Stockingford Junior School - Social, Moral, Spiritual & Cultural Policy Policy

Social, Moral, Spiritual and Cultural Policy

Aims of Stockingford Junior School

The school aims to create a caring environment in partnership with parents and the wider community adopting approaches that positively encourages and maintains high standards, giving local people the opportunity to achieve their full potential and an enhanced, enjoyable life.

Our school aims to develop children into unique, responsible, receptive, discerning human beings with a sense of their own value.

Our school is structured to nurture the social development of all the children. We work to ensure that the children see the school as theirs and as such are responsible to live, work and play within the boundaries that are set. We want to see children learning how to maintain good relationships with each other and with the members of staff, caring for the school and promoting the school.

Social development is promoted through many existing structures in the school, particularly:

School Rules, Rewards & Consequences
There are clearly laid out rules, rewards and consequences for the school in general. There are also year group and playground equivalents. The staff follow assertive discipline techniques which focus on a positive approach to managing social behaviour. Children are motivated by rewards such as star points, slips in the home school book, team points, pupil of the week, best work stamps, certificates for attendance and more.
Accelerated Learning
Staff are trained to use a range of teaching and learning techniques to enable the curriculum to be delivered more effectively. This in itself promotes social development, particularly in the use of group tasks, clarity of communication and opportunities for children to learn through interaction.
Team Captains
Every term 12 children are chosen to represent their team. They are given tasks to do that help promote the school, demonstrate responsible attitudes and celebrate good behaviour and achievements of children from all of the classes.
PE / Games & School Teams
Co-operation, discipline, team work and fair play are taught, encouraged and praised during the events and later in school assemblies. ‘Player of the match’ certificates are awarded and special mention is made of the children’s role in positively representing the school.
Visitors
There are a wide range of visitors who add to the social development of children. Out local policeman regularly visits and promotes education in the areas of drugs, security and vandalism. ‘The Life Caravan’ supports this with further opportunity for children to develop self-awareness, self-value, self-confidence and promote critical thinking and decision empowerment. Several leaders from surrounding churches are called in to enrich school assemblies, currently Father Mick, Peter Reed, Colin Udall. Other visitors include Caliche –South American Music workshops, resident artists, charity fund raisers and the fire brigade.
Circle Time
Children learn the importance of listening and respecting others and their opinions. This time is also a valuable opportunity to develop self-confidence.
Parents
Parents are valued members of the school. The school provides opportunities for prospective visits, ensures key information is communicated through letters and provides three evenings a year for meetings with class teachers to update them on their children’s progress. Communication between teachers and parents is primarily done through the Home School Books. Parents have also been invited to purely social events such as BINGO as well as to events involving their children e.g. music presentations, assemblies and end of term celebrations of achievement. Parents are also valued as helpers within the classroom.

Moral Development And Its Promotion

The school aims to promote responsible behaviour where children are clear about what is right and wrong.

Children are encouraged to choose to do what they think is right or in cases where there is not a definite right or wrong, to make a sensible choice.

In our school Moral development is promoted though:

Codes Of Conduct / Rules Rewards & Consequences
As already outlined under the ‘social’ aspects of the school, the structures in place provide clear and positive guidelines for children based on..
R.E. / Circle Time
Opportunities are provided to look at and discuss right ways to live, e.g. Honesty. Tolerance and Sharing.
Assertive Discipline (See social development).
High Standards Of Behaviour
Our school has high standards of behaviour from the vast majority of children for most of the time. Where there are repeated acts of low level, yet unacceptable behaviour, or a high level incident, then there are further levels of provision made to correct the problems. This includes use of ‘school action’, ‘school action plus’ and P.S.P’s which in turn access; behaviour reports with personal targets, rewards and consequences, contact and partmership with parents.

Inclusion is our aim. However, in extreme cases, where even the Pastoral Support programme has failed to assist children, where unacceptable behaviour is continuous, the school may exclude a child during lunchtimes or for a period of time.

Spiritual Development And Its Promotion

The school endeavours to bring an awareness that there is more to life than our own experiences: what we see, hear, taste, touch and feel. And that there is more to life than we already know or understand.

Children are encouraged to reflect on dimensions of their own lives that are beyond the everyday and the mundane.

