1. SMSC at Banks Road

2. What is SMSC?
Spiritual
Moral
Social
Cultural

3. OFSTED Definitions: Pupils’ spiritual development 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
willingness to reflect on their experiences.

4. OFSTED Definitions: Pupils’ moral development is shown by their:
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
understanding of the consequences of their behaviour and actions
interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

5. OFSTED Definitions: Pupils’ social development is shown by their:
use of a range of social skills in different contexts, including working and socialising with pupils 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

6. Social development cont.
OFSTED Definitions:
Social development cont.
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; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

7. OFSTED Definitions: Pupils’ cultural development is shown by their:
understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that 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
knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

8. Cultural development cont.
OFSTED Definitions:
Cultural development cont.
willingness to participate in and respond positively to artistic, sporting and cultural opportunities
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.

9. Modern British Values!
In its press release on 27 November 2014, the Department for Education told all schools to promote 'British values' and produced advice for doing so through SMSC.
Ofsted will assess 'British values' both through the curriculum and through SMSC (spiritual, moral, social and cultural development).
And Ofsted now pays a lot of attention to SMSC when deciding whether your school is 'outstanding', 'inadequate' or somewhere in between.
For independent schools, free schools and academies, it is set out in Improving the SMSC development of pupils in independent schools.

10. Modern British Values & SMSC
Examples of the understanding and knowledge pupils are expected to learn include:
an understanding of how citizens can influence decision-making through the democratic process
an understanding that the freedom to hold other faiths and beliefs is protected in law
an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
an understanding of the importance of identifying and combatting discrimination
DfE 2014

11. Modern British Values & SMSC
Examples of actions schools can take to promote British values are to:
include in suitable parts of the curriculum - as appropriate for the age of pupils - material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries
ensure all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils
use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view
consider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British values
DFE 2014

12. Spiritual and moral development – What it looks like for our children.
"The term spiritual and moral development needs to be seen as applying something fundamental in the human condition which is not necessarily experienced through the physical senses and /or expressed through everyday language. It has to do with relationships to other people and for believers, with God. It has to do with the universal search for individual identity - with our responses to challenging experiences, such as death, suffering, beauty and encounters with good and evil. It is to do with the search for meaning and purpose in life and for values by which to live." SCAA discussion paper

13. RE curriculum.
All schools are required by law to teach RE. Every child who is statutory school age should have access to the Nottinghamshire Agreed Syllabus which was released in January 2015.
There is a minimum requirement within each key stage throughout the curriculum which should be dedicated RE teaching. In Reception and Key Stage 1 this is 5% of curriculum time, equating to 36 hours per year.
See RE curriculum for more details.

14. Spiritual & Moral - what it looks like at Banks Road
Children, need to be given opportunities for meaningful discussion...
What is the meaning and purpose of life?
Where did I come from?
What leads to lasting happiness?
What fills me with awe and wonder?
What is awe?
The dictionary definition of awe is 'reverential fear, amazement, wonderment'. ...the WOW factor!
At Banks Road we ensure children are ‘hooked’ into their learning using fascinating activities and experiences.
An interesting exercise amongst staff could be to ask, 'When was the last time we experienced awe & wonder?' Then collate the information and see if there is any pattern, are any of the experiences related to school life, music, travel, etc. How do we, therefore, increase opportunities for developing the spiritual side of our character? Spiritual development...it's not something we can have attainment targets for, nor is it something that we can to say it's been covered; it's all about giving opportunities. Spiritual development is not like physical development (measured by milestones), nor is it dependant on our intellect...we mustn't lose sight of the fact that we are unique individuals.

15. Social Development at Banks Road
Children should understand/be taught…
The responsibilities and rights of being members of families and communities (local)
The responsibilities and rights of being members of families and communities (national)
The responsibilities and rights of being members of families and communities (global)
The ability to relate to others
To work with others for the common good
A sense of belonging
A willingness to participate

16. Cultural Development at Banks Road
Children should understand/be taught…
Cultural traditions
To appreciate a variety of aesthetic experiences
To respond to a variety of aesthetic experiences
To respect for your own culture and that of others
To have an interest in others' ways of doing things
To have a curiosity about differences

17. RRSA and SMSC
UNICEF/University of Brighton/University of Sussex (2012) Evaluation of the RRSA – showed that schools participating in UNICEF’s RRSA demonstrated positive impacts on:
raising pupil attainment, motivation and engagement in lessons
relationships between pupils and staff, pupil behaviour around school and reduced bullying – including reductions in fixed term exclusions
an improved sense of community and improved values development across the school
attitudes towards inclusivity and diversity within society
increased empathy, confidence and a heightened ability around conflict resolution