SMSC including British Values
SMSC including British Values at Dobwalls
All schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.
As part of our curriculum we aim to actively promote ‘fundamental British values’ and develop children's understanding of what it means to be British in everything we do.
The Department for Education states that there is a need:
“To create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.
The Department for Education defines British Values as follows:
- Respect for democracy and support or participation in the democratic process
- Respect for the basis on which the law is made and applies in England
- Support for equality of opportunity for all
- Support and respect for the liberties of all within the law
- Respect for and tolerance of different faiths, religions and other beliefs.
At Dobwalls, this content is delivered to children through a range of lessons including: 1decision curriculum which acts as a scaffolding, Religious Education, and individual class topics such as Our Cornwall in Year 3. They are also delivered during the culture of our school in everything we do and assemblies with British Values at the centre of everything. Each half-term we focus on a different British Value in depth to ensure children gain a deeper understanding.
The teaching of British Values will focus on:
- 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
- Tolerance – of those with different faiths and beliefs
- Individual liberty – support and respect for the liberties of all within the law
- Mutual respect – respect for one and all
As part of this programme of study pupils will:
- Describe their own identities and the groups that they feel they belong to;
- Recognise different identities and experiences;
- Appreciate that identity consists of many factors;
- Recognise that each person’s identity is unique and can change; and begin to understand the idea of stereotypes.
We nurture our children to prepare them for their journey through life. We believe that 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 socio-economic groups in the local, national and global communities should be interwoven within our curriculum. For example, our democratically chosen School Council values the voice of all children. Ideas and events are discussed by all classes with a chance for everyone to have their voice within a debate which is then taken into the School Council. Our broad and balanced curriculum helps to prepare children for life in modern Britain.
Schools have an obligation under section 208 of the Schools inspection handbook and section 172 of the Independent Schools inspection handbook to ‘...promote the spiritual, moral, social, cultural, mental and physical development of pupils at the school and of society; and prepare pupils at the school for the opportunities, responsibilities and experiences of later life.’
1decision supports the delivery of SMSC covering the following:
The spiritual development of pupils is shown by their:
• 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
• sense of enjoyment and fascination in learning about themselves, others and the world around them
• use of imagination and creativity in their learning and willingness to reflect on their experiences.
The moral development of pupils is shown by their:
• ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
• understanding of the consequences of their behaviour and actions
• interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their:
• use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
• willingness to participate in a variety of communities and social settings, including by volunteering cooperating well with others and being able to resolve conflicts effectively
• acceptance 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; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of pupils is shown by their:
• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
• 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
• 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.
1decision carefully threads British Values into its modules. Please see this link for further details.
Evidence of our further coverage includes:
- Regular assemblies for the whole school with a British Value focus each half-term
- Assembly timetable recognises key festivals in all religions and special days
- Cornwall Agreed RE Syllabus uses ultimate questions to promote spiritual reflection
- Harvest Festival assembly led by local Reverend
- Whole school visits to our local Church
- Support of charity voted for by School Council.
- Easter Assembly including the singing of songs
- Christmas Carol Concert.
- Displays to celebrate religions
- Celebration Assemblies where external activities are celebrated
- Encouraging children to share their beliefs in class and assemblies
- PSHE 1decision lessons
- Restorative and emotional coaching behaviour policy
- Explicit teaching of manners and politeness for pupils and staff through school Diamond Rules
- Y5 visit to Truro Cathedral
- Restorative and emotional coaching behaviour policy
- SECRET Skills to develop skills needed for life
- SECRET Skill badges awarded
- Regular updates and reinforcement in assemblies
- SECRET Skill Powerful Learners each week recognised in celebration assemblies
- Half-termly Handwriting Hero Certificates awarded
- School vision of 'one and all, believing in ourselves and others' promoted through our school song written by pupils in the school
- Three clear Diamond Rules
- Eco-Council considers ways to support the school and community to be more environmentally friendly including litter picks with bears! These link parents/carers and children together excellently
- Annual Green Day to promote caring for the environment
- Clubs e.g. village litter pick
- Online Safety curriculum through computing curriculum and 1decision
- Weekly Class Attendance Stars celebrated in Celebration assembly and on newsletters
- Termly Reading Certificates
- Lunchtime behaviour stickers that reward positive behaviour as well as staff recognising negative
- Regular rewards for demonstration of good manners and politeness with class dojo points or class bonus
- Recognise days such as Anti-bullying and Dyslexia Awareness Week. Look at how feels to be “wronged”.
- Respond to national events in assemblies e.g. Dyslexia Awareness Week, Comic Relief, Save the Children, Royal events,
- Charity fundraising - local Foodbank, RSPCA, Cancer Research
- Classroom and corridor displays all of a high standard, reflecting school’s vision for curriculum
- A range of songs sung within assemblies to promote morals
- Three clear school Diamond Rules
- 24 SECRET Skills for skills to learn for life with a focus on a few at a time
- Clear Equality policy which is considered in all policy renewal
- Team and competitive Sports Day
- Community events including Carol Concert, Christmas, Easter celebrations
- Visits to local nursery
- Performances, within school and singing in the village
- Parent/Carer monthly Coffee morning
- PTFA fundraising events
- Significant events marked e.g. Remembrance Day, Royal Jubilee Celebrations, St Piran's Day
- School Council - children have a budget to spend to plan their own improvements to the school
- 'Rainbow Room' leaders lead the opening of the Rainbow Room each lunchtime
- Promoting parents/carers to volunteer to support pupil’s learning, including regular reading
- Cultural elements in topics studied: e.g. Africa / Greece / Egypt
- Participation in Y6 Masterclasses at Liskeard Secondary School
- Y6 link to Nepal School
- Cornwall RE Agreed Syllabus - in RE and assemblies, children will learn about different events in various religions’ calendars.
- PSHE 1decision curriculum
- Sharing stories from other cultures and countries in assemblies
- In literacy, engage in texts from different cultures
- School’s creative curriculum, exciting topics planned with cultural links
- In history and science, we look at how developments from around the world affect our daily life
- Marking of Black History Month
- Visitors invited into assemblies
- Music of the month - display in the hall and listened to daily. Musicians chosen from a range of cultures e.g. Louis Armstrong, London Gospel Community Choir and local artists including Loveny Male Voice Choir
- Artist of the half-term - displayed in the hall and purposefully planned by our art lead to incorporate a range of artists