At Meldreth Primary, we aim to deliver outstanding educational provision so that our children become…
- responsible, independent individuals who have the knowledge and attitudes to contribute to and be successful in an ever-changing world
- creative, imaginative thinkers and risk takers who enjoy challenge and love solving problems
- respectful and resilient learners
In addition, we aim to educate students in Democratic Values, also sometimes referred to as British values:
- the rule of law;
- individual liberty;
- mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
Our SMSC education is a focus of everything we do, from curriculum lessons to break time, and from PSHE to Assemblies and special events. Our School Council supports SMSC and advises on issues we should address and actions we should take.
Children focus on a different value each half term.
OfSTED defines spiritual development as follows: “Spiritual development relates to that aspect of inner life through which pupils acquire insights into their personal existence which are of enduring worth. It is characterised by reflection, the attribution of meaning to experience, valuing a non-material dimension to life and intimations of an enduring reality.”
The school aims to promote spiritual development by:
- Engendering high-self-esteem by encouraging children to take risks or face challenges in their learning within a secure and positive environment.
- Showing how we appreciate children imaginative and creativity.
- Offering opportunities for experience in art, music, dance, drama, literature etc.
- Making time for stillness and reflection. Posing questions that encourage pupils to consider issues of meaning and purpose.
- Developing pupils’ good listening skills; we take account of children’s views through their response to issues raised by them.
- Fostering emotional well-being by encouraging pupils to express their feelings and to have the ability to control their emotional behaviour.
- Improving co-operation and understanding in relationships.
- Developing the capacity for evaluative reasoning and critical thought by encouraging pupils to look beyond the surface.
OFSTED (2012)2 states: 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.
The school aims to promote moral development by:
- Developing pupils’ awareness and understanding of the moral code of the school and the community(ies) in which they lives.
- Helping pupils to realise that to enjoy rights, they must also accept responsibilities.
- Developing pupils understanding of why rules are necessary.
- Developing pupils’ self-discipline so that rules are observed as a point of principle and not out of the fear of sanctions.
- Giving pupils the knowledge and ability to question and reason so that they are capable of deciding on the most appropriate action after considering the consequences of an action.
- Valuing physical well-being, privacy, feelings, beliefs and rights of others.
- Helping pupils to recognise the difference between right and wrong and to be ready to apply this understanding in their own lives.
The school is firmly committed to a policy which is opposed to bullying, irresponsibility, dishonesty, selfishness. It seeks to recognize and affirm good conduct, commitment to service to others through its reward system and through celebration of achievements.
OfSTED (2004) also refers to social development as follows: “Social development refers to pupils’ progressive acquisition of the competences and qualities needed to play a full part in society”
The school aims to promote social development by:
- developing social skills and insights through a full range of activities in school involving all members of the community, and by creating situations where they have opportunities to relate to visitors and do so with increasing politeness, tact and confidence.
- fostering the commitment and ability to live and work with others, to share resources and show concern and responsibility for others in the school and wider community.
- offering a wide range of educational, creative, social, sporting and extracurricular activities to all members of its community.
- involving pupils in fund-raising and other support for charitable causes to develop the habit of care and support for those in need. Pupils are given the opportunity to choose charities the school community should support and to take an active part in their planning and carrying out fund-raising activities.
- Using classroom management to promote group co-operation and mutual responsibility. Pupils are pointed to the value and importance of working and playing together.
Cultural development is concerned with teaching pupils to appreciate their own cultural traditions and the diversity and richness of other cultures. Culture is the embodiment of shared beliefs, knowledge, customs and values of that group. Pupils need to appreciate the distinctive features of their own culture and those of others. We all need to remember that cultures are dynamic and are constantly changing.
OfSTED (2004) defines cultural development as follows:
“Cultural development refers to pupils’ increasing understanding and command of those beliefs, values, customs, knowledge and skills which, taken together, form the basis of identity and cohesion in societies and groups”
The School aims to promote cultural development by:
- introducing pupils to a range of cultural activities and experiences.
- building up knowledge and an appreciation of their own cultural heritage and traditions.
- introducing them to examples of the variety of human cultures, beliefs and ways of life.
- highlighting the cultural diversity within their local community, the UK as a whole and in the world.
PSHE: Personal, Social, Health and Economic
SMSC: Spiritual, Moral, Social, Cultural