Spiritual Moral Social and Cultural Policy

North Ealing Primary School

This Policy should be read in conjunction with the school’s following documents:

  • Anti-Bullying Policy
  • Behaviour for Learning Policy
  • Learning values and mission statement
  • PSHE/RE schemes of work
  • Assembly plans
  • Oracy framework

    North Ealing Primary School Vision Statement

    At North Ealing we inspire and nurture all our children to become aspirational, lifelong learners through an inclusive, ambitious and engaging curriculum.


    At NES we offer a rich and balanced learning environment where the personal development of pupils’, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve whilst also preparing them to be active citizens now and in their adult lives.

    We, therefore, aim to provide an education that provides pupils with opportunities to explore and develop their values and beliefs, spiritual awareness, high standards of personal behaviour, a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures.
    SMSC is central to our school learning values which underpins all aspects of school life (See learning values and mission statement).

    All members of the school community are encouraged to develop into responsible citizens through the implementation of modern British Values Modern. British Values are shared through the thoughtful and wide-ranging promotion of the children’s SMSC development.

    All curriculum areas have a contribution to make to children’s spiritual, moral, social and cultural development and opportunities for this are planned in each area of the curriculum; this is outlined in this policy.

    Aims of this policy

    • To ensure a consistent approach to the delivery of SMSC through the curriculum and the daily life of the school.
    • To ensure that a pupil’s education is set within a context that is meaningful and appropriate to their age, aptitude and background.
    • To ensure that pupils know what is expected of them and why.
    • To give each pupil a range of opportunities to reflect upon and discuss their beliefs, feelings and responses to personal experience.
    • To enable pupils to develop an understanding of their individual and group identity.
    • To enable pupils to begin to develop an understanding of their social and cultural environment and an appreciation of the many cultures that now enrich our society.
    • To give each pupil the opportunity to explore social and moral issues, and develop a sense of social and moral responsibility.
    • To ensure pupils have access to a broad and balanced curriculum that responds to particular needs and helps prepare the children for life in modern Britain including an understanding of British values .


    • All curriculum areas have a contribution to make to the child’s spiritual, moral, social and cultural development and opportunities for this are well planned in each area of the curriculum.
    • All adults will model and promote expected behaviour, treating all people as unique and valuable individuals.
    • The school community is a place where pupils can find acceptance for themselves as unique individuals, and where forgiveness and the opportunity to start again is fundamental to the ethos of the school.
    • Pupils should learn to differentiate between right and wrong as far as their actions affect other people.
    • Pupils will be encouraged to reflect on their own experiences, beliefs, religions or otherwise that inform their approach to life.
    • Pupils should understand the need for rules and the need to abide by rules for the good of everyone. School and classroom rules should promote and reward acceptable behaviour and provide opportunities to celebrate pupils’ achievements.
    • Pupils will be encouraged to accept and engage with fundamental British Values of democracy – and these are frequently and purposefully promoted.

    Spiritual Development

    As a school we aim to provide learning opportunities that will enable pupils to:

    • Sustain their self-esteem in their learning experience.
    • Develop their capacity for critical and independent thought.
    • Foster their emotional life and express their feelings.
    • Experience moments of stillness and reflection.
    • Discuss their beliefs, feelings, values and responses to personal experiences.
    • Form and maintain worthwhile and satisfying relationships.
    • Reflect on, consider and celebrate the wonders and mysteries of life.
    • The integrity and spirituality of pupils from faith backgrounds are respected and explored. The diversity of spiritual traditions will be recognised, and pupils will be given access to alternative views.

    Moral development

    As a school we aim to provide learning opportunities that will enable pupils to:

    • Recognise the unique value of each individual.
    • Listen and respond appropriately to the views of others.
    • Gain the confidence to cope with setbacks and learn from mistakes.
    • Take initiative and act responsibly with consideration for others.
    • Distinguish between right and wrong.
    • Show respect for the environment.
    • Make informed and independent judgments.

    Social Development

    As a school, we aim to promote opportunities that will enable pupils to:

    • Develop an understanding of their individual and group identity.
    • Use a range of different social skills, socialising and mixing with children from a range of different backgrounds.
    • Co-operating well with others and being able to resolve conflicts with others.

    Cultural Development

    As a school we aim to promote opportunities that will enable pupils to:

    • Recognise the value and richness of cultural diversity in Britain, and how these influence individuals and society.
    • Recognise and respect the main world faiths.
    • Develop an understanding of their social and cultural environment.
    • Develop an understanding of Britain’s local, national, European, Commonwealth and global dimensions.
    • An enthusiasm to participate in artistic, sporting and cultural opportunities.

