British Values and SMSC
Central to our school’s ethos is the idea that each child should be prepared for living life in modern Britain.
This is achieved through embedding British Values (BV) and Spiritual, Moral, Social and Cultural Development (SMSC) throughout the curriculum. Our curriculum is built with the foundations of preparing our children for their next stage of their educational journey whilst equipping them with the skills and knowledge they need along the way. We encourage children to question and challenge the world around them.
The spiritual, moral, social and cultural development of each child is recognised as being of fundamental importance for the education of all children by Governors, staff and parents of our school. It is taught not only through all subjects, in particular Religious Education (R.E.) and Personal, Social, Health and Relationship education (PSHRE), but also through links through the curriculum, texts and awareness days.
At James Peacock Infant and Nursery School we recognise the importance of our role in developing children’s awareness and acceptance of others. We also recognise that some of their existing knowledge or beliefs in regards to the protected characteristics need challenging. We do this by educating them in an age appropriate way, showing children that regardless of background they share many similarities and that everyone can be both successful and achieve.
We continually review the needs of our children, our community, as well as current global issues, so that we can plan careful learning opportunities and experiences that will prepare our children with values for life.
Throughout all subjects we ensure that children are taught to challenge stereotypes and are educated to value and respect differences; including those reflected within the nine protected characteristics. With this in mind, texts, story books and significant people as understudies (across all subjects), are carefully chosen to provide our children with opportunities for discussion in order for them to learn and appreciate that differences are not a barrier to relationships, achievement or success.
This is achieved through embedding British Values (BV) and Spiritual, Moral, Social and Cultural Development (SMSC) throughout the curriculum. Our curriculum is built with the foundations of preparing our children for their next stage of their educational journey whilst equipping them with the skills and knowledge they need along the way. We encourage children to question and challenge the world around them.
The spiritual, moral, social and cultural development of each child is recognised as being of fundamental importance for the education of all children by Governors, staff and parents of our school. It is taught not only through all subjects, in particular Religious Education (R.E.) and Personal, Social, Health and Relationship education (PSHRE), but also through links through the curriculum, texts and awareness days.
At James Peacock Infant and Nursery School we recognise the importance of our role in developing children’s awareness and acceptance of others. We also recognise that some of their existing knowledge or beliefs in regards to the protected characteristics need challenging. We do this by educating them in an age appropriate way, showing children that regardless of background they share many similarities and that everyone can be both successful and achieve.
We continually review the needs of our children, our community, as well as current global issues, so that we can plan careful learning opportunities and experiences that will prepare our children with values for life.
Throughout all subjects we ensure that children are taught to challenge stereotypes and are educated to value and respect differences; including those reflected within the nine protected characteristics. With this in mind, texts, story books and significant people as understudies (across all subjects), are carefully chosen to provide our children with opportunities for discussion in order for them to learn and appreciate that differences are not a barrier to relationships, achievement or success.
What is SMSC?
Spiritual Development relates to the quest for individual identity and the search for meaning and purpose in our existence. It is associated with a dimension of life which is not necessarily experienced through the physical senses, but has much to do with feelings and emotions, and attitudes and beliefs. Spiritual development is not solely linked to a particular doctrine or faith and is therefore accessible to everyone.
Moral Development is concerned with fundamental decisions about how we should behave and act and the reasons for such behaviour and decisions. It relates to the child’s developing understanding of what is ‘right’, ‘wrong’ and ‘fair’. Moral development in school tries to build upon the child’s experience in the home, accepting that there might be different approaches between home and school.
Social Development is concerned with the skills and personal qualities necessary for individuals to live and function effectively in society. In school we build on and support the functions of the home and wider community by helping to prepare our children to live in society.
Cultural Development allows the child to recognise that all cultural groups are distinctive. Culture is the embodiment of shared beliefs, knowledge, customs and values of that group. The child needs to appreciate the distinctive features of their own culture and those of others. This will help children to answer the questions “Who am I?” and “Where do I fit in?”
Moral Development is concerned with fundamental decisions about how we should behave and act and the reasons for such behaviour and decisions. It relates to the child’s developing understanding of what is ‘right’, ‘wrong’ and ‘fair’. Moral development in school tries to build upon the child’s experience in the home, accepting that there might be different approaches between home and school.
Social Development is concerned with the skills and personal qualities necessary for individuals to live and function effectively in society. In school we build on and support the functions of the home and wider community by helping to prepare our children to live in society.
Cultural Development allows the child to recognise that all cultural groups are distinctive. Culture is the embodiment of shared beliefs, knowledge, customs and values of that group. The child needs to appreciate the distinctive features of their own culture and those of others. This will help children to answer the questions “Who am I?” and “Where do I fit in?”
