Exceptional Education at the Heart of the Community

SMSC & British Values

All schools have a duty to promote equal opportunities for all, regardless of race, colour, religion or sexual orientation. At Aspinal we want all our pupils to become responsible members of an inclusive society and harmonious local community. Consequently, we teach children the importance of developing their personalities and characters in 4 ways: spiritually, morally, socially and culturally.

Running through the whole of our curriculum, we encourage children to be honest citizens, who value diversity and develop a proper sense of society and belonging. The ultimate aim is that they are ready for the next stage of their lives in modern Britain and consequently conform to the British values of:

  • democracy and the rights of all to be involved in decision making
  • the rule of law, respect for others and their property
  • individual liberty, freedom of speech and opinion
  • mutual respect for people with different beliefs to your own
  • tolerance of those of different faiths and beliefs

Examples of how we manage this, as follows:

Spiritual development

Moral development

  • giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives.
  • encouraging pupils to reflect and learn from reflection.
  • giving pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful.
  • developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected.
  • accommodating difference and respecting the integrity of individuals.
  • promoting teaching styles which:
  • value pupils’ questions and give them space for their own thoughts, ideas and concerns
  • enable pupils to make connections between aspects of their learning
  • encourage pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’
  • monitoring our spiritual offer regularly
  • providing a clear set of school rules as a basis for behaviour which is promoted consistently through all aspects of the academy.
  • promoting measures to prevent discrimination on the basis of race, religion, gender or sexual orientation.
  • giving pupils opportunities across the curriculum to explore and develop moral concepts and British values – eg personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong.
  • developing an open and safe learning environment in which pupils can express their views and practise moral decision-making.
  • rewarding good behaviour.
  • modelling, through the quality of relationships and interactions, the principles we stand for – eg fairness, integrity, respect for people, pupils’ welfare, respect for minority interests, resolution of conflict.
  • encouraging pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour.
  • providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship.
  • monitoring our moral offer regularly.
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Social development

Cultural development

  • identifying key values and principles on which academy and community life is based.
  • fostering a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish.
  • encouraging pupils to work co-operatively.
  • providing positive teamwork experiences – eg through assemblies, team activities, residential experiences, school productions.
  • helping pupils develop personal qualities which are valued in modern Britain, eg thoughtfulness, honesty, respect for difference, moral principles, independence, self-respect
  • providing opportunities for engaging in the democratic process and participating in community life.
  • providing opportunities for pupils to exercise leadership and responsibility. 
  • providing positive and effective links with the world of work and the wider community.
  • monitoring our social offer regularly.
  • providing opportunities for pupils to explore their own cultural assumptions and values.
  • presenting authentic accounts of the attitudes, values and traditions of diverse cultures. 
  • addressing discrimination on the grounds of race, religion, gender, sexual orientation and promoting racial and other forms of equality.
  • recognising and nurturing particular gifts and talents.
  • providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance.
  • developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges.
  • reinforcing the school’s cultural values through displays, posters, exhibitions, etc.
  • auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum. 
  • monitoring our cultural offer regularly.