Effective SMSC Development

What makes Christ Church Ainsworth special?

Children, parents staff and the wider community all share the belief that our school is special. There is a feeling, an understanding that we are a large family who care, look after and support one another.

Visitors to the school often remark on the way children behave towards one another and on the nurturing relationships created between the staff and pupils.

There is a stable staff who are proud to work at the school, very few staff move on to another school once they come to work here.

The Head teacher plays a large part in school life and genuinely cares for pupils and families providing support and understanding.

Our World Club was set up to work for causes that affect the school directly or the wider community. It has raised money for a number of charities particularly Francis House and Grace’s Place.

Each year the school adopts one charity to support through a number of events. .

Our School Council meets regularly with Governors and SLT to discuss areas of development

Supporting our children

At Christ Church Ainsworth the children know that key members of staff are identified to look after the ‘whole’ child.

Foundation Stage pupils have a Key Worker who is responsible for the needs of a group of children and ensures they are happy learners. Parents are informed of key workers to establish good communication before and after school.

Who looks after me? First Aid – all staff have a basic paediatric first

aid training qualification. Key members of staff are responsible for each Key Stage. Systems are established and organised so all accidents are checked, recorded and if necessary, reported to parents.

Behaviour is monitored on a daily basis to ensure pupils feel safe and happy to be at school.

Pupils who are experiencing any additional difficulties that affects their learning are monitored and nurtured by a key member of staff.

‘The human being is not born as it is but grows and develops over time into an autonomous person’ Kant

SMSC development is crucial for individual pupils and for society as a whole. Most teachers would see it as the heart of what education is about – helping pupils grow and develop as people. The importance has repeatedly been recognised by legislators; schools are required by law to promote pupils’ SMSC development and inspectors are required to inspect it’ (Ofsted ).

Personal Development

Society Family

Self School

Schools are not the only actor responsible for pupils’ personal development. Education cannot, therefore, be expected to a fill a moral vacuum left by society or family. But it can, and should, help

those who receive it to make better sense of the world and personally develop.

Fully developing the whole child – helping pupils grow and develop as people – preparing them for the adult

world – allowing pupils to make sense of the world

What personal development looks like in a school?

ProvisionThis is how the school develops

pupils – climate/soil

What does the school do to allow for SMSC/personal development?

How do pupils develop skills/knowledge/understanding?

What are the standards of behaviour/behaviour policies?

Are there clear values/ethos?

OutcomesThis is how the pupils actually

develop – plant/flower

What does the student get from the school’s provision?

How do pupils respond/act/behave?

How do they show signs of personal development?

Gardeners and Seeds

From September 2015 the Year Six pupils will become gardeners and will be paired up with a child in Reception, who will be our seeds.

Each gardener will be responsible for their seed and there will be key sessions and planned activities sessions throughout the year for them to spend time together and for the older children to nurture the development of the younger child.

The concept of seeds and gardeners will be introduced at our Reception induction meeting.

PERSONAL DEVELOPMENTFully developing the whole child – helping pupils grow and develop as people – preparing them for the adult world – allowing pupils to

make sense of the world – achieving their full potential

Spiritual, Moral, Social and Cultural development

Curriculum- All subject areas have a responsibility and the

potential to promote SMSC/personal development

Personal Relationships- Relationships

between all staff and students

- Ethos and values of the school

- Behaviour and pastoral care

- Collective worship

Spiritual development

Pupils’ spiritual development can be seen through:

o The growth of their sense of self through reflection of their personal values, beliefs experiences, strengths and weaknesses.

o The exploration of the values and beliefs of others and the development of respect for these.

o A sense of passion, enjoyment, fascination and awe and wonder in their learning, and about themselves, others and the world around them.

o The use of imagination, creativity and expression of feelings and emotions in their learning allied with a willingness to achieve and do their best.

Moral development

Pupils’ moral development can be seen through:

o The ability to recognise the difference between right and wrong and the willingness to apply this understanding to their own lives.

o An understanding of the consequences of their own and others’ actions and a readiness to accept the consequences.

o The exploration and investigation of moral codes, moral values and ethical issues within school and wider society and to apply their understanding of what the right thing to do is

Cultural development

Pupils’ cultural development can be seen through:

o An understanding and appreciation of the range of cultural influences that have shaped their own heritage and development.

o A willingness to participate in, and respond to, artistic, musical, sporting, mathematical, technological, scientific and other cultural opportunities and activities.

o An interest in exploring and showing understanding of, and respect for cultural diversity including how they accept, respect and celebrate diversity through their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Social development

Pupils’ social development can be seen through:

o An understanding of the rights and responsibilities of being members of families and communities (at a local, national and global level) and appreciating how these communities function.

o Developing their personal qualities and social skills through working in different social contexts including with pupils of different ages, abilities, gender, religious, ethnic, cultural and socio-economic backgrounds.

o A willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively to work towards the common good

What have we done as a schoolfor SMSC development?

A focus on spiritual development

Pupils’ spiritual, moral, social and cultural development is outstanding and is effectively

placed at the heart of the school’s very positive ethos. (Ofsted 2012)

Curriculum overview

At Christ Church Ainsworth we follow the Bury syllabus for Religious Education. Christianity is taught in every year group, alongside one other faith. Children in Key Stage One are taught about Christianity and Judaism. Children in Lower Key Stage Two are taught about Christianity and Hinduism. Children in upper Key Stage Two are taught about Christianity and Islam.

