Spiritual, Moral, Social and Cultural Policy

Beckfoot Phoenix School SMSC Policy

Reviewed by Local School Committee October 2019

Review - Autumn 2020 

 ‘Pupils’ spiritual, moral, social and cultural development is good. It is interwoven in all aspects of their learning in lessons and regular assemblies. Pupils learn about right and wrong, and to respect and be tolerant of each other. They develop confidence and resilience in lessons and learn about different religious beliefs. Examples are well explained and carefully documented in their books, learning journals and displays. Equality of opportunity is promoted well throughout the school’. (Ofsted June 2016)

 

School Context

Beckfoot Phoenix is a generic primary special school with 102 pupils from a range of socio-economic, ethnic, religious and cultural backgrounds. We are co-located with Merlin Top Primary School. Our pupil population is increasing and the majority of our pupils make good or outstanding progress relative to their starting point and level of need. This is true for all groups of learners including those in receipt of the pupil premium.

 

The Aim of SMSC at Beckfoot Phoenix

 Our aim is to impact our pupils’ spiritual development so they are creative in the way they approach challenges, are critical and reflective of their outcomes,  are inquisitive and enjoy their learning and are accepting of others so that they embrace the wide range of cultures within our community.

 

Our aim is to impact our pupils’ moral development so they  recognise the difference between right and wrong and apply this in their lives.  We want children to be respectful of each other and willing to debate and discuss moral and ethical issues openly.

 

Our aim is to impact our pupils’ social development so they develop highly effective social skills including collaboration and resilience.  We want children to be happy in school and in their work and have the skills to socialise with others from different religious, ethnic and socio-economic background.  We want pupils to be confident enough to take an active part in running the school. Pupil voice is central to every big decision we make. We aim to support all our pupils to engage with British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs (including those without faith) and to help every pupil understand how they can participate in and contribute positively to life in modern Britain.

 

Our aim is to impact our pupils’ cultural development so that they are excited to investigate their own and other’s heritage.  We want children to participate in a wide range of extracurricular activities and understand, accept and respect diversity.

 

 

Key Strategies that promote SMSC development at Beckfoot Phoenix

SMSC can be seen across all aspects of Beckfoot Phoenix and is embedded in the ethos and relationships across the school, in our curriculum, in the teaching and learning and classroom environment, on the school website and in the relationships across the school. We share a determination to provide a positive ethos and outstanding learning experiences for all. Particular features of the school’s work to promote SMSC include Pupil Voice and Leadership; a whole school commitment to the School Ethos, rich curriculum provision, high priority given to the creation of a calm, inclusive and cohesive environment and to partnerships with other schools, with health professionals and other community groups. Some of these key strategies are outlined below:

 

Pastoral Care

Pastoral Care is a key element of our provision of moral, cultural, social and spiritual development of all pupils, building strong relationships between staff, pupils and their families. We have a strong child centred pastoral structure with a classroom teacher, HLTA and team of SNTAs linked to each base. Each base is led by a member of the Middle Leadership team. This structure allows issues raised by pupils and staff to be dealt with quickly by staff who know the pupils well. Staff within the school are Team Teach trained so that pupils are supported in managing their own behaviour. We promote strong parental involvement and connections to parents through the class DOJO app, website, and community events. We have a strong and effective partnership with other services such as the Nursing, Physiotherapy and Speech and Language services, as seen in our half termly meetings. Together with staff briefing sessions this creates a calm environment where strong communication promotes a shared understanding of each individual pupil’s needs.

 

Curriculum

We offer a broad and balanced curriculum for all pupils that promotes and sustains a thirst for knowledge and understanding and has a very positive impact on all pupils behaviour and safety, contributes very well to their academic achievement, their physical well-being and their spiritual, moral, social and cultural development. There are wide ranging opportunities for enrichment that include visits, visitors, leadership opportunities, after school clubs. The curriculum is helping to prepare Beckfoot Phoenix pupils for life in modern Britain through a particular focus on promoting independence and resilience and ensuring that learning opportunities are meaningful for pupils.

