Headteacher: Joy Farrell   |   Tel: 01793 727624   |   Fax: 01793 721964   |   Email: admin@stfrancis.swindon.sch.uk

Social, Moral, Spiritual and Cultural (SMSC)

At St Francis C of E Primary School we have a thoughtful and wide ranging promotion of pupils’ Spiritual, Moral, Social and Cultural development as well as their physical well-being, which enables them to thrive in a supportive, highly cohesive learning community.

 

Good/Outstanding Practice Guidance

Evidence

SPIRITUAL

Giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they impact on peoples’ lives.

 

 

-Regular Assembly topics for Key Stage 1 and Key  Stage 2: Please see assembly timetable.

– Assembly timetable recognises key festivals in a range

  of religions and special days.

-RE curriculum using Swindon Agreed Curriculum and Understanding Christianity

 – Speakers in assemblies to discuss impact on lives

 

Where pupils already have religious beliefs, supporting and developing these beliefs in ways which are personal and relevant to them.

– RE Curriculum discussions.

– Show and Tell in& Circle time:children explain what they have done when not in school.

– Celebration Assembly where children’s external activities are celebrated.

– Encouraging pupils to share their beliefs with their classes and during assembly.  

Encouraging pupils to explore and develop what animates themselves and others.

– RE Curriculum

– PSHE curriculum

 

Encouraging pupils to reflect and to learn from reflection. 

– Behaviour Policy

– Reflection Area (indoors)

– Peace Garden (outdoors)

Classroom based reflection areas

– Charity and fundraising events –Macmillan cancer, Children in Need, , Red Nose Day, Schools in Uganda

– Regular Collective Worship 

– Collective worship led by local religious leaders

 – RE planning and curriculum; knowledge and response

– Displays

Giving pupils the opportunity to understand human feelings and emotions, the way they impact on people and how an understanding of them can be helpful.

– RE planning and curriculum;

– PSHE curriculum 

– Positive Behaviour Policy

-Elsa

Developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected.

 

– Explicit teaching of manners and politeness for pupils and staff

– Behaviour Policy rewarding mutual respect through ….

-Reinforcing concepts in whole school assemblies

– Class rules across EYFS and whole school and displayed in each room

– School Council; regular meetings,

– Clear set of values across school and on display. Covered within the whole school SMSC and Health and Safety overview.

-Anti-bullying Ambassadors

Promoting teaching styles which:

-Value pupils’ 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’.

 – Teachers are encouraged to ask varied and differentiated questions; .

– Encouraging pupil thinking time when answering 

 

 

M ORAL

Providing a clear moral code as a basis for the behaviour which is promoted consistently through all aspects of the school.

– Behaviour Policy

– Positively worded whole school rules

– Regular updates and reinforcement in assemblies

– Certificates in assembly

– Whole school house point system.

 – 3 principles that explore 3 clear values promoted across the school over the course of the year (4 year rotation))

 

Promoting racial, religious and other forms of equality.

 

Giving pupils opportunities across the curriculum to explore and develop moral concepts and values, for example personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong.

– Trips organised with Religious theme studying different faiths

– RE planning 

– Behaviour Policy

– School Council

– Visitors

– Created experiences e.g. creating artefacts for Diwali 

Developing an open and safe learning environment in which pupils can express their views and practise moral decision-making.

– E Safety Computing planning 

– Bullying lessons, assemblies and awareness in PSHE

 and during Friendship Fortnight.

-Pupil voice

– SEMH Outreach Team

Rewarding expressions of moral insights and good behaviour. 

– Positive praise

– House points system

– Children awarded certificates behaviour / learning atitudes that go above and beyond.

– Celebration assembly with S certificates relating to school values and good learning traits.

 

Recognising and respecting the codes and morals of the different cultures represented in the school and wider community.

– RE planning and curriculum

– PSHE curriculum

 

Encouraging pupils to take responsibility for their

 

actions, for example, respect for property, care of the environment, and developing codes of behaviour.

– Behaviour Policy with consistent rules across the school; school rule relates to respect for property.

– Class rules and expectations reinforced

 

Providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship.