Spiritual development is promoted through many existing structure in the school, particularly:

R.E.: Learning about and reflecting on beliefs, values and ways of living. Promoting a sensitive and respectful attitude towards people who may think, act or dress differently to ourselves. The scheme of work, (annually updated) promotes the beginning of lessons as a time when the teacher asks key questions, relevant to the child; stretching their thinking and beginning with the child’s experiences.
Music: Experiencing and making sound, creating mood and atmosphere.
Art: Exposure to, and experience with, visual and tactile imagery. Considering the themes behind artists work and the struggle artists have in representing visually inner thoughts, drams or emotions, Dhali, Chagal. Children have opportunity to create visually, that which is seen and experiences, including emotions and fantastical imaginative ideas..
Science/ Geography / History: Learning about how things work and live, marvelling at the vastness of the universe and the intricacies of nature, e.g The study of the manufacture of food within a leaf, the balance of life in the natural world, through habitats. The variety and beauty of life-forms and the wonder of our own bodies. (Plenty of room for awe and wonder). And the spiritual beliefs and rituals of past-people groups. The Egyptians, Romans, Victorians and Greeks.
Assemblies: Everyday children have an assembly. This is usually a whole school gathering although sometimes there are ‘year group’ or ‘class’ assemblies. Assemblies follow a weekly theme and are structured to contain music, praise / worship, a variety of moral and religious stories from various cultures, prayers and moments to reflect. The assembly is also an ideal opportunity to celebrate the achievements of the children. Team Captains are trained to set up the audio equipment and to play suitable music as the children enter the hall. Where possible the choice of music reflects the weekly theme. The assembly ends with either a moment to reflect, think or pray. Parents have the right to withdraw their child from assemblies or from specific parts of it. E.g. the worship song or the prayer.
Dance, Poetry, Drama: Experiencing and participating in a performance and developing confidence and self-awareness. Using the written word to express wonder / fear.
Circle Time: Listening, reflecting and talking about opinions, feelings and experiences and building self esteem.

Cultural Development And Its Promotion

Through the school environment, the curriculum and specific events the children should identify aspects of their own culture and experience a flavour of other cultures.

R.E. / History / English / Art / Music
These subjects provide opportunity to question, analyse, evaluate and reflect on their responses and those of others within a range of different cultural contexts and aesthetic experiences. The choice of books from the library and from the Reading Resources also reflect a wide cultural diversity.
Traditional Celebrations
The school celebrates various cultural celebrations through the curriculum, through assemblies and through events such as Christmas, Easter, Remembrance wreath laying and observing a minute of silence, Diwali, Hanukkah and other religious celebrations are investigated through R.E.
Visitors
South American music is experienced through the band ‘KALISH’. Indian music and culture is experienced through ‘NASH’. The Tudor / Viking visitors add a new dimension to investigating historic cultures. There is usually a travelling theatrical presentation at least once a year.
Performances
The performances of drama, dance and theatre are also areas where cultural diversity is celebrated. Eg. Costume, set design and research behind Aladdin.
Displays
The displays in classes and around school reflect aspects of the children’s own culture and a variety of other traditions.


