curriculum areas make a contribution to a child’s spiritual ......1 the personal development of a...

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The Personal development of a child is intrinsically linked to Spiritual, Moral, Social and Cultural development. Through education

we can help our children grow and develop as people who will be able to make sense of our modern world and achieve their full

potential.

All curriculum areas make a contribution to a child’s spiritual, moral, social and cultural development and opportunities for this are

carefully planned within each of our curriculum areas.

This is partnered with the strong relationships formed between staff and pupils, the ethos and values of the school, behaviour and

pastoral care and Collective Worship.

Below are examples of how SMSC development and physical well-being is delivered at St Peter’s C of E Infant School, thus enabling

every child regardless of age, ability or background to thrive in a highly cohesive and supportive learning community.

‘Everyday achieving in every way’.

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Visitors are always welcome to our school and will see for themselves how SMSC development is embedded within the life and

practises of the school.

We also have a SMSC development file which is on display to show how the pupils, staff, parents and governors embrace and

champion the development of the spiritual, moral, social and cultural development in everyday life and attitudes.

Monitoring and evaluation:

Provision for SMSC is carefully monitored, audited and reviewed on a regular basis. This is achieved by:

Monitoring teaching and learning, pupil talk and work scrutiny by the Headteacher, Governors and Senior Teacher.

Parental comments and feedback from questionnaires.

Regular discussions at staff and governor meetings.

Audit of policies, Collective Worship planners and all curriculum areas.

Up-dated April 2017

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Evaluating Impact of Spiritual, Social, Moral and Cultural Development 2016-2017

Evidence Taught Curriculum Other Activities and Opportunities

Tutorials; assemblies; Discussions with pupils’

School ethos etc.

Extra Curriculum Opportunities provided in

School such as clubs, Sports, events etc.

Examples of impact to date

Spiritual

Beliefs, religious or otherwise, which inform pupils’ perspective on life and their interest in respect for different people’s feelings and values

RE Curriculum Balance of AT1 & 2 Study of other faiths taken from the 6 principle religions such as Judaism, Hinduism and the Islamic faith. History - for example Exploring peoples motivations. Geography – environmental issues at home and abroad. Open ended questions eg ‘What if?’ English – news reporting, exploration of current affairs.

Collective Worship Themed weeks and dance workshops. Cultural events Reflection areas Prayer areas Rolling programme of Christian Values. Visits to cultural centres such as

the Woking Mosque and West

Surrey Synagogue in Woking.

Church services and events in Church calendar. Local cultural events, such as the Tandridge Gardens and festivals promoted through school.

Year 2 class began this year by leading Collective Worship ‘Harvest around the world’ for the rest of the school. This gave pupils the opportunity to learn about and appreciate other beliefs and traditions, not just from a Christian perspective. The children were given moon cakes to eat that the class had made in a cookery lesson. From this pupils had a greater understanding and knowledge of other celebrations.

The children have been learning

about the Lunch Bowl Network and sponsoring a child in Kenya. They

have thought about what they have and what they could have. The

school has raised enough money for a child to go to the Angel

Kindergarten in Kenya for a year. Long term we are looking to

continue this by raising enough money for a child to go to the

kindergarten for a full three years.

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The school Christian Value for the autumn term was Love, Friendship and Thankfulness. By seeing such

examples as the Lunch Bowl Network, the children are thankful

for what they have and for what they can give to others.

KS1 children participated in ‘Sitting Volleyball’ as part of the Sports

Funding initiative. From this children learned how to view life from a

disabled person’s point of view. They have empathy for the challenges

faced by disabled people and have found for themselves an inner

strength to keep going. This in turn has drawn on the spring term’s

Christian Value of Perseverance. “To challenge yourself.) (JB) (We have

been persevering.” (AB)

Pupils’ sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible.

Science - investigating the world around them. Outdoor learning and use of local environment Visits to local gardens of natural beauty. Eg: ‘Richins’ garden. Teaching of Philosophy RE curriculum. Visits to a Mosque and Synagogue for KS1 pupils. PE – Awareness of pupil’s own strengths and areas for development. Learning about themselves and others.

Playtimes in open rural setting - room to move & create. Quiet areas and Peace garden. Displays of objects and artefacts. Visits to gardens for example Wakehurst Place: story sticks. Gardening, growing own produce and caring for hens kept in school garden. Science themed week –to promote the value ‘Awe and wonder’. Outdoor learning days

Tandridge Tea Time Community Events eg Village Fete, Bonfire Display, Oxted carnival.