 

Provision for spiritual, moral, social and cultural development runs through all curriculum areas and schemes of learning so that many opportunities are available for SMSC development across the school. 

 

RE is taught through the curriculum and is based on the locally agreed syllabus established by the Bradford local Standing Advisory Council for Religious Education (SACRE).

 

The curriculum at Beckfoot Phoenix supports all pupils understanding of how to keep themselves and others safe. This includes an understanding of right and wrong,  bullying, dangers from others and extremist views. More-able pupils are given a safe space to discuss issues in a developmentally appropriate way.

  

PSHE Provision

 PSHE runs throughout the curriculum and schemes of learning and includes work on personal/hygiene needs, sex and relationship education, physical well being and emotional health and wellbeing. This work contributes strongly to our SMSC provision. The school nursing team is also a crucial part of this work at Beckfoot Phoenix and help to prepare pupils for life in the wider community through supporting teachers to deliver lessons on hygiene and aspects of growing up.

 

Assemblies (Collective Worship)

There are many opportunities throughout the week for children to come together in their class and reflect.  School assemblies are held each week when aspects of the SEAL curriculum are taught, as well as focused topics that affect others and the world such as recycling, being blind and celebrations and festivals, eg. remembrance day, Eid.   Assemblies are key to delivering moral, social, spiritual and cultural messages to all pupils providing clear guidance on right and wrong, attitudes to others as well as developing a sense of belonging, understanding of community and opportunities to celebrate achievement in all its forms. Assemblies are also held to celebrate key events in the year, eg. pupils leaving, Easter, Christmas, Sports day.

 

Wonderful Wednesday, Lunch clubs and After school

All pupils take part in enrichment activities during our whole school Wonderful Wednesday.  They may also join clubs at lunchtimes.  After school, some pupils attend the school’s Cub Pack. These activities provide social and cultural opportunities to participate with others.

 

Residential Trips

KS2 pupils access residential enrichment activities by attending the annual residential visit to an outdoor activity centre. 

 

Pupil Leadership, Consultation and Volunteering

Pupil Leadership is promoted and celebrated throughout the school; this includes having jobs in classrooms and in school, leading in class and in assembly, giving their opinions in assembly, and voting using the pupil voice box. 

 

 

Leadership and Monitoring of SMSC

SMSC is led by the Curriculum lead.

Training is delivered to all staff in understanding SMSC development and the school ethos and vision and is part of new staff induction. Training updates keep staff aware of the most recent requirements in relation to SMSC and makes connections between provision for SMSC and the Equality Act, Behaviour and safety, Safeguarding, Leadership and Management, Curriculum provision for preventing extremism and safeguarding, Achievement and the Teachers Standards.

 

Monitoring of SMSC includes:

  •           Ongoing lesson observations
  •           Learning walks, pupil interviews and parent questionnaires are used to evaluate SMSC development.
  •           Analysis of progress, attainment, attendance and learning behaviour data by all groups in order to evaluate the extent to which all groups thrive as one aspect of equalities monitoring. Monitoring and analysis by all groups of participation of pupils in optional activities by all groups to check whether there are groups of pupils who do not engage with any additional provision
  • The extent to which we are providing thoughtful and wide ranging provision for SMSC is evaluated in the SEF. Priorities for future action for SMSC are identified on the SMSC action plan/school improvement plan when appropriate. 
 

 

 

Appendices

 

Defining Spiritual, Moral, Social and Cultural Development The spiritual development of pupils 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.
  •    

The moral development of pupils is shown by their:

  •           ability to recognise the difference between right and wrong, readily apply this understanding in their own lives 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 being able to understand and appreciate the viewpoints of others on these issues.
  •  

The social development of pupils is shown by their:

  •           use of a range of social skills in different contexts, including working and socialising with pupils 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; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

 The cultural development of pupils is shown by their:

  •           understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that 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, 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.