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Spiritual, Moral, Social and Cultural Development is promoted across the entire school curriculum and all aspects of school life. Our school sets out practice in ensuring that all students have the opportunity to develop an understanding of right and wrong; and practise the skills and attitudes required for them to participate fully in a democratic society. Spiritual, Moral, Social and Cultural Development is implicit within the school curriculum, school ethos and within day to day life at our school. Every class has a weekly SMSC lesson where students get to discuss in depth and vote on issues such as bullying, supersized classrooms, disabilities and other issues related to SMSC.

Spiritual development

The spiritual development of pupils is shown by their:

  • Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life.
  • Interest in, and respect for, different people’s faiths, feelings and values.
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them.
  • Use of imagination and creativity in their learning.
  • Willingness to reflect on their experiences.

Moral development

The moral development of pupils is shown by their:

  • 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.
  • Understanding of the consequences of their behaviour and actions.
  • 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.

Social development

The social development of pupils 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 community and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
  • Ability to use modern communication technology, including mobile technology, the internet and social media, safely.
  • 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 should also develop and demonstrate skills and attitudes that will allow them to participate fully in, and contribute positively to, life in modern Britain.

Cultural development

The cultural development of pupils is shown by their:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.
  • Understanding and appreciation of the range of different cultures within the school, and further afield, as an essential element of their preparation for life in modern Britain.
  • Knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
  • Willingness to participate in and respond positively to: artistic, sporting and cultural opportunities.
  • Interest in exploring, improving understanding of, and showing respect for, different faiths and cultural diversity.
  • Understanding, acceptance, respect and celebration of diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.


"The data gathered from students involved with Votes for Schools has given us a new perspective — the rarely heard voices of those most affected by gangs and knife crime. It has been a privilege to read through the articulate, thoughtful responses from students and their constructive approach to the issue was both inspiring and valuable. Their words will form a key part of our coverage as we consider the best way to tell this story and offer potential solutions to what we have found to be a nationwide problem." Sam Joiner- Times and Sunday Times