The children of St Peter’s School celebrated Harvest at a local farm this year. This gave them a real sense of enjoyment in the world around them and fascination in how foods are harvested and then produced into foods for people around the world.

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Learning about the origins of other physical activities such as Yoga. Appreciating the rationale behind the movements. Maths – Fibonacci and the wonders of the mathematical patterns. The beauty of nature and what it can teach us.

Sports events such as the 2016 Olympics. Collective Worship held in Peace garden. Show and Tell opportunities Guest visitors and children from other local schools.

The EYFS outdoor learning area has been developed further to allow children problem solving and exploration opportunities. They are continuing to learn about themselves, see what they are capable of and how they can be successful learners by exploring and appreciating the environment around them. This has been supported by engagement activities undertaken by different classes through the year to date, and for example, the Year 1 trip to Brooklands Museum and the Year 2 trip to Surrey Outdoor Pursuits Centre. The children were visited by a member of the Lunchbowl Network so were able to see and hear first-hand how the work of the charity and the money they raised has a direct impact of children their age.

Pupils’ use of imagination and creativity in their learning.

Music - appreciation and composition Art and Design/Design and Technology activities eg painting and sculpture

School productions Recorder club Child initiated learning

Open ended homework tasks

Many of our children participated in the summer reading challenge with the local

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English - Creative writing/Poetry/ Role play, dance & drama Working walls. PE – Diwali and Easter dance projects. Outdoor Learning – exploring the Peace garden and making use of the special ‘Playhouse’ in the garden.

Reward time/Golden time Thinking partners School/Eco/AB council meetings. Christian Value ‘Awe and Wonder’ – taking photos and posing questions about what they have seen. Pupil led Collective Worship. Christian Values – termly

Participation in local community schemes eg: library summer challenge. Christmas cards and delivery to local people. Designing themes that will create a stimulating environment eg: decorating the hall for specific themes in the annual calendar or decorating the school fence for public view. (Fireworks/Christmas/ Easter/valentines). After school play in the school grounds.

libraries. This inspired a love of reading, and children are seen daily reading for their own enjoyment in the playground. The children have the opportunity to role play in a new play house in the Peace garden as well as sit and reflect in this calm and tranquil area. They are respecting, reflecting and wondering at the beautiful world around them. This is then being transformed into imaginative prayers and writing pieces. Our school, Eco and Anti-Bullying councillors have been appreciating the environment and visual stimuli around them and have been thoughtfully designing posters to promote specific areas for the pupils on important and topical matters. The curriculum holds a wealth of opportunities for the children to use their imagination and creativity, seen, for example, in the use of story maps created by the EYFS pupils in their own free choice sessions.

Or, when creating Rangoli patterns for Diwali the Hindu festival of light.

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Next Steps: Green = ongoing. Purple = completed. Partnership schools – local and nationally. –Strengthen links with local Church Schools and continue with paired visits – (SDP 2016-2017) Re-establish links with Tanzania school/school being set up in Cambodia. (SDP 2016-2017) – Kenya – as it links to our sponsoring of a child for the Lunch Bowl Network. Develop more Multi-faith/cultural visits and speakers to see other people’s feelings and values, and how these influence their everyday lives- Explore further cross curricular links with subjects and visitors/themed weeks. Review school’s Christian Values at end of the first 3 year cycle – involve all stakeholders. Immediate next step actions: Introduce new Christian Value to pupils. Plan Harvest Festival for whole school and church community at ‘New Farm’. Lunch Bowl charity – look at how pupils can get involved.

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Evidence Taught Curriculum Other Activities and Opportunities Tutorials; assemblies;

Discussions with pupils’ School ethos etc.




Moral

Pupils’ ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives

PSHE / SEAL Curriculum RE curriculum History – the treatment of different members of society such as Martin Luther King or Florence Nightingale. Geography – Green belt or housing development? Surveying the use of land against needs of community. Environmental issues – recycle or just throw away? Science – Fair testing. How this can have an impact on findings and looking at the wider consequences of this. ICT- E-safety and use of Hector/CEOP button. English – discussion and exploration of current news affairs. Debating.

Social skills Group School Council Eco Council Anti-bullying team. Collective Worship themed weeks. Willingness to help others Setting out and clearing up equipment at playtimes Roles and responsibilities - Monitors Playground buddies. Sports Crew. Reading Rangers. E-safety open morning.

Responsibility for homework Applying safety rules Behaviour when in uniform Shared events with other school Church services. Safety awareness knowing that it is right to ‘speak out’ if a pupil feels there is something wrong both in and outside of the school environment. NSPCC Assemblies and fundraising events.

RE topics such as Creation have allowed pupils to recognise the differences between right and wrong – through for example, the creation of a ‘Caring for Creation’ Charter showing how we can all respect our world. Outstanding behaviour for learning is evidenced in the attitudes to learning by our pupils, with, for example the volume of additional home learning that children are eager to show. Through our carefully planned Collective Worships the children have explored and can discuss the impact significant figures such as Nelson Mandela or Martin Luther King have had on the attitudes and lives of people around the world, regardless of colour, race or background. The Anti-Bullying team in readiness for their application for ‘Going for Gold’ have worked tirelessly to produce a new policy especially for pupils centred around the right attitudes to friendship fallouts and bullying, with a focus on the use of restorative approaches used by the school. 100% of children feel safe at school and know who to go to if they feel someone is not being fair. Witnessed in everyday life, you will see a willingness by all stakeholders to help others and set this example for others. This also filters out onto an international level with the sponsoring of a child for the Lunch Bowl Network charity.

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Pupils’ understanding of the consequences of their actions

PSHE / SEAL Curriculum Safeguarding themes and scenarios. RE Circle time Other subjects such as PE following rules Fair play

Restorative conversations Thinking sheets Clearing up a mess / writing a letter of apology. Role-play scenarios in Collective Worship.

Behaviour during clubs Code of conduct in, for example, football and all outside school environments. Events such as Tandridge Tea Time.

The school uses restorative approaches when asking pupils to understand that an action can cause a reaction and there are consequences to actions. Children are able to explain these principles confidently. Within lessons such as RE children are learning about actions and impact. In Creation, for example, they could explain the negative consequences a poor attitude to recycling or throwing rubbish could have – as well as much more. The School and Eco council have taken part in a Working Party Lunchtime to show others how to look after their environment. Members of the whole school community joined in once they could see how their actions would benefit the school.

Pupils’ interest in investigating and offering reasoned views about, moral and ethical issues

Discussion as part of learning in RE/History/Geography and Science – should we be experimenting with new techniques because our natural resources are becoming scarce? Are we supporting our local producers? Thinking partners. Maths – can there only be one way to solve the problem?

Use of ‘News clip’ on Espresso. ‘News Bites’ newspaper. Discussion of events in Worship/Charitable giving School Council suggestions and actions. Anti-bullying team. Eco council.

School council – debating session organised by TEP Faith group.

All our children are very keen to explain their investigations and ideas from these.

This can be seen, for example, through maths problem solving where children are using such language as ‘it doesn’t work because…’, through the use of the

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PE – should people with disabilities participate in separate sporting events?

‘News bites’ programme promoting open discussions and from our work and fundraising to raise awareness of the Lunch Bowl Network and to sponsor a child to go to the Angel Kindergarten in Kenya. The Year 2 members of the Anti-Bullying team have completed ‘Buddy’ training and are using their training to help with ‘friendship/fallouts’ in the playground. They are able to use discussions to offer reasoned views about ethical and moral questions that may have been generated from these ‘fallouts’.

Next Steps: Green = ongoing. Purple = completed. Set up own debating sessions for Class 2 pupils – links to Speaking and listening opportunities. – To debate current news issues such as UIFSM being available to all children up to the end of KS2/use of sports funding for all children not just KS1 upwards. Re-establish School council debating team to collaborate with other local schools within the Tandridge education Partnership (TEP) on a topical issue – summer term 2017. Anti-bullying team to write own newsletter/Collective Worship for pupils. Summer 2017 Anti-Bullying policy written by pupils for pupils and rolled out to pupils and parents. Spring 2017

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School ethos etc.




Social

Pupils’ use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.

Whole class working as a team. Co-operating on group tasks. Thinking partners. SEAL activities. Visits to events and other schools which allow pupil’s to interact with a diverse society. Maths – discussions concerning origins of maths. Why is maths important? PE – safety and pupil understanding of different beliefs/practises when applying rules and instructions. Challenge activities – all curricular areas – outdoor learning.