Where ever possible children are given the opportunity to visit places of worship in the local area to extend their learning and meet members of different faith communities, both on visits and in school.

Curriculum Content links

Spiritual Development‘Why do Christians celebrate Christmas?’ ‘From life to death: where are we going?’ ‘What do people believe about God?’‘What do we mean by commitment?’Moral Development‘What is important to you?’‘How do I know I’m being good?’ ‘Do actions speak louder than words‘That’s not fair or is it?’ Social Development‘How do religions welcome members?’ ‘How and why do people worship?’ Cultural Development‘How can religious meaning be expressed through

art?’‘What can I learn from religious texts?’‘How do different religions celebrate marriage?’‘How is Christmas celebrated in other countries?’‘What is prayer and meditation?’‘What does it mean to be Jewish?’ ‘How should a mosque call its members to prayer?’‘What are the five pillars of Islam?’

Experiential learning opportunities within SMSC

SMSC events and projects:- Celebrating Saints Days- Porch project (Harvest festival)- Christmas Spirit community sing- Hospice Concert- Environment week- Queen’s Jubilee garden party- Yearly charity appeal- Comic Relief- Children in Need

Children as decision makers.- Our World Club- School Council- Year Six monitors- Buddy system (Gardeners and seeds – Sept 2015)- Art to heart Project (Working on art activities with elderly people in residential

homes- KS One Picnic for parents

Curriculum Linkso Chinese New Yearo Diwalio Bonfire NightoEYFS – Marriage and Christening serviceoWorld Book Dayo American Independence Dayo Victorian School Dayo Art Gallery Sale. (Enterprise project)

Visitors within schools:- Rev. D Thompson- Rev I Smart (Methodist Minister)Visits:- Local places of worship comparison- Francis House- Fire Service- Police Service- Newspaper Reporter- Guide dogs for blind- Farm- Residential Robin Wood- Lancashire Railways.

Considerable pleasure is gained from the regular

contact pupils have with others in various parts of

the world and give considerable thought to

similarities and differences in their lives. They

readily help those less fortunate than themselves

and through the ‘Our World’ club regularly organise

fund-raising events in support of a local and national

charities. (Ofsted 2012)

Through the school’s

curriculum and regular

visits from members of the

emergency services, pupils

have acquired an excellent

understanding of what

constitutes safe action.

(Ofsted 2012)

‘Spiritual development is not specifically about teaching children about spirituality, but is concerned with providing

them with certain skills, space in the classroom and time for them to touch upon and, if needed, construct their own spirituality. They may then share this with their peers,

connecting self to others’

Tools for spirituality and spiritual development

Reflection Silence Contemplation

Discussion

Sharing QuestioningEvery classroom has a reflection area where children can spend time.

Collective worship takes place through daily assemblies in Key Stages or as a whole school..

Spiritual Development and the Whole School

Assemblies provide an opportunity for the school community to gather for reflection and provide learning related to SMSC themes.

EYFS children have early years assembly at the start and end of each week.

Thursday assemblies are used to gather as a Key Stage and celebrate good behaviour and achievement.

Friday Key Stage assemblies are attended by parents to share pupil achievements and star awards.

School council and class assemblies take place during the school year when appropriate.

Week THEME1 NEW BEGINNINGS2 GENERAL

(MUSIC CENTRE DEMO)3 COMMUNICATIONS4 LANGUAGE5 BRAVERY / TAKING ACTION /

SAFETY6 HELPING EACH OTHER7 HARVEST/AUTUMN /

ENVIRONMENTSUKKOT

8 GENERAL(All Hallows + Bonfire)

HALF TERM9 GETTING ON AND FALLING OUT

10 RULES11 FAIRNESS12 PREPARATION

ADVENT / ST ANDREW13 FEAR14 CHRISTMAS15 CHRISTMAS

ASSEMBLY THEMES - AUTUMN TERM

Week THEME1 EPIPHANY

STARTING AGAIN - RESOLUTIONS2 LIGHT3 GOING FOR GOALS4 TEAMWORK5 PETS/LOVE6 LENT SHROVE TUESDAY

ASH WEDNESDAYST.VALENTINE’S

HALF TERM7 IT’S GOOD TO BE ME

ST DAVID8 GOD’S WONDERFUL WORLD9 MIRACLES

MOTHERS DAY10 PARABLES/FABLES

ST PATRICK11 TOWARDS EASTER12 EASTER

ASSEMBLY THEMES - SPRING TERM

Week THEME1 FRIENDS/ENEMIES / ST GEORGE2 RELATIONSHIPS/LOVE3 BOASTING4 (SATs)

ASCENSION DAY5 CARING FOR OTHERS

ELDERLY

HALF TERM6 HOLIDAYS / SCHOOL TRIPS

ROBINWOOD7 COLOURS

FATHERS DAY8 CHANGES9 GREED10 PATIENCE/ TOLERANCE11 PETS12 PEACE AND HARMONY13 END OF THE SCHOOL YEAR

(MOVING ON)

ASSEMBLY THEMES - SUMMER TERM