SMSC Policy

Throckley Primary School

SMSC Policy

Last Reviewed: Lynsey Giblin, January 2022 Next Reviewed by: January 2023 1

Aims and Objectives We recognise that the spiritual, moral, social and cultural (SMSC) development of our pupils is of fundamental importance in the ‘whole child’ education we strive to achieve. It supports all areas of learning and is key to a child’s motivation to learn.

We recognise that such development is most successful when the values and attitudes promoted by all the staff provide a model of behaviour for our pupils. These values are outlined below; Spiritual Explore beliefs and experiences; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect.

Moral Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Social Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Cultural Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity.

This is a whole school policy and we aim to provide an education that provides pupils with opportunities to explore and develop their own values, beliefs and spiritual awareness. Pupils should demonstrate a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures whilst encompassing the British values of democracy, rule of law, individual liberty, mutual respect and tolerance of those with other faiths and beliefs.

The integrity and spirituality of pupils from other faith backgrounds will be respected and explored. The diversity of traditions will be recognised, and pupils will be given access to alternative views.

The school community will be a place where pupils can find acceptance for themselves as unique individuals, and where resilience 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 reflect, reiterate, promote and reward acceptable behaviour and provide opportunities to celebrate pupils' work and achievements.

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Teaching and Learning Development in SMSC will take place across all curriculum areas, with strong links to PSHE, enabling pupils to reflect on the significance of what they are learning, and to recognise any challenges that there may be to their own attitude and lifestyle.

Assemblies also play a key role in the delivery of SMSC, both from staff in school and visitors.

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

Many curriculum areas provide opportunities for pupils to: •

Listen and talk to each other.

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Learn an awareness of treating all as equals.

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Agree and disagree.

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Take turns and share equipment.

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Work cooperatively and collaboratively.

Teaching SMSC to children with special needs Equality and diversity requires a whole-school approach. Therefore, SMSC is taught to all our children, regardless of ability. Work is differentiated and matches the needs of all pupils. Individual need is taken into account and support is identified where appropriate. PSHE also provides an opportunity to raise awareness of the needs of particularly vulnerable children and young people such as Looked After Children (LAC), Young Carers and those who experience domestic violence. Support for children and young people from all backgrounds is highly valued, with PSHE often providing opportunities to sensitively address these issues and build understanding as well as opportunities to signpost to support and advice.

Assessment and Recording Teachers assess the children’s knowledge and understanding of SMSC through observations and classroom discussions - this should be cross curricular in approach. Any identified gaps can be taught as individual lessons. Levels of confidence, acceptance, social and communication skills are continually assessed throughout the year and are recorded as part of the school’s PSHE offer. These are recorded termly on the school’s Seesaw platform. Assessment of SMSC education should encompass opportunities for teacher, peer and self-assessment. Personal achievements are evidenced on Seesaw, highlighted on the school website and shared in assemblies.

Monitoring and Review The PSHE Curriculum Leader is responsible for monitoring the standards of children’s work and the quality of teaching. The PSHE Curriculum Lead supports colleagues in the teaching of SMSC by giving them information about current developments in the subject and by providing a strategic lead and direction for the subject in the school. The teaching of SMSC is monitored by planning moderation, pupil book study, staff interviews and work scrutiny.

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Links to other policies.

This SMSC policy should be read in conjunction with policies related to PSHE & RSE, Health and Safety, Safeguarding and Child Protection, Behaviour and AntiBullying, R.E, Collective Worship, Science, Online Safety and Healthy Schools.

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