Spiritual, Moral, Social, and Cultural Development
At Joy Lane Primary School, we recognise that the process of development in these four areas and their outcomes are difficult to pinpoint due to the fact that:
- Development is not necessarily a smooth, continuous process.
- Individuals develop at different rates and in different ways and this is not necessarily related to age.
- Changes in pupils’ development may be imperceptible over short periods of time and measurement is neither standardised nor desirable.
- All pupils have differing starting points depending on, for example, their life experiences so far and the influences of home, cultural background, personality and peer group.
We also recognise that we are considering 7 years out of a lifetime of development, with no absolute final ending points.
However, with this in mind, as a staff we have considered what ‘development’ in each area might look like in terms of long-term outcomes and how we might best foster opportunities to enhance pupils’ individual growth within them.
- Self-awareness & self-knowledge – becoming aware of personal strengths, weaknesses, feelings & identity.
- Sensitivity & responsiveness – reflecting emotions, past & present issues & moral obligations.
- Inner strength & resilience – responding to challenging experiences & change.
- Ideals & aspirations – recognising beauty, developing values.Love & relationships – developing relationships, valuing self & others, forgiveness & empathy.
- Seeking & striving – through the search for meaning in experiences & aiming to do the right thing.
- Reflection – taking the time to stop & think/question experiences & ideas.
- See also ‘Promoting British values at JLPS’.
The most recent audit highlighted these examples as a ‘snapshot’ of current practice:
Through the General Life of the School
- School ethos: ‘Our School is a safe, friendly, caring, inclusive and respectful community’ as evidenced through the fostering of
relationships based on a fair, caring and consistent approach and mutual respect. Clear expectations, shown by example, through modelling,
role play, positive discipline, evidenced through the ‘feel’ of the School at all times of the day and how we react to different situations – what
we say, do (including when things go wrong). See also Behaviour & Discipline Policy.
- Structure & organisation of pupils into different groupings to cater for different needs & purposes – whole school, phases, classes, sets,
groups, pairings, teams. Inclusion is fundamental to who we are & what we represent. See also SEND Policy.
- Variety of teaching styles, classroom organisation & environments to foster a culture of positive self-image, teamwork, self-motivation,
questioning & reflection.
- A broadly based curriculum which provides a progression in knowledge & skills and the flexibility to respond to the particular needs of our
pupils. See also Curriculum Statement.
- Through open communications with parents to enhance mutual understanding for the benefit of our pupils.
Within Specific Lessons/Subjects
English & MFL
RE & PSHE
Art & Design, Design & Technology
Enrichment themes & opportunities (See also termly Enrichment Maps)