SMSC and British Values at Hatch Warren Infant School

Hatch Warren Infant School is a school which seeks to develop confident, independent, caring and enquiring individuals who are prepared for the future. We believe in fostering life long learning through providing an environment that values mutual trust and respect, honesty and equality and seeks to develop everyone’s potential. We provide excellent learning opportunities for all and celebrate the successes of individuals and the whole community. At Hatch Warren Infant School we believe spiritual, moral, social and cultural development (SMSC) underpins everything we do and this includes actively promoting British values.

The Promotion of Spiritual, Moral, Social and Cultural Development at Hatch Warren Infant’s

SMSC stands for Spiritual, Moral, Social and Cultural education. It is not taught as a lesson, rather it may be part of Religious Education, Physical Education, Personal, Social and Health Education AND part of the ethos of the school which children experience on a daily basis. SMSC is now highlighted by government as a key means of promoting basic British values and counteracting the development of religious extremism in some school settings.

SPIRITUAL

Pupils’ spiritual development is shown by their:

• beliefs, religious or otherwise, which inform their perspective on life & their interest in & respect for different people’s feelings & values
• sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
• use of imagination and creativity in their learning
• willingness to reflect on their experiences

Children may reflect before a visit and again after it as to what spiritual impact it had on them, for example. Children may learn that people of all faiths and people of no faith can still be spiritual beings.

Asking questions about science	Building positive attitudes towards PE	Developing our own sense of creativity
Exploring the local environment	Exploring the natural world	Finding things out for ourselves
Gaining a sense of achievement	Putting on performances	Taking part in a competition

MORAL

Pupils’ moral development is shown by their:

• ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
• understanding of the consequences of their actions
• interest in investigating and offering reasoned views about moral and ethical issues

Taking care of the world around us	Finding out about people that help us	Developing a sense of empathy
Looking after animals	Understanding right and wrong with the help of our local police officers	Making the right choices
Developing positive sporting behaviour	Making decisions through School Council	Wish for the world

SOCIAL

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 social settings, cooperating well with others and being able to resolve conflicts effectively
• interest in, and understanding of, the way communities and societies function at a variety of levels

Children mix with children from other schools and other areas through residential visits and sporting events. 

Building new friendships	Supporting Children in Need	Learning from experts
Sharing music making	Singing in the local community	Performing for our friends and families
Working as a team	Working together on mathematical tasks	Sharing work with our families

CULTURAL

Pupils’ cultural development is shown by their:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
• willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
• interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

The wide range of music, theatre and literature the children experience enhances their cultural development.

Creating houses for burning linked to our great Fire of London topic during independent learning	Extending cultural awareness	Retelling stories from different cultures
Visiting the local art museum	Music influences the way we think and feel	Special day in school such as Disability Awareness Day
Sharing our own experiences	How different cultures are represented	Learning about music from around the world

Overview of SMSC at HWIS

Year	Spiritual	Moral	Social	Cultural
All	Our school ethos – Every Child is valued Our creative curriculum – outlet for imagination RE planning – cycle of enquiry Wish for the World assembly Nature/Season walks Reflection time in assemblies Circle Times School Trips History discussions Drama workshops Theatre performances Daily assemblies and special assemblies such as Poppy Day, Advent, New Years Celebration assembly Christmas plays School trips and visitors which inspire awe and wonder Music and art appreciation Displays Focus weeks e.g. Book week	Say ‘YES’ to Friendship Week School Values promotion – daily and through half termly assemblies School’s Rules – all stakeholders involved in their creation and implementation Class Charter rules Reward and behaviour systems Disability Awareness Day Assemblies e.g. Remembrance, Wish for the World RE Planning Learning about other cultures and countries – respecting others values and ways of life Class and School Councils Charity fundraising days Harvest Discussing right and wrong Promoting making right choices Circle time Supporting charities Visits and visitors	PSHE planning RE planning Playtimes/Lunchtimes Sports Day Circle Times Problem solving activities and team work in all areas of the curriculum School trips and visits Role-play/drama activities Parent helpers - interaction with children After school clubs Haymarket Performance School Council Charity fundraising days Assemblies Children with responsibilities e.g. special helpers, register monitors, etc.	RE Planning Assemblies Exploring different religious festivals throughout school e.g. Holi, Christmas, Diwali, Easter Spotlight/RE lessons – children able to share their own culture/experiences School trips and visits After school clubs Exploring music/art from around the world Exploring artefacts from the past Activities to commemorate special events/activities e.g. Royal wedding, Jubilee, Olympics/Paralympics Home Learning activities Growth Mindset

