SMSC & British Values

Introduction

SMSC (Spiritual, Moral, Social and Cultural) development has always been a thread through all we do. As of September 2014, the DfE requires all schools to promote the historical and current values that underpin the national identity known as “being British”. Within this, all schools are required to ensure that the curriculum actively promotes these fundamental British values.

For more information on what we do please read the Personal Development Report in 'School Effectiveness' What we know about ourselves.

 

SMSC

The development of SMSC is an inherent part of the way we work. Assembly and lessons such as R.E and PSHE etc are effectively used to develop the students’ understanding of social relationships, multi-cultural and racism issues. It is embedded in the culture of the school, modelled by staff and pupils throughout the day, taught overtly in PSHE/RE lessons and is importantly recognised and celebrated alongside academic achievement. The school has invested in a wide range of multi-ethnic resources that effectively enable students to develop understanding and, as a consequence, the students are always keen to be sharing their cultural backgrounds with others. In addition, parents, staff, and external experts (including visiting theatre groups) share their religious and cultural backgrounds.   As a result, most students react positively to living in a multi-cultural and diverse world.

All areas of the curriculum and Collective Worship should contribute to the spiritual, moral, social and cultural development of pupils. The following have a prominent role at Slated Row School:

  • The Arts - by helping pupils to learn and look for beauty in the world;

  • Collective worship – by allowing times of reflection and celebration;

  • English – by consideration of how the written word can effect and influence people;

  • History – by consideration of right and wrong in events of the past;

  • Music – by allowing children to experience some of the most beautiful and thought-provoking pieces of music from a range of traditions;

  • Science – by giving pupils knowledge and time to appreciate the wonders of creation whether or not they believe in a creator;

  • Religious Education – has a special role in this process. The Milton Keynes Agreed Syllabus which we follow at Slated Row School should help pupils to:

    • Enhance their own spiritual, moral and social development;

    • Develop awareness of the fundamental questions of life raised by human experiences and how religious teaching relates to them;

    • Respond to such questions in the light of their own experiences and with reference to the teachings and practices of religions;

    • Reflect on their own beliefs, values and experiences in the light of their study.

Pupils should also develop a positive attitude towards other people and their right to hold beliefs different from their own and to living in a religiously diverse society.

 

What is “Britishness”?

British values are defined as:

 

Ofsted Version

DfE Version

Democracy

Respect for democracy and support for participation in the democratic process

The rule of law

Respect for the basis on which the law is made and applies in England

 -

Support for equality of opportunity for all

Individual liberty

Support and respect for the liberties of all within the law

Mutual respect and tolerance of those with different faiths and beliefs

Respect for and tolerance of different faiths and religious and other beliefs

 

What does ‘Actively promote …’ mean?

  • Focus on, and show how, the school’s work is effective in securing these values

  • Challenging pupils, staff, parents, carers, governors and the wider school community who express opinions contrary to British values

  

Aims

At Slated Row School; and in line with the individual pupils’ capacity to understand the concepts and ideas; we aim to:

 

1. Democracy

  • Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services

  • Teach pupils how they can influence decision-making through the democratic process

  • Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain

  • Encourage pupils to become involved in decision-making processes and ensure they are listened to in school

  • Hold ‘mock elections’ so pupils learn how to argue and defend points of view

  • Help pupils to express their views

  • Teach pupils how public services operate and how they are held to account

  • Model how perceived injustice can be peacefully challenged

 

2. Rule of law

  • Ensure school rules and expectations are clear and fair

  • Help pupils to distinguish right from wrong

  • Help pupils to respect the law and the basis on which it is made

  • Help pupils to understand that living under the rule of law protects individuals

  • Include visits from the police in the curriculum

  • Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws

  • Develop restorative justice approaches to resolve conflicts

 

3. Individual liberty

  • Support pupils to develop their self-knowledge, self-esteem and self-confidence

  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights

  • Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence

  • Challenge stereotypes

  • Implement a strong anti-bullying culture

  • Follow the UNICEF rights respecting schools agenda

 

4. Respect and tolerance

  • Promote respect for individual differences

  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life

  • Challenge prejudicial or discriminatory behaviour

  • Organise visits to places of worship

  • Develop links with faith communities

  • Develop critical personal thinking skills

  • Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers