SPIRITUAL, MORAL, SOCIAL AND CULTURAL POLICY 1. MISSION STATEMENT BURSTED WOOD SCHOOL seeks to: provide for excellence in education encourage sensitivity and respect for others adopt positive and encouraging attitudes provide for equal opportunities 2. AIMS 1. To create for all children a secure, happy and caring environment conducive to their educational, emotional and social development, fostering self-control and consideration for others, and promoting self-esteem. 2. To help pupils broaden their experience and knowledge of the immediate environment and wider world and to understand the interdependence of individuals, groups and nations. 3. To help pupils develop lively, enquiring minds, the ability to question and argue rationally, to apply themselves to tasks, to solve problems and make choices and judgements. 4. To help pupils use language, ICT and mathematics effectively. 5. To identify and cater for children with special educational needs. 6. To develop respect for religious and moral values and tolerance of other races and religions. 7. To provide for all children equal opportunities for the development of their creative instincts and physical skills and to encourage an aesthetic awareness. 8. To actively promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. RATIONAL The spiritual, moral, social and cultural development of the child is recognised as being of fundamental importance for the education of all children by Governors, staff and parents of our school. It is taught through all subjects of the curriculum. It supports all areas of learning and can contribute to the child s motivation to learn. The values and attitudes promoted by the staff influence the behaviour and attitudes within the school. The quality of relationships and the atmosphere within the school reflect an appreciation of their shared values. SMSC is not only taught through all aspects of the curriculum but also as an amalgamation of experiences/learning opportunities. SMSC is also taught through assemblies, whether spiritual, community or otherwise. SMSC is developed through rules, routines and procedures of the School a any time or place in the School day. The ethos of the School Care and Respect emphasises the importance of SMSC.SMSC is also taught through the modelling of all staff and Governors of the School community. Older pupils help reinforce SMSC through monitoring and leadership - 1 -
programmes run through the School. Pupils are expected to have the School ethos and SMSC principles when out of School either representing the School at public events or on School trips. In addition, the School will actively promote the fundamental British values of democracy, the rule of law, individual liberty and the mutual respect and tolerance of those with different faiths and beliefs. See Appendix 1 for Spiritual development See Appendix 2 for Moral Development See Appendix 3 for Social Development See Appendix 4 for Cultural Development. See Appendix 5 for Fundamental British Values This policy is reviewed annually. - 2 -
APPENDIX 1 BURSTED WOOD PRIMARY SCHOOL Spiritual Development Ofsted s definition is Spiritual development is the development of the non-material element of a human being which animates and sustains us and, depending on our point of view, either ends or continues in some form when we die. It is about the development of a sense of identity, self-worth, personal insight, meaning and purpose. It is about the development of a pupil s spirit. Some people may call it the development of a pupil s soul; others as the development of personality or character. Description. Pupils spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their willingness to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves, some of life s fundamental questions. Pupils who are developing spiritually are likely to be developing some or all of the following characteristics: Spiritual Development Aims A set of values, principles and beliefs, which may or may not be religious which inform their perspective on life and their patterns of behaviour. An awareness and understanding of their own and others beliefs; an ability to discuss their beliefs, feelings, values and responses to personal experiences. A respect for themselves and others. A sense of empathy with others, concern and compassion. To form and maintain worthwhile and satisfying relationships. An increasing ability to reflect and learn from reflection. An ability to show courage and persistence in seeking to live out their aims, values, principles and beliefs. A respect for insight as well as for knowledge and reason. A readiness to challenge all that would constrain the human spirit, for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination. An appreciation of the intangible, for example, beauty, truth, love, goodness, order as well as for mystery paradox and ambiguity. An expressive and or creative impulse. An ability to think in terms of whole, for example, concepts such as harmony, interdependence, scale and perspective. An understanding of feelings and emotions and their likely impact. An awareness of how they can develop and change. Foster their own inner lives and non-material well-being. Develop their capacity for critical and independent thought. Experience moments of stillness and reflection. Discuss their beliefs, feelings, values and responses to personal experiences. - 3 -
APPENDIX 2 Moral Development Ofsted s definition is Pupils moral development is shown by their ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives; understanding of the consequences of their actions; interest in investigating and offering reasoned views about moral and ethical issues. Description. Pupils moral development involves students acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. Pupils who are developing morally are likely to be developing some or all of the following characteristics: Moral Development Aims An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and other cultures. A confidence to act consistently in accordance with their own principles. An ability to think through the consequences of their own and others actions. A willingness to express their views on ethical issues and personal values. An ability to make responsible and reasoned judgements on moral dilemmas. A commitment to personal values in areas which are considered right by some and wrong by others. A considerate way of life. A respect for others needs, interests and feelings, as well as their own; to take the initiative and act responsibly with consideration for others. A desire to explore their own and others views. Listen and respond appropriately to the views of others. An understanding of the need to review and re-assess their values, codes and principles in the light of experience. An awareness of the different sources for moral guidance and ethical decision making. To reflect on the consequences of their actions and learn how to forgive themselves and others, attitudes they need in order to make responsible decisions and act on them. An ability to recognise the unique value of each individual. An ability to recognise the challenge of life today and the role they play in it. An ability to gain the confidence to cope with setbacks and learn from their mistakes. An ability to show respect for their environment. - 4 -
APPENDIX 3 Social Development Ofsted s definition is that pupils social development is shown by thir use of a range of social skills in different contexts, including working and socialising with pupils from different religions, ethnic and socio-economic backgrounds; willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively; interest in, and understanding of, the way communities and societies function at a variety of levels. Description. Pupils social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. Pupils who are developing socially are likely to be developing some or all of the following characteristics: Social Development Aims Adjust to a range of social contexts by appropriate and sensitive behaviour. Work and socialise with pupils from different religious, ethnic and socio-economic backgrounds. Relate well to other people s social skills and personal qualities. Work, successfully, as a member of a group or team. Challenge, when necessary, and in appropriate ways, the values of a group or wider community. Share views and opinions with others and work towards consensus. Resolve conflict and counter forces which militate against inclusion and unity. Reflect on their own contribution to society and to the world of work. Show respect for people, living things, property and the environment. Benefit from, and accepting of, advice offered by those in authority or counselling roles. Exercise responsibility in a number of difference contexts. Appreciate the rights and responsibilities of individuals within the wider social setting. Understand how societies function and are organised in structures such as a family, the school and local wider communities. Participate in activities relevant to the community. Take initiative on wider social issues and establish ways they can help on an individual, local, national global scale. Understand the notion of interdependence in an increasingly complex society and world. Display a sense of belonging and an increasing willingness to participate. Make an active contribution to democratic process in each of their communities. Learn about service in the school and wider community. Begin to understand the place they have within society and the role they need to play. Understand the changing nature of society and how this is an opportunity not a threat. Develop their compassion for others in society. - 5 -
APPENDIX 4 Cultural Development Ofsted s definition is Pupils cultural development is shown by their understanding and appreciation of the wide range of cultural influences that have shaped their won heritage; willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities; interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. Description: Pupils cultural development involves pupils acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others ways of doing things and curiosity about differences. Pupils who are developing culturally are likely to be developing some or all of the following characteristics: Cultural Development Aims An ability to recognise and understand their own cultural assumptions and values. An understanding of the influences which have shaped their own cultural heritage. An understanding of the dynamic and evolutionary nature of cultures. An ability to appreciate cultural diversity and accord dignity and respect to other people s values and beliefs, thereby challenging racism and valuing race equality. An openness to new ideas and a willingness to modify cultural values in the light of experience. An ability to understand and use language, images and icons, for example, in music, art and literature, which have significance and meaning in a culture. A willingness to participate in, and respond to, artistic and cultural enterprises. A sense of personal enrichment through encounter with media and traditions from a range of cultures. A regard for the heights of human achievement in all cultures and societies. An appreciation of the diversity and interdependence of cultures. An ability to recognise the value and richness of cultural diversity in Britain, and how these influence individuals and society. Recognise world faiths and beliefs and the impact that they have on our culture. Develop an understanding of Britain s local, national, European and global dimensions. Broaden perspectives on different communities and cultures which exist within the local area. Interact with different cultures and lifestyles and explore their advantages and disadvantage - 6 -
APPENDIX 5 Fundamental British values The Department for education s definition is the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. Fundamental British values aims: To understand how citizens can influence decision making through the democratic process; To appreciate that living under the law protects individual citizens and is essential for their wellbeing and safety; To understand that there is a separation of power between the executive and the judiciary and the while some public bodies such as the police and the army can be held account through Parliament, others such as the courts maintain independence; To understand that freedom to hold other faiths and beliefs is protected in law; To accept that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated and should not be the cause of prejudicial or discriminatory behaviour; To understand the importance of identifying and combating discrimination; To understand the advantages and disadvantages of democracy and how democracy and law works in Britain in contract to other forms of government in other countries; To ensure all pupils in school have a voice that is listened to and demonstrate how democracy works by actively promoting democratic processes such as a School Council whose members are voted for by the pupils; To use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view; To use teaching resources from a wide variety of sources to help pupils understand a range of faiths; To consider the role of extra-curricular activity, including any run directly by the pupils, in promoting fundamental British values. To enable pupils to distinguish right from wrong and to respect the law of England Enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; To further tolerance and harmony between different cultural traditions by enabling pupils to acquire and appreciation of and respect for their own and other cultures; To understand that where political issues are brought to the attention of pupils that they are offered a balanced presentation of opposing views. - 7 -