SMSC & British Values in EYFS
SMSC and British Values at St. Martin’s C of E Primary School & the Early Years Foundation Stage
What is SMSC?
SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.
Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
We believe SMSC underpins learning across all areas of the EYFS.
British Values at St. Martin’s C of E Primary
The DfE have recently reinforced the need to “create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
We believe that the EYFS curriculum already provides a solid foundation to encourage a child’s understanding and acceptance that we live in diverse communities with many different cultures and lifestyles. Being British is a wonderful thing and we ensure that British traditions are celebrated wherever possible both in school and within the wider community. Families are key to belonging and understanding one's identity and we use every opportunity to explore different compositions of families. We focus on the child's identity ensuring it is explored and emphasised as being something to be proud of.
We listen to the children’s and the parent’s voice. Parent questionnaires are completed and acted upon. Meet and greet sessions with parents have become more frequent to enable each other to talk and listen to each other’s views. Children are given opportunities to make choices and decisions e.g. being involved in setting and displaying rules to keep everyone safe and happy, also through creating our questions and ideas for our new topics or themes.
We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules) that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken.
This is followed up consistently and regularly through our ‘Behaviours for ‘Learning’, and ‘Happy Classroom rules’, especially in Nursery:
Walking feet (Sensible moving).
Throughout the school:
We are gentle
We are kind and helpful
We are honest
We work hard
We look after people
We listen to people
We move carefully in school
Throughout the school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young children to make choices safely, through our provision of a safe enabling environment and effective teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms.
It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, the values of which are built on mutual trust and respect for all. The school's behaviour policy is therefore intended to support all members of our school community in living and working together in a mutually beneficial way. It aims to promote an environment in which everyone feels happy, safe and secure. The school has a number of rules, but our behaviour policy is not primarily concerned with rule enforcement. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. The school expects every member of the school community to behave in a considerate way towards others. We aim to treat all children fairly and to apply this behaviour policy consistently. This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school and the wider community. The school aims to promote and reward good behaviour, as this will develop an ethos of kindness and cooperation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.
We also teach core learning skills which enable children to build their skills and capabilities to improve their learning and performance. These skills are not just in the classroom but also in everyday life. We consider these skills to be so important that some sessions will be focused exclusively on developing these skills. They will also be taught in a cross curricular way. These skills are linked to our core values:
- Prodigal Son-Forgiveness
- The Good Samaritan- Compassion
The values are embedded throughout the school, we think about them in our teaching, learning and behaviour.
We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress-up in clothes and try different foods from other cultures alongside our own British culture. The broader a child’s experiences, the more confident and effective they are likely to be at contributing to Britain’s diverse society.
We ensure that every child's ethnicity and religion are considered on entry into our school. During home visits and initial meetings with parents, we complete an individual assessment for each child to ensure their ethnicity, religion and home language are considered in our provision. We work together with parents to understand and map out adaptations needed in our provision to ensure that the child's needs are met and beliefs are respected.