Trip to Surrey Outdoor Learning Centre. Enrichment activities. Events organised with other local schools. Greeting guests Showing visitors around. Welcoming a new pupil from a different school into our community. Social skills group

Direction to sports/music clubs Involvement in Beavers or Rainbows. Church Services Hosting events for parents and Grandparents.

Pupils are keen to ‘Buddy’ with new children who join the school whether this is at the start of the year or mid-term. Prospective parents have commented very highly on the behaviour for learner of pupils, how they are confident communicators and ambassadors for the school as they show parents around. Manners and behaviour has been highlighted when pupils visit other environments such as the farm for harvest and when going on class trips. Children have participated in inter-school sports competitions where they have met pupils from all walks of life.

Our children are able to display excellent manners and behaviours when we have a variety of visitors to the school. This includes a termly ‘Come dine with me’ when we invite parents to share a special dinner time with the school. The children are hosts to the parents and Year 2 children act as waiters and waitresses.

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Pupils’ willingness to participate in a variety of social settings, co-operating well with others and being able to resolve conflicts effectively.

Sharing equipment Negotiating on group tasks Collective responsibility PE – developing own skills but appreciating and praising those of others. Helping others to ‘give it a go’. Understanding that others may not be as willing to take part but simply ‘win’. Maths – Problem solving activities that include reasoning and following a line of enquiry. Patience and understanding of the strategies used by others. Science – fair testing and debating the importance of new inventions or initiatives.

Playground buddies Restorative conversations School Council Roleplay scenarios in Collective Worship – themed weeks. Sports crew. Reading rangers. Anti-bullying team.

Tandridge Tea Time Community Events eg: Village Fete, Bonfire Display, carnival. Transition days to Junior schools. Multi-skills events Music festival Themed mornings – ‘Bring your grandparents/dad’s to School’ mornings.

The impact of this can be seen in the behaviours of pupils as they share equipment and discuss the various scenarios that can be acted out through investigations.

In the playground our pupils play happily with those from other year groups and know how to resolve conflicts or who to go to if an issue arises.

Children from the older year groups are very keen to buddy with the Early Years children when they enter school so they are not lonely but can settle quickly into school life. Our Anti-Bullying team work closely with all stakeholders to ensure all pupils

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know how to co-operate and have now completed their training as ‘Buddies’.

Pupils’ interest in and understanding of, the way communities and societies function at a variety of levels.

RE curriculum Study of other faiths eg festivals of Sukkot and Diwali International themed week Maths – How does maths affect the whole of society nationally and internationally? English – speaking and listening opportunities within debating sessions. News reporting in writing.

Collective Worship looking at other cultures and communities. Charitable activities Fundraising Guest speakers Pupils planning and leading Collective Worship.

Pupil Council organised by local Confederation Tandridge Education Partnership

Children can discuss issues that affect societies at a local, national and international level. They have raised money to sponsor a child in Kenya,

contributed to the Samaritans Purse ‘Operation Christmas Child’ appe and raised money for Comic Relief, for

example. They are able to speak confidently about the above areas and these are evident in RE work and everyday practise. For example, the Year 1 pupils can confidently discuss the similarities and differences between Christians and Jews and how they live their lives according to the Sabbath celebrations and when visiting their Holy buildings.

Next Steps: Green = ongoing. Purple = completed. Establish links with a Partnership school in London. Transition days – to new classes and to junior schools – summer 2017. To welcome visitors/new parents to school for specific events – Every term 2016/17. – On-going. Participate in village fete event- summer 2017. Participate in Oxted carnival – summer 2017. Immediate next step actions: Pupils to plan Harvest festival and own Collective Worships based around Diversity and understanding.

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School ethos etc.




Cultural

Pupils’ understanding and appreciation of the wide range of cultural influences that have shaped their own heritage

Geography - learning about local and wider UK environment. Themed weeks on for example: Olympics/Diwali/Easter Environmental issues- Eco vehicles (Art and Design), International manufacturers. Maths – Origins of maths (numbers). Looking at the origins of our currency and the use of the Queen’s head on money. Important figures on other denominations. Shapes – flags (Japanese circle, USA stars, triangles on Union Jack etc.) Voting systems – sorting or counting. Showing democracy through voting systems within school and how Britain is run democratically. Measuring and the decimal system. History – linked to above, why do countries have these shapes on the flags? Commemoration of WWI and WWII. PE – origins of different sports/dance and how they

As part of Christmas/WWI celebrations talking to older people in local community. Possible Visit of local MP? Visit from Olympic athlete?

