SMSC

Spiritual, Moral, Social and Cultural Development

Social and Emotional Development

The school provides a wide range of opportunities for children to develop their self-esteem and confidence.

Year Groups incorporate social and emotional development into the curriculum in order to teach children to:

  • Develop self-awareness and positive self-esteem.
  • Become more mature, independent and self-confident.
  • Learn to respect the differences between people and cultures.
  • Learn to keep themselves and others safe.
  • Develop effective and satisfying relationships.
  • Make informed choices about their health, lifestyle and environment.
  • Develop their sense of social justice and moral responsibility.
  • Take more responsibility, individually and as a group to resist bullying.
  • Begin to understand that their own choices and behaviour have consequences.
  • Play an active role as members of the school and citizens in the wider community.
  • Make the most of their abilities.

We use a repertoire of flexible, active learning methods, including:

  • Circle Time
  • Working in different group settings
  • Problem solving
  • Working with feelings and imagination
  • Class/School/Playground rules
  • Drama and role play

Moral Development

Moral development is further strengthened through our comprehensive behaviour system, which encourages children to make their own choices regarding their behaviour and to understand the consequences of making the wrong choice.

Children are taught the difference between right and wrong and are encouraged to think about why they should make the right choice.

We believe that good moral and spiritual development can only take place when children are feeling secure, and we place a great deal of emphasis on developing trust and secure attachments to children, aware that we are modelling important attitudes and values and can influence development in a similar way to good parenting.

Staff are talented at creating social experiences in lessons that in turn motivate learning and it is by creating these conditions that children from all backgrounds can reach their potential and do well.

Spiritual and Cultural Development

We encourage spiritual development by drawing on children's imagination, fantasy, logic and ability to listen to and interpret stories.

We have identified opportunities for cultural development within the taught curriculum. The work children do in art and geography for example helps develop their understanding of the world around them, whilst work on festivals develops both their cultural and social awareness.

We recognise that SMSC development in the future will rely heavily on a person's ability to solve their own problems, so developing independent thinking and problem solving skills is a key target on our SDP.

Behaviour

At Colmers Farm we believe children's behaviour is central to the learning process.

To support our children with their behaviour, we have three key principles which are followed by all children across school:

  • Ready to Learn
  • Respectful
  • Responsible

These key principles are displayed all around school as a reminder.


The Zone Board encourages children to make correct behaviour choices.

A Zone Board to reflect behaviour is used in each classroom. In making the correct choices about their behaviour, the children are able to maintain 'green zone' which is good and expected behaviour, or to move up into silver and gold zones for making super choices about their behaviour.

Should a child make a wrong choice, they would be moved into orange zone for some thinking time and, with the support of an adult, decide how they can change their behaviour. Persistent wrong choices would mean a child going into red zone and having 'time out'.

It is always made clear that it is the behaviour we find unacceptable not the child.

We convey these to our pupils through:

  • Behaviour targets – individual and whole class;
  • School and class reward systems;
  • Circle Time.

We work co-operatively with parents to identify the reasons for inappropriate behaviour and plan positively to help children overcome problems. We expect parents to do the same.

Each week we have a celebration assembly for children who have behaved exceptionally either in class, at lunchtime or in the dinner hall. Parents are invited to this celebration and we have a special certificate gallery for award winners in our reception area.


Celebration Assembly.
 
Our Celebration Board rewards us for good behaviour and learning.

Celebrating success in class.
 
We love getting stickers for good work!

Sex Education

Sex education is viewed as an integral part of personal growth and development and taught within the context of Health Education at an entirely age-appropriate level. There should be a partnership between schools and parents in the teaching of sex education.

Teaching at school will be presented within a clear moral framework that includes the value of the family life experience of the individual child, loving relationships, responsible living and respect for others.

The syllabus includes, in general terms, knowledge of how the body works, basic knowledge of personal development, developing moral attitudes towards each other, developing decision-making ability and self-assertion.

Religious Education

At Colmers Farm we follow Birmingham's new Agreed Syllabus for RE, through which the children learn from and learn about religion. The work is planned in the same way that National Curriculum subjects are planned, monitored and assessed.

There is a daily act of collective worship, which either takes place as a whole school or class. Parents have the right to withdraw their child from Religious Education and/or Collective Worship.

If you would like to discuss this, please make an appointment to see the Headteacher.