 

 

 

– Whole school, Key stage and Class Assemblies – see assembly timetables

– By acknowledging the positive and negative benefits of the Internet.

– Visitors

– Wider opportunities in music; teaching pupils self discipline and learning a string instrument in Year 4.

– In sport, make clear fair play.

Reinforcing the school’s values through images, posters, classroom displays, screensavers, exhibitions etc.

– School mission statement posters displayed in front entrance

– Classroom and corridor displays all of a high standard, reflecting school’s vision for curriculum.   

– School values displayed, incuding pupil voice quotes

 SOCIAL

Identifying key values and principles on which the school community life is based.

– Behaviour Policy

– Consistent whole school Rules 

– Consistent 6 core values the school have agreed upon and promote.

 

Fostering a sense of community with common inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish.

 

.

– Clear Equality policy which is considered in all policy renewal.

 – Community events; Carol Concert, Church visits,  Harvest and Easter celebrations, Christmas performances, Singing in local places, Coffee mornings, Fund raising events,.  

 – Family learning through parental talks, Stay & Play sessions

 

 

Encouraging pupils to work cooperatively.

– School  Council

– Learning Partners during class discussions

– Fundraising Events

– Encouraging others in Celebration Assembly.

Encouraging pupils to recognise and respect social differences and similarities.

– PSHE Curriculum

 

Providing positive experiences, for example, through assemblies, team activities, residential experiences, school productions.

 – Christmas Productions EYFS and KS1 

 – Christmas Carol Concert

– Year 2& Year 6 productions

– Sports Day

– Termly topic plans have enrichment and enhancement opportunities with visitors and trips

– Enhancement days where dress up / thematic creative tasks

– Residential experiences

Helping pupils develop personal qualities which are valued in a civilised society, for example, through thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence and self-respect.

– RE planning and curriculum 

– PSHE curriculum 

– Reflected in our school values; kindness / respect / responsibility.  

Helping pupils to challenge, when necessary and in appropriate ways, the values of a group or wider community.

– Whole school assemblies

Providing a conceptual and linguistic framework within which to understand and debate social issues, providing opportunities for engaging in the democratic process and participating in community life.

– Pupil elections and democratic vote for School Council

 

 

Providing opportunities for pupils to exercise leadership and responsibility.

 

 

 – School Council

– Lead in assemblies

 – Pupil Voice

– Pupils have roles in school

Providing positive and effective links with the world of work and the wider community.

– Promoting parents to volunteer to support pupil’s learning, including regular reading

– Student teachers

– Enterprise week

   

 

CUL TURAL

Providing opportunities for pupils to explore their own cultural assumptions and values.

How do each year group do this?

 

Extending pupils’ knowledge and use of cultural imagery and language.

– Cultural elements in topics studied: India  / Uganda / Egypt

– Sharing stories from other cultures and countries in assemblies and in class

Recognising and nurturing particular gifts and talents.

– Differentiation in planning to challenge pupil’s learning. 

– PSHE curriculum lo

– Giving the pupils opportunities to showcase talents in various subjects including sport, drama and music. ( St Francis’ got Talent)

– Children released from school to attend external exams (ballet/music)

Providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance.

— Creative Thematic Curriculum: Links exploited and when studying other cultures make links to art / music / crafts. For example, Uganda Experience looked at art and dance, literature and music.

– In literacy, engage in texts from different cultures.

– In RE children will learn about different events in various religions’ calendars.

-Participating in Infant Music Festival

-Upper Key Stage 2 annual visit to Pantomime at Wyvern Threatre.

– Year 4 all learn to play an instrument

-Participation in World Book Week

 

Developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists and cultural exchanges.

 

 – SignAlong Friendly throughout whole school

– Specialist Music teacher for Year 4 so everyone learns an instrument.

 

 

Reinforcing the school’s cultural values through displays, posters, exhibitions etc.

– Learning Environment reflects themes taught

-Displays and posters across the whole school ( Human Rights)

 

Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum.

– School’s creative curriculum.

-Plan exciting thematic topics with cultural – In history and science, look at how developments from around the world affect our daily life

– SMT/Curriculum Leads carry out scrutiny looking at cultural opportunities..

 

 

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