Good and outstanding Spiritual, Moral, Social and Cultural development

Janet Palmer HMI (National Lead for PSHE education) Curious Minds conference, Warrington 11 February 2014

Overall effectiveness

This takes account of the four main judgements and how the school promotes the pupils spiritual, moral, social and cultural (SMSC) development. There is no longer a separate grade for SMSC but it appears in each grade descriptor for overall effectiveness Not about provision but outcomes (pupils SMSC development)

Spiritual
Pupils are reflective about beliefs,
values and more profound aspects of human experience, using their imagination and creativity, and developing curiosity in their learning

Spiritual

something to think about

Does compulsory collective worship evidence spiritual development is it pupil led? Do pupils understand and respect a range of world views, including humanism? Does the curriculum/schooling enable pupils to experience awe and wonder; transcendence; the tingle factor? Are pupils developing their own philosophy for life through debate, discussion and knowledge?

Spiritual the arts

pupils deep reflection on their personal identity and experiences pupils expressive use of ideas and imagination pupils sense of enjoyment and fascination pupils confidence to experiment creatively, for example with colour symbolism pupils depth of understanding about religious images and artefacts pupils considered representation of spirituality in their own work

Moral

Pupils are able to develop and

apply an understanding of right and wrong in their school life and life outside school

Moral

Do pupils ever use hurtful, discriminatory language (Stonewall report 2012 found that 99% of pupils heard gay used as a derogatory term on a regular basis) What opportunities are there in the curriculum and beyond to help pupils develop their own moral compass? Apart from RE, PSHE and citizenship where else in the curriculum to do pupils debate and explore moral issues?

Moral the arts

pupils exploration of the artists role as commentator, for example war artists pupils understanding of moral issues in design, for example harmful adverts pupils thinking about morality in the art world, for example faking/graffiti pupils ability to read and interpret the meaning of work with moral dimension pupils considered representation of moral issues, for example conflict pupils knowledge of images and artefacts that contain moral messages

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Social
Pupils take part in a range of activities requiring social skills in different contexts

Social
However . How well is pupils engagement in extra-curricular social activities monitored and analysed? Can you ensure this is an entitlement for all? Do you know which individuals or groups are not accessing wider activities and why?

What are you doing about it (pupil premium?)

Social the arts

pupils success in working collaboratively to combine their skills pupils respect for differing views about a piece of art, craft or design pupils organisation in taking account of the practical needs of others pupils ability to show leadership, for example by demonstrating pupils exploration of social functions, for example communitybased work pupils awareness of the subjects impact on society, for example fashion and celebrity

Cultural
Pupils understand and appreciate diverse cultural influences (religious, artistic, musical, theatrical, sporting, technological, scientific, ethnic, literary, historical )

Cultural
Does the school celebrate diversity or see it

as a problem? Does everyone feel included? Whats on the walls? Do displays reflect diversity of faith, ability and disability, family composition and sexual orientation?

Cultural

Do inner-city multi-ethnic schools ensure pupils have opportunities to visit the countryside and the coast ? Do pupils meet people from backgrounds different from their own e.g. through schoollinking where pupils actually work on projects together; hearing an asylum seeker or homeless person tell their story? Just looking at the food and celebrations of a culture can be superficial (being British is about more than celebrating Christmas and eating roast beef!)

Cultural the arts

pupils confidence to draw on their own cultural influences pupils understanding of signs and symbols used in different cultures pupils sensitivity in discussing and appreciating culturally diverse art work pupils enrichment through cultural activity, for example gallery or theatre visits pupils engagement with people, from different backgrounds to themselves who work in the creative and cultural sector

Where SMSC is good or better .

Children with higher levels of emotional, behavioural, social and school well-being on average have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.
The impact of pupil behaviour and wellbeing on educational outcomes, Department for Education, 2012; www.education.gov.uk/publications/standard/publicationDetail/P age1/DFE-RB253.

Thank you