    Promoting British Values

    NES actively promotes the fundamental British Values embedded in all aspects of the school curriculum. British values can be defined as:

    • Democracy
    • The rule of Law
    • Individual Liberty
    • Mutual Respect and tolerance of those with different faiths and beliefs


    SMSC underpins everything that happens in school life. Development in SMSC takes place across all curriculum areas. It is not taught as a discrete subject but instead woven into the curriculum through activities that encourage pupils to recognise the spiritual dimension of their learning, reflect on the significance of what they are learning, and recognise any challenges that there may be to their own attitude and lifestyle.

    A rounded programme of assemblies is a key element of promoting pupils’ SMSC development across the school and all curriculum areas seek illustrations and examples drawn from as wide a range of cultural contexts as possible. Updated displays are also used to.

    Each class has a ‘Floor book’ which gives them the opportunity to reflect on their learning both within the classroom and the wider curriculum.

    SMSC is about how children make sense of the world and other people. There are many opportunities to promote SMSC at school. These include holding fundraising events, themed days, celebrating different festivals, community links, competitions and sporting events.


    It is critical that the teaching of oracy skills underpins all areas of our SMSC curriculum and teaching and learning in general.

    ‘Our school’s vision for oracy is to create an oracy-rich community where every member has the skills to communicate effectively, believes they have a voice and feels valued and listened to, in order to support their learning across the curriculum and prepare for life in modern Britain.’

    Class discussions, circle time and school council gives pupils opportunities to:

    Talk about personal experiences and feelings.

    • Express and clarify their own ideas and beliefs.
    • Speak about difficult events, e.g. bullying, bereavement etc.
    • Share thoughts and feelings with other people.
    • Explore relationships with friends/family/others.
    • Consider others’ needs and behaviour.
    • Show empathy.
    • Develop self-esteem and a respect for others.
    • Develop a sense of belonging.
    • Develop the skills and attitudes that enable pupils to develop socially, morally, spiritually and culturally — e.g. empathy, respect, open mindedness, sensitivity, critical awareness
    • Consider the difference between right and wrong.

    All curriculum areas provide opportunities to develop SMSC (please see Year group curriculum maps for further detail). All curriculum areas give children the opportunity to:

    • Listen and talk to each other.
    • Learn an awareness of treating all as equals.
    • Agree and disagree.
    • Take turns and share equipment.
    • Work cooperatively and collaboratively.
    • Explore the set of school learning values throughout all aspects of school life.
    • To put the UN convention of the Rights of the Child at the heart of everything we do

    A range of books are widely available to support embedding SMSC in the classroom.

    These include the following:

    • Mirror by Jeannie Baker
    • Voices in the Park by Anthony Browne
    • We are Britain by Benjamin Zephaniah
    • We are all born free by Amnesty
    • Under the Same Sky by Britta Teckentrup
    • Here we are by Oliver Jeffers
    • Words and your Heart by Kate Jane Neal
    • Have you filled a Bucket today? by Carol Mcloud
    • Skin again by Bell Hooks
    • In Every house on Every Street by Jess Hitchman

    A full list of resources can be found in the following documents

    Cards for SMSC across curriculum

    Bill Bolloten British value cards

    Links with the wider community

    Visitors are welcomed into school.

    The development of a strong home-school link is regarded as very important, enabling parents/carers and teachers to work in an effective partnership to support the pupil.

    Pupils will be taught to appreciate their local environment and to develop a sense of responsibility to it.

    Staff plan school trips and visits reflect the different faiths and cultural diversity present in the local community.

    Monitoring and Evaluation

    Provision for SMSC is monitored and reviewed on a regular basis.

    This is achieved by:

    • Senior team identifies SMSC as a part of the regular monitoring programme.
    • Audit of policies and Schemes of Work
    • Good practice is shared during peer observations
    • Learning walks which includes ‘pupil voice’
    • Collation of evidence in class ‘Floor Books’
    • Coordinators will monitor resource provision, identifying shortfalls.
    • The Head Teacher shall have oversight of this policy and monitor the provision of SMSC.

    The Role of SMSC Lead

    • To take the lead in policy development and monitoring progress in SMSC
    • To liaise with the Head Teacher regarding the implementation of SMSC across the curriculum
    • To be familiar with current thinking concerning the provision of SMSC development and to disseminate information to colleagues.

    Statutory Requirements

    All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.

    SMSC is defined in the Ofsted School inspection handbook November 2019: The spiritual development of pupils is shown by their ability to be reflective about their own beliefs (religious or otherwise) and perspective on life.

    SMSC is evaluated by Ofsted before making the final judgement on the school’s overall effectiveness.

    Committee with oversight for this policy
    Curriculum & Standards
    Policy to be approved by
    Policy last reviewed by
    Curriculum & Standards Committee
    Policy last ratified and adopted by Full Governing Body
    Policy / Document due for review
    March 2025