Social, Moral, Spiritual, Cultural Development

Social Development

SOCIAL DEVELOPMENT: refers to a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society.

At Penbridge this is achieved by:

• Fostering a sense of community with common, inclusive values (Assembly; Home-School Agreement; events including Discos; Involvement in community events such as cultural festival in Portsmouth; partnership with Father Bob and other local churches,
• Promoting racial, religious and other forms of equality (Racial &Equal opportunities policies ;)
• Encouraging children to work co-operatively (PSHE, Playtime Buddies, House system; mixed year group curriculum events, mixed sports teams)
• Encouraging children to recognise and respect social differences and similarities e.g. where they live, different kinds of family models, age issues (RE; English, History, Geography and PSHE)
• Promoting British Values (see separate Statement)
• Providing positive corporate experiences e.g. special curriculum events, productions, school council, school sporting events, class Assemblies
• Helping pupils develop personal qualities which are valued in society, e.g. thoughtfulness, honesty, respect for differences, moral principles, independence, inter-dependence, self-respect. R.E, P.H.S.E.
• Helping children relieve tensions between their own aspirations and those of the wider group (ELSA, parent support worker) counselling and work with external agencies
• Providing opportunities to participate in the democratic process and participate in making community decisions (School Council; votes in class on a variety of issues)
• Providing children with opportunities to exercise leadership and responsibility (School Council, Class monitors; Bridge Captains, Playground monitors)

Moral Development

MORAL DEVELOPMENT: refers to a pupil’s understanding, attitude and behaviour to what is right and what is wrong.

At Penbridge this is achieved by:

• Providing a clear moral code for behaviour which is promoted consistently through all aspects of the school e.g. Behaviour Policy; Newbridge’s Golden Rules; School Council Assemblies, School Values
• Promoting racial, religious and other forms of equality (Racial, Inclusion, Equal Opportunities, SEN policies)
• Giving pupils opportunities to explore and develop moral concepts and values throughout the curriculum e.g. truth, justice, equality of opportunity, right and wrong (PSHE; RE; History; English; Assembly; Drama; School Council; Community Police officer visits)
• Developing an open and safe learning environment in which pupils can express their views and practise moral decision making (School Council; Drama; Safeguarding policy & practice)
• Rewarding expressions of moral insights and good behaviour (Celebration Assembly; class reward systems; house points; Roles of responsibility e.g. roles in class, buddies, playground monitors )
• Modelling through the quality of relationships and interactions the principles we wish to promote e.g. fairness, integrity, respect for persons, pupil welfare, respect for minority interests, resolution of conflict keeping promises and contracts. (Whole school charity events; Celebration Assemblies; Assembly themes)
• Recognising and respecting different cultural groups represented in the school and the wider community. (Celebration of religious festivals in RE and newsletters)
• Encouraging children to take responsibility for their actions e.g. respect for property, care of the environment and code of behaviour (Behaviour Policy; school values, Golden Rules, Assembly themes)
• Providing models of moral standards through the curriculum (English; History; RE; PSHE; Assembly; Drama)
• Reinforcing the school’s values by posters and displays.

Spiritual Development

SPIRITUAL DEVELOPMENT: Refers to the children’s beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values.

At Penbridge this is achieved by:

• Giving pupils the opportunity to explore values and beliefs, including religious beliefs and the way in which they impact on people’s lives. This is done, for example, through Assemblies, PSHE planning, R.E and History.
• Giving pupils the opportunity to understand human emotions and feelings, the way they impact on people and how an understanding of them can be helpful for example through English and Drama, RE, music and dance.
• Developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected e.g. House captains, School Council and Celebration Assemblies.
• Accommodating difference and respecting the integrity of individual’s e.g. weekly value assemblies and the school council.

Promoting teaching styles that:

• Value pupil 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’.
• Participation in enrichment activities to promote aspiration e.g. Y6 visit to Portsmouth University,

Cultural Development

CULTURAL DEVELOPMENT: refers to a pupils developing understanding of beliefs, values and customs in social, ethnic and national groups different to their own.

At Penbridge this is achieved by:

• Providing children with opportunities to explore their own cultural assumptions and values
• Celebrating the attitudes, values and traditions of diverse cultures(Geography; RE; History; Literacy; Library; Assembly; Art; Dance; Music; celebrating festivals.
• Recognising and nurturing particular gifts and talents (Singing in Guildhall Square, Drumming at Portsmouth cultural carnival, World drumming record in Guildhall, Dance Off)
• Developing partnerships with outside agencies and individuals to extend pupil’s cultural awareness (e.g. drama, music and dance groups, links with local churches, links with the library,)
• Reinforcing the school’s cultural values through displays and photographs