Pyrford Church of England Primary Academy Trust SPIRITUAL, MORAL, SOCIAL AND CULTURAL EDUCATION POLICY. Approval Date: 29 September 2015

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1 Pyrford Church of England Primary Academy Trust SPIRITUAL, MORAL, SOCIAL AND CULTURAL EDUCATION POLICY Approval Date: 29 September 2015 Review Date: Autumn 2018

2 Pyrford Church of England Primary School Academy Trust Summary Statement of Intent The Academy Trust was incorporated in November Academy Members and Trust Directors acknowledge that Academy trusts are companies limited by guarantee and exempt charities. The Members and Trust Directors are subject to the duties and responsibilities of charity trustees and company directors, as well as any other conditions that are agreed with the Secretary of State. Members and Trust Directors recognise that these responsibilities are mutually reinforcing, to ensure the proper governance and conduct of the trust. The key requirements are reflected in the Trust Articles of Association, the DFE funding agreement and the guidance of the Academies Financial Handbook. Members and Trust Directors accept the Charity Commissioners guidance as to their statutory duties as company directors, which are set out in the Companies Act Members and the Trust Directors will incorporate the seven principles of public life in their decision making and demonstrate the proper stewardship of public funds for ensuring economy, efficiency and effectiveness in their use - the three key elements of value for money. The Trust Directors are responsible for the strategic management of the school. This includes the Christian ethos of the school; its strategic vision and direction; annual budgets; senior staff appointments; and policy changes. Operational management is the responsibility of the headteacher and staff. It is carried out at a number of levels: i.e. Senior Leadership team, the Inclusion Manager and middle leaders. The roles and responsibilities of the Trust Directors have been delegated to two committees: Efficiency, covering Finance, Personnel, Premises and Health and Safety; and Effectiveness, covering Standards and Curriculum, Safeguarding, Ethos and Admissions. School policies are developed by senior members of staff, to reflect both the strategic direction agreed by Trust Directors and also the statutory and recommended policies appropriate to the school. After appropriate scrutiny and challenge, these policies are approved and adopted by the Trust Directors, and implemented as procedures and systems by the Senior Leadership Team and other designated members of staff. These policies are available on the website and at the school.

3 Pyrford Church of England Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment Faith Statement The Academy, recognising its historic foundation, will preserve and develop its religious character in accordance with the principles of the Church of England and in partnership with the church at parish and diocesan level. The Academy aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice. It encourages an understanding of the meaning and significance of faith, and promotes Christian values through the experience it offers all its pupils. This policy should be read in conjunction with the Religious Education and Collective Worship policies. Aim To provide children with the opportunity to develop spiritually, morally, socially and culturally. These elements will be promoted throughout the curriculum and in all aspects of school life. Philosophy In order to develop and grow as citizens prepared for contributing to life in modern Britain, children need guidance and support to develop their SMSC skills and understanding. Through both discrete and embedded lessons, children will develop their: Spiritual Development to have the ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in, and respect for, different people s faiths, feelings and values; to have a sense of enjoyment and fascination in learning about themselves, others and the world around them; to use their imagination and creativity in their learning; to have a willingness to reflect on their experiences. The school needs to recognise that moments of spirituality will occur and that when possible these should be taken up and sensitively explored. Such moments are likely to occur if children are given the opportunity to:

4 experience awe, wonder and mystery through the investigation of the natural world around them; reflect upon human existence in relation to the universe and to question their place within it; extend their experiences and understanding beyond those things of special significance to themselves; discuss and respond to events which raise questions such as Why? in relation to issues such as beauty, suffering and death; become emotionally able to deal with challenging experiences and to appreciate human endeavour; develop an appreciation of the arts and experience self-expression; develop an awareness of themselves as individuals with personal and emotional responses of value; be aware of and value the feelings of others; express their views and beliefs openly and develop tolerance and respect for the beliefs and opinions of others. Moral Development to have the ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England; to have an understanding of the consequences of their behaviour and actions; to show an interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoint of others on these issues. Children will require help to develop their own set of values and follow the moral code of the school. It is expected that all members of the school community will behave consistently in promoting and demonstrating the values of truthfulness, honesty, consideration for others, self-discipline, responsibility, generosity, kindness and thoughtfulness, respect for others, empathy and sympathy. Social Education to use a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds; to show a willingness to participate in a variety of communities and social settings, including by volunteering, co-operating well with others and being able to resolve conflicts effectively;

5 to have an acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; to develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. Children will need the opportunity to work and play with others in pairs, small groups and whole class situations. A variety of social events will be planned throughout the year for children to enjoy and develop their social skills. Cultural Education to show an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others; to show an understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain; to show knowledge of Britain s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain; to show a willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities; to demonstrate an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities. Children will learn about the cultural diversity within their own class and across the school and celebrate everyone s differences. British Values We actively promote the fundamental British values of: Democracy Children learn about Britain s democratic parliamentary system through the School Council, House System, History curriculum and Good to be Green Behaviour policy. Rule of Law Children learn the difference between right and wrong through Good to be Green and other behaviour initiatives such as stickers, certificates, awards and tea parties.

6 Individual Liberty In school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE/SMSC discrete lessons. Mutual Respect Mutual respect is at the heart of our school ethos. Children learn that their behaviour has an effect on their own rights and those of others. All members of the school community treat each other with respect. We reinforce the understanding that we are all equal with different qualities, backgrounds, interests and personalities. We celebrate personal achievements and interests. Tolerance of those of Different Faiths and Beliefs Pyrford Church of England Primary School is situated in an area which is culturally diverse, therefore we place a great emphasis on celebrating diversity with the children. Our RE, PSHE and SMSC lessons reinforce this. Members of different faiths are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths.