Mapping of our Spiritual, Moral, Social and Cultural Development

Spiritual

Ofsted 2022	What we do	Impact/Next steps
Ability to be reflective about their own beliefs (religious or otherwise) and perspective on life.	RE syllabus is deliberately chosen to allow for exposure to high quality teaching around different religions and beliefs where the focus moves from discrete learning to a combination of knowledge and reflection. There is not the teaching of ‘this is the correct way’ and all belief systems are celebrated. Children are encouraged to share their feelings, in respectful ways, with each other and to begin to understand the differences between their own and others beliefs. . Visits from the church staff to support the learning of Christian belief systems. PSHE curriculum as a key concept of ‘Understanding self and others’ and this underpins all of the teaching within the subject.	Continue to embed the new curriculum. Re-launch the subscription to the PCFCD so we can further develop this offer.
Knowledge of, and respect for, different people’s faiths, feelings and values.	As above and also: PSHE curriculum ensures children are exposed to a range of learning around respect, values and how these implement in their own lives. Assembly stories are chosen to reflect a wide range of cultural stories. The PSHE curriculum complements this with units each building on prior learning to include the following: EYFS: Children talk about similarities and differences between themselves and others, and among families and communities. KS1 Children learn that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect. Lower KS2 Children learn to appreciate and respect the range of national, regional, religious and ethnic identities in the United Kingdom. Upper KS2 Children learn to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom. They consider the lives of people living in other places, and people with different values and customs. Storytime magazine chosen to supplement reading material. WCR texts chosen deliberately to ensure coverage of the protected characteristics including religion and culture. Wide range of protected characteristics taught and reflected through the whole curriculum (please see protected characteristics document). Visits from church staff to support learning. Specific units in RE around making the local area a more respectful place and allowing reflection for how the children think this should be approached.	Develop the visitors to support learning of wider religions and beliefs. PCFCD subscription to be renewed.
Sense of enjoyment and fascination in learning about themselves, others and the world around them.	Children are excited to talk about their learning and share their ideas. This has been evidenced through the pupil conferencing as part of the ongoing QA schedule.
Use of imagination and creativity in their learning.	Many creative opportunities being offered across the curriculum to allow for personal expression. The widening of the curriculum offer has ensured that children are exposed to a high level of cultural capital within their lessons to develop this. Wide variety of opportunities for ways of recording and learning styles to ensure creative ways for learning.
Willingness to reflect on their experiences.	Children are encouraged to reflect on their own learning and their own experiences. Where children have personal experiences, such as cultural experiences, they are encouraged to share with their peers. This has included sharing of religion, culture and beliefs. Approaches to behaviour ensure we encourage children to reflect on events and make positive changes in response. PSHE curriculum has key concepts throughout to ensure personal reflection.

Moral

Ofsted 2022	What we do	Impact/Next steps
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.	Strong coverage in the PSHE curriculum throughout the year groups. Children learn why and how rules and laws that protect them and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules. Assemblies including workshops from the local police personnel. Covered within history in Power and Monarchy and the impact of this on modern life etc.
Understanding of the consequences of their behaviour and actions.	PSHE curriculum has this throughout the year groups. Explicit teaching,, where needed of this through Thrive for individual children. Behaviour policy reinforces positive rewards such as Dojos, class points etc. Strong feature of how we deal with behaviour and the restorative features of any incident.	Need to ensure add this to the behaviour policy.
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.	RE curriculum supports this through the teaching of viewpoints of people and then the understanding of these. Children are encouraged to reflect on these and respect these – even though they may differ from their own. In PSHE a key concept is that children are taught to recognise their own and other people’s personality traits, individual preferences and characteristics. Recognise challenging behaviours and the negative effects these can have on relationships.

Social

Ofsted 2022	What we do	Impact/Next steps
Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.	Local community events are supported by the school and children encouraged to take part. Coombe House Residential Home reading programme (paused due to Covid restrictions). Social skills taught through PSHE curriculum and developed alongside the RE curriculum.	Develop a link with a school based in inner city/multi cultural area.
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.	Volunteer opportunities through community based projects such as Liskeard Lights Up, Rememberance Sunday and Coombe House residential home. ‘Squads’ including Animal Squad, IT Squad and within school to allow for responsibilities, volunteering and roles to develop skills. PSHE curriculum teaches how to reach a conclusion or resolution after consideration of issues or facts. It also enables children to recognise peer influence and develop strategies for resisting negative peer influence. Peer Mentors to mediate relationships on the playground. Support for various charities chosen by the children. One local, national and international charity and then further supplemented by Children in Need and Comic Relief.
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.	School Council – specific roles within school which are elected from within the student body. Head Boy/Girl team. Specific teaching of democracy through the PSHE curriculum: What is democracy? – how citizens can influence decision-making through the democratic process. The role of central government ■ The role of local government ■ What happens in Parliament ■ How they can participate in our democracy? What does the rule of law mean? How laws are made? Power and democracy also explicitly taught in history and how this has impacted upon modern life. Cards are issued to all KS2 children to remind them of the key British Values.

Cultural

Ofsted 2022	What we do	Impact/Next steps
Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.	Specific teaching around stereotypes and challenging these. Stonewall Champion School Curriculum specifically written to enhance the cultural capital of the children. Residentials in each year group to enable a widening of experiences with PP children being targeted and supported to attend.
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.	Texts chosen to reflect a wide range of cultures. These are chosen from the sharing books in EYFS through to WCR texts and library stock. Specific educational visits to support this and a residential to London with key cultural experiences to enhance this learning. Visits from external speakers to ensure an understanding of faith and culture and their differences.	Continue to add to this when new texts are published.
Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.	Specific teaching of this through PSHE as detailed above. Head Boy/Girl team and School Council democratically elected throughout school. They hold key roles within school and are encouraged to take on responsibilities. Specific teaching of history of political systems leading to the modern day one.
Willingness to participate in and respond positively to artistic, sporting and cultural opportunities.	School Academies – Arts and Sports. These ensure that children are exposed to the best possible teaching/experiences. This includes high quality sports experiences and developing their cultural capital through high quality theatre experiences. Visits from high quality teaching of sports professionals including rugby from a premiership team. Visits to the local areas of worship and from the leaders of these to school. Community links such as lantern parade, Rememberance Day etc… Christingle Service held each year for whole school. Artistic entries added each year to the Liskeard Show. Residential opportunities for KS2 with PP children also targeted for attendance through a bursary scheme. Sports teams including football and netball. Participation in ‘inter-school’ sports activities. Bike Track within school grounds.
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.	This underpins all teaching at Hillfort. Taught explicitly through RE and PSHE. We aim to prevent the corrosive effects of ignorance through the teaching of diversity and developing children’s understanding of this. Thrive Ambassador School Stonewall Champion School Protected Characteristics throughout the curriculum to ensure coverage, awareness, understanding and acceptance. Celebration assembly Visitors to school welcomed and celebrated Charity events are supported by the whole school. Chosen by the school council – one local, national and international. National events such as Children in Need and Comic Relief also supported.