Jenkin Avenue, Brightside, Sheffield S9 1AN

0114 243 0925

Spiritual, Moral, Social and Cultural Development at Limpsfield Junior School

Our School Values and Ethos

Limpsfield Junior School serves a diverse community and we pride ourselves on preparing our children to live in multi-cultural Britain. Tolerance, respect and understanding are fundamental principles that underpin our school and our curriculum. We believe that children should be encouraged to become independent learners who are able to take responsibility for their learning. All staff accept responsibility for all children resulting in an environment where all are valued. Sport and art are part of a broad curriculum that ensures children become rounded individuals and all learning is celebrated. Our aim is to provide our children with the skills to further their education and to become meaningful citizens.

At Limpsfield Junior School we recognise the importance of SMSC in providing our children with a broad and balanced education and in allowing them to develop in to meaningful citizens who can exist in modern Britain. We recognise that it is not a discreet subject but is thread that is woven through every aspect of school life.

Within our curriculum we provide opportunities to promote SMSC through the topics that we cover, materials that we use and lessons that are taught. We also recognise that unplanned learning opportunities may arise and where appropriate we respond to these in a sensitive and appropriate way.

A significant contribution is also made through the school ethos, effective relationships throughout school and assemblies. Because of the diverse and complex nature of the community that we serve we place a high value on this element of SMSC as it provides a means by which we achieve cohesion within our school and the wider community.

To support the teaching of SMSC we have provided further information on the skills that can be attributed to each area:

Spiritual Development

  • To be able to reflect upon their own beliefs that informs their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • To develop a sense of enjoyment and fascination in learning about themselves, others and the world around them
  • To use imagination and creativity in their learning
  • To be willing to reflect upon their experiences

Moral Development

  • To be able to recognise the differences between right and wrong and readily apply this understanding in their own lives and therefor respect the civil and criminal law of England
  • To be able to understand the consequences of their actions and behaviours
  • To show an interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of other on these issues

Social Development

  • To be able to use a range of social skills in different contexts, including working with and socialising with pupils of different religious, ethnic and social economic backgrounds
  • To have willingness to participate in different communities and social settings, including by volunteering, cooperating with others and able to solve conflicts effectively
  • To accept and engage 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

Cultural Development

  • To be able to understand and appreciate the wide range of cultural influences that have shaped their heritage and that of others
  • To understand and appreciate the range of different cultures within school and further afield as an essential element for their preparation for modern life in Britain
  • To have a willingness to participate in and respond positively to artistic, sporting and cultural opportunities
  • To develop an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity

 

Within pupils Social Development is the expectation that pupils will accept and engage in fundamental British Values. Below are definitions of each value and examples of how it is developed in our children.

 

Democracy

Democracy refers to the equality of rights and privileges as well as referring to our nation’s electoral system

  • Opportunities for children to use the democratic process for school council, choices, winners of school competitions, class prizes
  • Pupil choice within the curriculum and within the class room
  • Pupil voice through school council, questionnaires
  • Equal access to playground resources

Rule of Law

The expectation that although different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its laws

  • Clear behaviour expectations
  • School trips and visitors to school
  • Marking and feedback
  • Whole school evacuation procedures
  • Clear consequences

Individual Liberty

The free exercise of rights that are generally seen as outside of Government control

  • Increasing liberty given to children within the curriculum and school as they progress through the school
  • Extracurricular provision
  • The teaching of a curriculum that encourages children to voice their views and opinions
  • Choices with school meals
  • No school uniform within clear dress expectations
  • Choices of activities at lunchtimes

Mutual Respect

A regard for an individual’s dignity which is reciprocated

  • School ethos
  • Equal opportunities policy
  • School behaviour policy
  • School curriculum
  • General behaviour

Tolerance of those with Different Faiths, Religions and Beliefs

A fair and objective attitude to those whose faith and beliefs may differ from you own

  • Acceptance of different faiths taught through the curriculum
  • Assemblies
  • Observance of religious holidays
  • Group activities