Overview of SMSC in each year group

Year	Spiritual	Moral	Social	Cultural
R	Spotlight – Me a Special Person Getting to Know You topic (Autumn 1) Self portraits Home Visits	Warm fuzzies/cold pricklies – making right choices Traditional Tales topic Compliments Minibeast topic – caring for creatures (QMC trip) Under the Sea topic – caring for the oceans	Discovery Time Snack Times Free flow activities Compliments Share and Shine time Enhanced provision	Traditional tales – stories from around the world shared at story time Christmas topic Toys topic – toys within living memory Understanding the World – Granny goes to market
1	Mama’s Sleeping Scarf learning journey Remembering - RE	Morals of stories & discussions surrounding this Moral viewpoint discussions and activities Somebody Swallowed Stanley learning journey Traditional tales drawing club	Golden Time Titanic topic – differences between classes Rapunzel learning journey Pirates Next Door learning journey	Rapunzel learning journey – changing attitudes towards age and gender Our Wonderful World topic Mama’s Sleeping Scarf learning journey
2	All About Me info poster – introduction to new class/year group (Autumn 1) Special foods (Autumn 1) RE Diwali and Christmas (Autumn 2) What is God? (Summer 1)	Poles Apart topic – global warming Science – microhabitats History topic – comparing Florence Nightingale and Mary Seacole	Golden Time – golden branch/leaf/paw Lunchtime Helpers	Great Fire of London topic Designing playgrounds activity PSHE unit – Valuing Difference History topic – comparing Florence Nightingale and Mary Seacole

Impact of SMSC at HWIS

	Spiritual	Moral	Social	Cultural
	Children start to show empathy, start to relax and show ability to reflect on their own and others’ achievements. Pupils develop attitudes, values and principles. There is an increased ability for them to empathise with others and see beyond the self. Pupils have a experience of places of religious worship. A respect for themselves and others. An awareness and understanding of their own and other’s beliefs.	Pupils have more confidence in themselves and in their community. Pupils are able to give reasons for things being right and wrong. There is no fighting in school and a positive atmosphere pervades. Pupils look after each other and take responsibility for each other; any conflicts are resolved quickly and effectively. Pupils have very clear values which impact on their behaviour; they have a definite sense of what is right and what is wrong. Pupils enjoy celebrating others achievements and have opportunities to feel proud of themselves and others.	Pupils are able to socialise with a wide range of people and pupils. We receive positive comments from the community when we go on trips and when we receive visitors. Pupils build relationships and friendships. Close knit school community. Widening of pupil horizons. Pupils feel they have a say in their school. Pupils exercise responsibility.	Aware of people from different cultural backgrounds which help to contribute to a positive atmosphere in school. Pupils have an understanding of a world outside their own. Pupils feel they have opportunities to showcase their diverse talents and feel valued for this. They experience opportunities for awe and wonder.

What are British values?

The document “Promoting fundamental British values as part of SMSC in schools” says “Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs”.

It is this list of values that are used below as a basis for this statement.

Promoting British values at Hatch Warren Infant School

At Hatch Warren Infant School, the importance of SMSC education in developing well-rounded citizens who contribute to society and improve their communities has always been recognised and promoted as integral to membership of the school. British fundamental values have always been at the heart of what we do, although in the past they may not have been explicitly labelled as such. When the term ‘British’ values is used it is important to underline that this embraces the fact that we are a nation with a proud history of people of many different ethnic backgrounds, religious beliefs and secular values all living together in a plural society. Our school models this wider picture of inclusivity, freedom and equality, so our underpinning values are British to the core.

How do we promote these values?

The ways in which we achieve the requirement to promote British values are many. Some of them are explored below.

Democracy

We listen to children’s and parent’s voice. Our school behaviour policy is clear that children are expected to contribute and co-operate, taking into account the views of others. Each class sees democracy in action as they elect members to represent them on the School Council, following hustings and a secret ballot. The School Council, which meets regularly with a member of staff, chooses its officers through an election and will often vote on proposals within meetings. Pupil voice is also heard through Class Council which is fed back through School Council, class circle times, pupil interviews and class assemblies.

The Rule of Law

We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules) that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken. The understanding of right and wrong is a thread that runs through school activity. It is discussed in school and class assemblies and Collective Worships, RE and PSHCE lessons. Children are supported in making good choices between right and wrong by general school rules (some of which, in classes, are democratically selected by the children themselves) and particular rules e.g. those that govern the use of play equipment. Children are continually reminded about what is needed to make a safe and happy community and the role of boundaries (rules, laws) to achieve this. To reinforce this message, visits e.g. from our Police Liaison Officer, Police Officers, Armed Services personnel and the Fire Service are a regular feature of our calendar.

Individual liberty

Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to make choices safely, through our provision of a safe environment and empowering teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms. We provide a culture, environment and opportunity for children to make their own choices, recognising the need for their own and others’ safety and well-being. This is supported by a programme of E-safety and PSHCE lessons and assemblies.

Mutual respect

At Hatch Warren Infant School we recognise that everyone is important and special, and needs to be treated as such. Our behaviour policy, our school rules, the modelling of adults and pupil leaders as well as the explicit teaching through PSHCE and assemblies, actively promotes this value each week.

Tolerance of those of different faiths and beliefs

Our school, like our country, has a richness that is due to the diversity of those who live here, and we value, embrace, and respect those from different backgrounds, cultures and beliefs. We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress-up in clothes and try different foods from other cultures and we encourage parents/carers to participate and support our multi-cultural events.