SMSC POLICY STATEMENT

OF

DOWNS VIEW INFANT SCHOOL

Responsible people named in this policy

Headteacher:    Tracy Kent

Deputy Headteacher: Sarah Collins

Chair of Governors: Felicity Moore

Reviews: Signed and Date agreed: June 2015

Introduction

At Downs View Infant School we recognise that the personal development of pupils, spiritually, morally, socially and culturally (SMSC) plays a significant part in their ability to learn and achieve.  We therefore aim to provide an education that provides pupils with opportunities to explore and develop:

·       their own values and beliefs,

·       spiritual awareness,

·        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 the cultures.

SMSC is a dimension of the whole school experience which makes the curriculum relevant, stimulating, creative and fun. It enriches each subject and the ethos of Downs View and is an essential ingredient of school success.  The SMSC policy provides the school with the opportunity to meet our Public Sector Equality Duty (PSED) to

·       Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.

·       Advance equality of opportunity between people who share a protected characteristic and those who do not.

·       Foster good relations between people who share a protected characteristic and those who do not.

Guidelines

·       All curriculum areas have a contribution to make to the child’s spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum.

·       All adults will model and promote expected behaviour, treating all people as unique and valuable individuals and showing respect for pupils and their families.

·       The school community will be a place where pupils can find acceptance for themselves as unique individuals and where forgiveness and the opportunity to start again is fundamental to the ethos of the school.

·       Pupils should learn to differentiate between right and wrong in as far as their actions affect other people.  They will be encouraged to value themselves and others.

·       Pupils should understand the need for rules and the need to abide by rules for the good of everyone.  School and classroom rules should reflect, reiterate, promote and reward acceptable behaviour and provide opportunities to celebrate pupils’ work and achievements.

·       All curriculum areas should seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible.  This will be reflected in teacher’s planning and purchasing decisions.

General Aims

·       To ensure that everyone connected with the school is aware of our values and principles.

·       To promote British Values and the understanding of what they are: democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths.

·       To ensure a consistent approach to the delivery of SMSC issues through the curriculum and the general life of the school.

·       To ensure that a pupil’s education is set within a context that is meaningful and appropriate to their age, aptitude and background.

·       To ensure that pupils know what is expected of them and why.

·       To give each pupil a range of opportunities to reflect upon and discuss their beliefs, feelings and responses to personal experience.

·       To enable pupils to develop an understanding of their individual and group identity.

·       To enable pupils to begin to develop an understanding of their social and cultural environment and an appreciation of the many cultures that now enrich our society.

·       To give each pupil the opportunity to explore social and moral issues, and develop a sense of social and moral responsibility.

Spiritual Development

As a school we aim to provide learning opportunities that will enable pupils to:

·       Sustain their self-esteem in their learning experience.

·       Develop their capacity for critical and independent thought.

·       Foster their emotional life and express their feelings

·       Experience moments of stillness and reflection.

·       Discuss their beliefs, feelings, values and responses to personal experiences.

·       Form and maintain worthwhile and satisfying relationships

·       Reflect on, consider and celebrate the wonders and mysteries of life.

Moral development

As a school we aim to provide learning opportunities that will enable pupils to:

Recognise the unique value of each individual.
Recognise the challenge of Jesus’ teaching.
Listen and respond appropriately to the views of others.
Gain the confidence to cope with setbacks and learn from mistakes. 
Take initiative and act responsibly with consideration for others.
Distinguish between right and wrong.
Show respect for the environment.
Make informed and independent judgments.
Recognise the consequences of their actions

Social Development

As a school we aim to promote opportunities that will enable pupils to:

·       Develop an understanding of their individual and group identity.

·       Learn about service in the school and wider community.

Cultural Development

As a school we aim to promote opportunities that will enable pupils to:

·       Recognise the value and richness of cultural diversity in Britain, and how these influenced individuals and society.

·       Develop an understanding of their social and cultural environment.

·       Develop an understanding of Britain’s local, national, European, Commonwealth and global dimensions.

Teaching and Organisation

Development in SMSC will take place across all curriculum areas, within activities that encourage pupils to recognise the spiritual dimension of their learning, reflect on the significance of what they are learning, and to recognise any challenges that there may be to their own attitude and lifestyle.

All curriculum areas should seek illustrations and examples drawn from as wide a range of cultural contexts as possible.

Class discussions and circle time will give pupils opportunities to:

Talk about personal experiences and feelings.
Express and clarify their own ideas and beliefs.
Speak about difficult events, e.g. bullying, death etc.
Share thoughts and feelings with other people.
Explore relationships with friends/family/others.
Consider others’ needs and behaviour.
Show empathy.
Develop self-esteem and a respect for others.
Develop a sense of belonging.
Develop the skills and attitudes that enable pupils to develop socially, morally, spiritually and culturally — e.g. empathy, respect, open mindedness, sensitivity, critical awareness

Many curriculum areas provide opportunities to:

Listen and talk to each other.
Learn an awareness of treating all as equals.
Agree and disagree.
Take turns and share equipment.
Work cooperatively and collaboratively.

Extra-Curricular Activities

·       Personal development is also enriched through a wide range of extra-curricular activities (Choir, Sport, Thinking out of the Box, Art, ) which provide opportunities for SMSC and for inspiring pupils to broaden their experience and horizons.

Links with the wider community

Visitors are welcomed into school.

Links with the Church are fostered through links with the local church and representatives from the Church Army.

Links are established with the Hindu temple at Shorncliffe Barracks Folkestone.

The development of a strong home-school link is regarded as very important, enabling parents and teachers to work in an effective partnership to support the pupil.

Pupils will be taught to appreciate their local environment and to develop a sense of responsibility to it.

Monitoring and Evaluation

Provision for SMSC will be monitored and reviewed on a regular basis.

This will be achieved by:

·       Monitoring of lesson plans, teaching and learning by the SLT

·       Regular discussion at staff meetings and Governor’s meeting

·       Audit of policies and Schemes of Work

·       Sharing of classroom work and practice

·       Audit of Collective Worship policy and practice

·       Collation of evidence in pupil’s work in a school policy

·       Regular inclusion on SDP/SEF

 

Review

This policy will be reviewed in accordance with the policy review schedule.

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