wider frame of reference; for example, asking ‘why’, ‘how’, and ‘where’ as well as ‘what’.
refers to a pupil’s understanding, attitude and behaviour to what is right and what is wrong. This is developed by:
- Providing a clear moral code for behaviour which is promoted consistently through all aspects of the school; for example, Behaviour Policy; Class Rules; Non-Negociables; Anti Bullying Week and E-Safety week.
- Promoting racial, religious and other forms of equality (Racial, Inclusion, Equal Opportunities, SEN policies).
- Giving pupils opportunities to explore and develop moral concepts and values throughout the curriculum; for example, truth, justice, equality of opportunity, right and wrong ( RE; History; Literacy; Assembly; Drama; School Council; Educational Vists and visits from services such as the Police and Fire Brigade.
- Developing an open and safe learning environment in which pupils can express their views and practise moral decision making (School Council; Drama; Safeguarding policy & practice).
- Rewarding expressions of moral insights and good behaviour (Friday’s Celebration Assembly; class reward systems; Golden Time).
- Modelling through the quality of relationships and interactions the principles we wish to promote; for example, fairness, integrity, respect for persons, pupil welfare, respect for minority interests, resolution of conflict keeping promises and contracts (whole school charity events; Celebration Assemblies; Assembly themes).
- Recognising and respecting different cultural groups represented in the school and the wider community .
- Encouraging children to take responsibility for their actions; for example, respect for property, care of the environment and code of behaviour (Behaviour Policy; Assembly themes).
- Providing models of moral standards through the curriculum (Literacy; History; RE; PSHCE; Assembly; Drama).
- Reinforcing the school’s values through the use of posters and displays etc.
refers to a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society. This is supported by:
- Fostering a sense of community with common, inclusive values (Assembly; Home-School Agreement; ‘events including Christmas & Summer fairs; links with St Andrew’s Church; FAST and other school based clubs and events for parents such as Parent and Child Baking, Science Workshops and Parent Council).
- Promoting racial, religious and other forms of equality (Racial & Equal opportunities policies, school ethos and values and special curriculum weeks like ‘Where in the World.’).
- Encouraging children to work co-operatively (Kagan co-operative learning styles used in every class; special curriculum weeks where children can have the opportunity to learn with older or younger pupils.)
- Encouraging children to recognise and respect social differences and similarities; for example, where they live, different kinds of family models, age issues (RE; literature; PSHCE).
- Helping pupils develop personal qualities which are valued in society, for example, thoughtfulness, forgiveness, honesty, respect for differences, moral principles, independence, inter-dependence, self-respect
- Helping children to relieve tensions between their own aspirations and those of the wider group (Peer Mentors and Peer Mediators).
- Providing opportunities to participate in the democratic process and participate in making community decisions (School Council; votes in class on a variety of issues; votes for the leader of the School Council; votes for activities in Golden Time).
- Providing children with opportunities to exercise leadership and responsibility (Council Leaders, Class monitors;Peer mentors and Peer Mediators; Pupil Librarians).
refers to pupils developing their understanding of beliefs, values and customs in social, ethnic and national groups different to their own. This is supported by:
- Providing children with opportunities to explore their own cultural assumptions and values.
- Celebrating the attitudes, values and traditions of diverse cultures (Geography; RE; History; Literacy; Library; Assembly; Art; Dance; Music; celebrating festivals and drawing on diverse parent cultural backgrounds).
- Recognising and nurturing particular gifts and talents
- Developing partnerships with outside agencies and individuals to extend pupil’s cultural awareness
- Reinforcing the school’s cultural values through displays and photographs both in school and on our website
- Using multimedia and the world-wide web to extend partnerships with those from other cultural backgrounds (links with other schools).