Traditional events in the local community. Remembrance service at church. Easter bonnet parade. Christmas carols around the village. St Peter’s day service. Local history of the surrounding area.

Children in Key Stage 1 have looked at the Olympic games in Brazil when studying PE and how these events have influenced people in today’s society to become fitter and healthier. With recent events in the political world children have been able to experience their own democratic processes by voting for the school, Eco and Anti-Bullying councillors.

The year 2 children have also explored the true meaning of Remembrance within their class learning. All children in the school participated in a 2 minute silence on the 11th November and many of our older children could explain what it meant for us all to do this. Through ‘Understanding of the World’ and RE, pupils have

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have come to Britain. Yoga, contemporary dance. Science – developments come from many different cultures. Look at how we benefit from these through medicines, foods, engineering.

learned to ask questions about special festivals and cultural influences that they witness in the immediate world around them. They can freely talk about and discuss these. For example, the right for all genders to vote, Chinese New Year and Diwali. With the introduction of Martial arts led classes (via sports funding) the children have risen to the challenges of counting to 5 in Japanese, appreciated the culture and taken great delight in learning the specialist moves associated with martial arts. They have learnt about safety and can confidently talk about the rules for keeping safe during physical activity, which apply strongly to this specialist art form as well as other walks of life.

Pupils’ willingness to participate in and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities

Performances and concerts. Whole school events and celebrations. Explorer’s week focusing on maths and science work.

School visits to farms, local gardens, zoos. Visiting authors, artists and poets Visiting guests such as local sportsmen/women.

Range of activities undertaken by pupils outside school Direction by school to particular activities, for example, to visit a museum in London Resources on E-Learning zone on school website.

60% of our KS1 pupils attend after school clubs on a weekly basis. A vast number of our year 1 and 2 children took part in the summer library reading challenge.

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Science – inventions and initiatives from different societies. Man on the moon – space themed week. Music appreciation – composers and origins of different music/instruments in lessons and through Collective Worship. PE – trying out new sports and dance activities. Participating in traditional dance – maypole dancing and looking at its origins. – linked to history.

Visits to different faith centres. Diwali dance workshops. Springs Dance Company – Easter dance project? Pied Piper theatre company. Use of pupil premium funding for enrichment activities for eligible children. Science Week with workshops.

Library summer reading challenges.

All pupils are very keen to show and tell activities that they have participated in or home learning produced outside of school; especially to their peers in school celebratory Collective Worships.

Children have seen theatre productions at school, attended extra-curricular activities to fund raise for the school, such as ‘Bunny Hop’ and participate in specifically planned themed weeks such as Science week. This has raised their awareness and enthusiasm to try new things and share their experiences with others. These can be seen in pupil quotes for displays, the weekly newsletter and conversations with parents and carers.

Pupils’ interest in, and understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious,

RE curriculum Study of other subjects e.g. study of countries Mauritius, Australia, Tanzania study of significant people in History

Collective Worship planning Displays, resources and artefacts Re-establish links with school in Tanzania and London

Supporting pupils attendance in extracurricular activities Free tickets to events Churches together

Every day we witness the Christian Values being used by pupils at St Peter’s school. These are also continually explored through our Collective Worships and celebrations led

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ethnic and socio-economic groups in the local, national and global communities

Mary Seacole Martin Luther King Nelson Mandela Women’s rights to vote and the wider voting system. Specific celebrations such as St George’s day/St Patrick’s day etc. Looking at the history behind these celebrations – linked to English, art and design. Geography – socio-economic/religious groups and community areas. How have these changes the human and physical features of our landscapes?

Guest speakers from different faith groups. Use of pupil premium funding for enrichment activities for eligible children.

Organised events with other local schools eg: Multi-skills and music festivals.

by staff and pupils, such as the Class 2 led celebration of Harvest around the world.

The children immediately accept the diversity of other pupils and celebrate that everyone is special, unique and different. The school celebrates different religions such as the Hindu festival of Diwali with enthusiasm. As a school we have examined and explored the socio-economic aspects of life for children living in Kenya and our children are extremely keen to sponsor a child so they have the opportunity to thrive and make a difference to their life. Our summer Christian Value of ‘Acceptance’ lends itself beautifully to this further exploration through ‘Diversity’.

Next Steps: Green = ongoing. Purple = completed: Visits to Multi-faith centres. Mosque visits booked for summer term 2017.

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