What are British Values?
- Democracy
- Rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
As a school we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs throughout the year; including, harvest festival, Remembrance Day, May Day, Easter services and Christmas celebrations! We also value and celebrate national, charity and sporting events.
Learning about being part of Britain is also part of our school curriculum and is taught in Early Years as they learn to understand the World they live in and through both Geography and History.
Democracy:
At James Peacock we empower our pupils by giving them multiple opportunities to make choices. This can be small choices, such as voting for a story at the end of the day or larger decisions such as the structure of playtimes or Dojo rewards. We value each and every voice in our school, by listening attentively and responding to pupil voice.
We have an active School Council and Parliament, 2 of whom attend termly Pupil Parliament sessions at Nottinghamshire County Hall. Our representatives, who are elected by their peers, represent the voices of their class when discussing things that they believe to be important in school. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates explain why they would like the role, pupils consider characteristics important for an elected representative and pupils vote in secret.
Other examples of ‘pupil voice’ are:
At James Peacock we empower our pupils by giving them multiple opportunities to make choices. This can be small choices, such as voting for a story at the end of the day or larger decisions such as the structure of playtimes or Dojo rewards. We value each and every voice in our school, by listening attentively and responding to pupil voice.
We have an active School Council and Parliament, 2 of whom attend termly Pupil Parliament sessions at Nottinghamshire County Hall. Our representatives, who are elected by their peers, represent the voices of their class when discussing things that they believe to be important in school. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates explain why they would like the role, pupils consider characteristics important for an elected representative and pupils vote in secret.
Other examples of ‘pupil voice’ are:
- Children choose their own dojo rewards for when they achieve their class target.
- Children are regularly asked their opinions by different subject leaders and SLT to further improve subjects and areas within the school.
- Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. One of our school values is respect.
|
Individual Liberty:
Pupils are encouraged to become good citizens, by promoting independence and focusing on the development of the Characteristics of Effective Teaching and Learning throughout their time at James Peacock. Children learn about rights and responsibilities and are encouraged to think for themselves. As a school, we take part in a number of charitable events, raising awareness of others and developing empathy and nurture. We also learn about current affairs weekly, discussing a wide range of events together. Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:
|
Mutual respect and tolerance of those with different faiths and beliefs:
We promote inclusion in all activities across school. Pupils work with a range of people and positive interactions are promoted. Staff and students model positive respect and pupils learn early on to let others know when they don’t like how they are being treated, “Please stop, I don’t like that.” Strong links are established within the local and wider community and pupils participate in a variety of trips. Throughout the year, many are welcomed into school from a range of faiths and cultures. At James Peacock we celebrate different faiths. We recognise that a large proportion of our school community are Christian, which makes us even more passionate about ensuring our children learn about and celebrate a wide range of faiths and beliefs. We are a community where each person is respected and valued equally without regard to gender, faith, heritage or race. Cultural appreciation and development is threaded through our curriculum in EYFS and KS1. Pupils are encouraged to experience British culture through a range of experiences such as visitors to our school, visits to local places of worship and opportunities to take part in key National and community events. Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect. This is also enhanced:
Children gather daily, either as a class, a key stage or the whole school. These times include carefully planned assemblies to deliver the key British Values themes or themes based on the social and emotional aspects of learning, assemblies to promote religious holidays or times to sing or reflect as a group. |
The Rule of Law:
Our PHSE curriculum and pastoral interventions help pupils to learn to manage their feelings and behaviour, taking responsibility for their own actions.
Staff are committed to providing a consistent and predictable environment, with shared PROUD values and clear expectations throughout school. We help pupils to make the connection between actions and consequences. This enables pupils to feel safe and secure, promoting optimum conditions for learning.
The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. The school has a set of values which children learn and follow from Nursery. Rewards and sanctions are consistent throughout the school to encourage children to follow these values.
Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken.
These values are reinforced in different ways, including:
Our PHSE curriculum and pastoral interventions help pupils to learn to manage their feelings and behaviour, taking responsibility for their own actions.
Staff are committed to providing a consistent and predictable environment, with shared PROUD values and clear expectations throughout school. We help pupils to make the connection between actions and consequences. This enables pupils to feel safe and secure, promoting optimum conditions for learning.
The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. The school has a set of values which children learn and follow from Nursery. Rewards and sanctions are consistent throughout the school to encourage children to follow these values.
Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken.
These values are reinforced in different ways, including:
- Visits from authorities such as the police and fire service.
- During Religious Education, when rules for particular faiths are thought about.
- During other school subjects, where there is respect and appreciation for different rules (in a sports lesson, for example).