Social, Moral, Spiritual and Cultural Policy Aims of Stockingford Junior School The school aims to create a caring environment in partnership with parents and the wider community adopting approaches that positively encourages and maintains high standards, giving local people the opportunity to achieve their full potential and an enhanced, enjoyable life. Our school aims to develop children into unique, responsible, receptive, discerning human beings with a sense of their own value. Our school is structured to nurture the social development of all the children. We work to ensure that the children see the school as theirs and as such are responsible to live, work and play within the boundaries that are set. We want to see children learning how to maintain good relationships with each other and with the members of staff, caring for the school and promoting the school. Social development is promoted through many existing structures in the school, particularly: School Rules, Rewards & Consequences There are clearly laid out rules, rewards and consequences for the school in general. There are also year group and playground equivalents. The staff follow assertive discipline techniques which focus on a positive approach to managing social behaviour. Children are motivated by rewards such as star points, slips in the home school book, team points, pupil of the week, best work stamps, certificates for attendance and more. Accelerated Learning Staff are trained to use a range of teaching and learning techniques to enable the curriculum to be delivered more effectively. This in itself promotes social development, particularly in the use of group tasks, clarity of communication and opportunities for children to learn through interaction. Team Captains Every term 12 children are chosen to represent their team. They are given tasks to do that help promote the school, demonstrate responsible attitudes and celebrate good behaviour and achievements of children from all of the classes. PE / Games & School Teams Co-operation, discipline, team work and fair play are taught, encouraged and praised during the events and later in school assemblies. ‘Player of the match’ certificates are awarded and special mention is made of the children’s role in positively representing the school. Visitors There are a wide range of visitors who add to the social development of children. Out local policeman regularly visits and promotes education in the areas of drugs, security and vandalism. ‘The Life Caravan’ supports this with further opportunity for children to develop self-awareness, self-value, self-confidence and promote critical thinking and decision empowerment. Several leaders from surrounding churches are called in to enrich school assemblies, currently Father Mick, Peter Reed, Colin Udall. Other visitors include Caliche –South American Music workshops, resident artists, charity fund raisers and the fire brigade. Circle Time Children learn the importance of listening and respecting others and their opinions. This time is also a valuable opportunity to develop self-confidence. Parents Parents are valued members of the school. The school provides opportunities for prospective visits, ensures key information is communicated through letters and provides three evenings a year for meetings with class teachers to update them on their children’s progress. Communication between teachers and parents is primarily done through the Home School Books. Parents have also been invited to purely social events such as BINGO as well as to events involving their children e.g. music presentations, assemblies and end of term celebrations of achievement. Parents are also valued as helpers within the classroom. Moral Development And Its Promotion The school aims to promote responsible behaviour where children are clear about what is right and wrong. Children are encouraged to choose to do what they think is right or in cases where there is not a definite right or wrong, to make a sensible choice. In our school Moral development is promoted though: Codes Of Conduct / Rules Rewards & Consequences As already outlined under the ‘social’ aspects of the school, the structures in place provide clear and positive guidelines for children based on.. R.E. / Circle Time Opportunities are provided to look at and discuss right ways to live, e.g. Honesty. Tolerance and Sharing. Assertive Discipline (See social development). High Standards Of Behaviour Our school has high standards of behaviour from the vast majority of children for most of the time. Where there are repeated acts of low level, yet unacceptable behaviour, or a high level incident, then there are further levels of provision made to correct the problems. This includes use of ‘school action’, ‘school action plus’ and P.S.P’s which in turn access; behaviour reports with personal targets, rewards and consequences, contact and partmership with parents. Inclusion is our aim. However, in extreme cases, where even the Pastoral Support programme has failed to assist children, where unacceptable behaviour is continuous, the school may exclude a child during lunchtimes or for a period of time. Spiritual Development And Its Promotion The school endeavours to bring an awareness that there is more to life than our own experiences: what we see, hear, taste, touch and feel. And that there is more to life than we already know or understand. Children are encouraged to reflect on dimensions of their own lives that are beyond the everyday and the mundane. Spiritual development is promoted through many existing structure in the school, particularly: R.E.: Learning about and reflecting on beliefs, values and ways of living. Promoting a sensitive and respectful attitude towards people who may think, act or dress differently to ourselves. The scheme of work, (annually updated) promotes the beginning of lessons as a time when the teacher asks key questions, relevant to the child; stretching their thinking and beginning with the child’s experiences. Music: Experiencing and making sound, creating mood and atmosphere. Art: Exposure to, and experience with, visual and tactile imagery. Considering the themes behind artists work and the struggle artists have in representing visually inner thoughts, drams or emotions, Dhali, Chagal. Children have opportunity to create visually, that which is seen and experiences, including emotions and fantastical imaginative ideas.. Science/ Geography / History: Learning about how things work and live, marvelling at the vastness of the universe and the intricacies of nature, e.g The study of the manufacture of food within a leaf, the balance of life in the natural world, through habitats. The variety and beauty of life-forms and the wonder of our own bodies. (Plenty of room for awe and wonder). And the spiritual beliefs and rituals of past-people groups. The Egyptians, Romans, Victorians and Greeks. Assemblies: Everyday children have an assembly. This is usually a whole school gathering although sometimes there are ‘year group’ or ‘class’ assemblies. Assemblies follow a weekly theme and are structured to contain music, praise / worship, a variety of moral and religious stories from various cultures, prayers and moments to reflect. The assembly is also an ideal opportunity to celebrate the achievements of the children. Team Captains are trained to set up the audio equipment and to play suitable music as the children enter the hall. Where possible the choice of music reflects the weekly theme. The assembly ends with either a moment to reflect, think or pray. Parents have the right to withdraw their child from assemblies or from specific parts of it. E.g. the worship song or the prayer. Dance, Poetry, Drama: Experiencing and participating in a performance and developing confidence and self-awareness. Using the written word to express wonder / fear. Circle Time: Listening, reflecting and talking about opinions, feelings and experiences and building self esteem. Cultural Development And Its Promotion Through the school environment, the curriculum and specific events the children should identify aspects of their own culture and experience a flavour of other cultures. R.E. / History / English / Art / Music These subjects provide opportunity to question, analyse, evaluate and reflect on their responses and those of others within a range of different cultural contexts and aesthetic experiences. The choice of books from the library and from the Reading Resources also reflect a wide cultural diversity. Traditional Celebrations The school celebrates various cultural celebrations through the curriculum, through assemblies and through events such as Christmas, Easter, Remembrance wreath laying and observing a minute of silence, Diwali, Hanukkah and other religious celebrations are investigated through R.E. Visitors South American music is experienced through the band ‘KALISH’. Indian music and culture is experienced through ‘NASH’. The Tudor / Viking visitors add a new dimension to investigating historic cultures. There is usually a travelling theatrical presentation at least once a year. Performances The performances of drama, dance and theatre are also areas where cultural diversity is celebrated. Eg. Costume, set design and research behind Aladdin. Displays The displays in classes and around school reflect aspects of the children’s own culture and a variety of other traditions.