Our Spiritual, Moral, Social and Cultural provision is at the heart of everything we do at Billesley Primary School. It is evidenced in
- Our curriculum
- Our approach to teaching and learning
- The school ethos and the principles by which we work together as a school community
- Our school environment
The Billesley Curriculum
The Billesley curriculum has been designed and planned as an expression of the school vision statement to
- Inspire our children to succeed
- Create excitement for learning
- Achieve excellence
The curriculum is designed to develop children’s knowledge and understanding of different subjects but it is essential that the curriculum itself - through the knowledge base taught and the skills developed - is relevant to the context of Billesley and the needs of our children. We aim to support them to
becoming confident citizens in the future, able to express their opinions and contribute positively in a democratic society. We intend for them to develop the skills and confidence to participate actively in the wider community and be able to ask questions, which is especially relevant in the information rich society in which we live.
The curriculum is, therefore, delivered through the principles of Philosophy for Children. These are to develop the following thinking styles through all curriculum subjects and aspects of school life:
- Caring: when we think about what’s said; listen to others carefully; imagine how others feel; don’t interrupt; wait our turn.
- Critical: ask big ideas questions; test our ideas; give good reasons; look for evidence; suggest conclusions.
- Collaborative: speak to each other; build on ideas; are friendly and helpful; share our experiences; work together.
- Creative: make connections; think of new ideas; explore possibilities; compare things; suggest alternatives.
The Billesley Approach to Teaching and LearningOur children at Billesley learn best when learning is purposeful, practical and structured and when learning is engaging and challenging. Each unit of work is planned to generate excitement and engagement and is introduced through a provocation which is directly linked to the knowledge and skills children needed for that topic. This is to encourage the ‘awe and wonder’ factor which is so important to engaging children in learning to enable them to make the required progress.
Our School Ethos and the principles by which we work together as a communityBillesley Primary School is a highly inclusive school. The ethos of our school is based promoting equality in all aspects of school life. We work with our children and families to encourage an understanding that each of us is an individual and that we have the right to be safe, to be free to have our own opinions and beliefs and that we must work together to develop respect and tolerance for people of all backgrounds, faiths (and those of no faith), races, genders, ages, disability and sexual orientations through our words, actions and influence within the school and more widely in the community. This includes our
-Recruitment polices and procedures
-Behaviour policy, including Anti-Bullying
-The work we do to keep our children safe and develop their understanding of radicalization and extremism.
Visitors to our school always comment on the welcoming atmosphere, the friendliness of the children and staff and the happy atmosphere. Our children’s behaviour is outstanding due to their highly positive attitudes to learning and their respect for others as shown in their excellent manners and their social behaviour.
Our values of determination, perseverance, honesty and tolerance are at the core of our assemblies, rewards and attitude to school.
Our School Environment
The school itself is proud to be an open, welcoming school which includes specialist provision for children with profound Autism.
See also the following policies:
-Religious Education Policy
-Personal, Social, Health Education Policy
At Billesley Primary School, we recognise the importance of specifically teaching SMSC education to our children and it, therefore, features in every curriculum area. Details of our provision are published on our website and the schools social media avenues.
Spiritual, Moral, Social and Cultural Provision at Billesley Primary School
Spiritual Development is not just about teaching Religious Education although it does include learning about their own faith tradition and reflecting on values. Spirituality is fostered through encouraging children as individuals in their understanding of and ability to relate to, others and of society as a whole. Spiritual development may lead to the acceptance of a faith or it may not. It is often defined as the ‘awe and wonder’ aspect of our school life and curriculum.
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 and their 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 is about learning the difference between right and wrong and understanding that there are consequences to our actions. We recognize the need to help our pupils to balance their right to an opinion and to freedom of speech, with their respect and tolerance of others’ values and beliefs.
The moral development of pupils is shown by their:
-ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries 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 ability to understand and appreciate the viewpoints of others on these issues.
Social Development is about how we develop in our children a growing understanding of the part that they play within the school community and wider society, both now and in the future. Through their social development, we encourage children to relate positively to others, participate fully in the community and develop an understanding of good citizenship.
The social development of pupils is shown by their:
use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.
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 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;
they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Cultural Development is about children understanding and appreciating their own culture and other cultures in their community, Britain and throughout the world. It is an exploration of how we are the same and how we are different; how we came to be the way we are and how we are changing. Cultural development at our school is key to developing community cohesion and pride as well as curiosity and wonder at the world. Promoting pupils’ cultural development is intimately linked with our schools’ attempts to value cultural diversity and prevent racism.
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 those of others 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 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, musical, sporting and cultural opportunities 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.