The school community is 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 will learn to differentiate between right and wrong in and to apply this to their won and others actions. They will be encouraged to value themselves and others. Pupils understand the need for rules and the need to abide by rules for the good of everyone.

School and classroom rules will reflect, reiterate, promote and reward acceptable behaviour and provide opportunities to celebrate pupils' work and achievements. In the classroom, during school assemblies, at break times and in school clubs, we deliver a broad and balanced curriculum, which promotes the spiritual, moral and cultural development of pupils at every opportunity, in order to prepare our pupils for the challenges, responsibilities and experiences that life may offer.

We strive to make sure every child has access to a broad range of learning opportunities to:

  • give children an understanding and appreciation of how different cultures have shaped our school, local community and country

  • foster a willingness to share and reflect upon their own and others’ faith, beliefs and values

  • explore opportunities to investigate moral and ethical issues without, conflict, prejudice and bias

  • provide a context to use their developing social skills to work with others, regardless of gender, race or sexuality

  • encourage the belief that they can make a positive contribution to the society in which they live.

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.

Spiritual Development

Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will 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. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.

Pupils’ spiritual development 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.

Moral Development

Pupils' moral development involves pupils 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. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.

Pupils’ moral development 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

Social Development

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. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.

Pupils’ social development 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.

Cultural Development

Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and an 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. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.

Pupils’ cultural development 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.