​​​Spiritual, Moral, Social & Culture Development (SMSC)

Ofsted state that a "schools thoughtful and wide ranging promotion of the pupils Spiritual, Moral, Social and Cultural development enable them to thrive in a supportive, highly cohesive learning community

  Outstanding Overall Effectiveness

Evidence for SMSC will come from lesson observations, in particular from lesson plans. Staff and students consistently refer to SMSC as 'The Bigger Picture'.​

SMSC is essentially concerned with "the search for meaning and purpose in life and for values by which to live".

• All subjects and all teachers contribute to personal development simply by the way staff interact with pupils during lessons.

• However, certain subjects such as RE, PSHE & Cetizenship, English, Drama, History, Geography, PE and Biologt by their subject matter have a particular contribution to make.

• There is an expectation across the Academy that all schemes of work contain opportunities to deliver SMSC related topics/work and that opportunities are not missed in lessons where any aspect of SMSC may come up

• SMSC is also developed in the following areas of school:

         • Assemblies
         • Form Tutors
         • Cross-Curricular Activities
         • Role Models and Examples     
         • Mentoring
         • Student Council
         • Trips / Visitors
         • Prefects
         • School Ethos and Rules

What is SMSC?

Spiritual Education

Pupils' spiritual development is shown by their:

• beliefs, religious or otherwise, which inform their perspective on life & their interest in respect for different people’s feelings &  values

• sense of enjoyment and fascination in learning about themselvesothers and the world around them, including the intangible

• use of imagination and creativity in their learning

• willingness to reflect on their experiences

Moral Education

 Pupils’ moral development is shown by their:

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

• understanding of the consequences of their actions

• interest in investigating and offering reasoned views about moral and ethical issues

Social Education

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 social settingscooperating well with others and being able to resolve conflicts effectively

• interest in, and understanding of, the way communities and societies function at a variety of levels

Cultural Education

Pupils’ cultural development is shown by their:

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

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

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