Back

At St Mary’s and St Peter’s Church of England Primary School, we are committed to providing an environment that reflects and celebrates the richness of the culturally diverse society in which we live. Discrimination of any kind, whether based on colour, culture, origin, gender, or disability, is not tolerated in our school and is actively challenged and monitored. We believe in fostering a community where every child and adult contributes to a happy and caring atmosphere, grounded in mutual respect and appreciation of each individual’s uniqueness.

Our goal is to prepare children for life in an increasingly diverse world by helping them understand and engage with it as it is, while also nurturing a vision of what it could be. We strive to offer an education that goes beyond academic achievement, one in which children grow spiritually, learn to make moral distinctions, and develop a strong sense of social and cultural awareness.

Our vision, inspired by the words of Jesus in John 10:10, ‘life in all its fullness,’ reflects our deep commitment to personal development for all members of our school community.

Spiritual Development

To talk about spirituality is, essentially, to talk about something which is beyond words. Drawing on the many different definitions and approaches about spirituality, we wanted to find a simple language of spirituality that would be accessible to all, beginning from an understanding that everyone is a valued creation, individually and uniquely made.

‘I will praise you; for I am fearfully and wonderfully made.’ Psalm 139:14

Our shared language is based on the ‘wows’, ‘ows’ and ‘nows’ moments in life.

The ‘wows’ of life. These are moments of awe and wonder—times when life’s beauty or mystery stops you in your tracks, making you want to breathe in and capture the feeling, holding onto it for as long as possible. They offer opportunities for reflection and gratitude.

The ‘ows’ of life. These are the things that can go wrong, the painful or difficult times that can ‘knock the breath out of you’. While challenging, they also provide opportunities for growth, reflection and learning.

The ‘nows’ of life. These are the everyday ordinary times; being able to be present in the moment and mindful in everyday life. Recognising and appreciating the current moment allows for gratitude and self-awareness.

In these special moments there is a spiritual opportunity. We help each other to recognise these moments and to reflect on events that make us who we are, to explore the world around us and the relationships between ourselves and others.

The inclusive nature of the ‘language of spirituality’ offers the invitation to relate to God yet is open to all faiths so our school family can all access spiritual reflection.

For further information about Spiritual Development, please see our policy in the Policies section.

Listed below are just some of the ways SMSP School promotes Spiritual, Moral, Social and Cultural Development.

 

SMSC How We Promote It
Spiritual
  • A ‘Sacred Space’ is created through use of an ‘altar’ which helps pupils sense the difference between collective worship and other curriculum uses of the hall space. Candles, a cross and other items to reflect special occasions provide a focus point for the children. Hall displays remind children of the school’s vision and values.
  • Candles are lit at the start of collective worship to focus the children and direct their thoughts towards people to reflect on or pray for, e.g. friends, families, the local community, the wider world.
  • Each act of collective worship closes with a prayer. This is often the school prayer which children will join in with. Sometimes members of the RE Steering Group will lead prayers.
  • Liturgy is often used, e.g. ‘This is the day that the Lord has made.’
  • The Clergy team lead weekly acts of collective worship.
  • Collective worship themes reflect the school vision, school values, Christian festivals and a number of themes follow the LDBS School Collective Worship Calendar.
  • Collective worship songs promote a sense of awe and wonder. A wide range of songs and hymns are selected.
  • The RE steering group is involved in leading acts of collective worship.
  • Year group chaplains support the teaching of RE.
  • Pause Days give the children time to explore and reflect on a theme, e.g. Harvest, Easter.
  • Key festivals celebrated through special servuces and visits to the local church (Christmas carol service at St Mary with St Alban, Ash Wednesday service at school).
  • Big Question enquiry approach to the teaching of RE. Children encouraged to ask questions and think deeply.
  • The LDBS syllabus uses an approach that engages with the Biblical text and theological ideas.
  • Thematic units taught in Year 6, e.g. The Journey of Life and Death.
  • Visits to places of worship, e.g. Year 5 Sikh Gurdwara, Year 4 pilgrimage to local church.
  • A sense of ‘awe and wonder’ about the natural world is encouraged through the curriculum, e.g. science, geography, art.
  • The history curriculum provides an opportunity to foster a sense of appreciation for humanity’s achievements and developments, e.g. Mayan culture, the Stone Age, Ancient Egypt.
  • Displays  promote spirituality, e.g. Icon displays.
  • Reflection spaces in classrooms with crosses, Bibles, prayer boxes.
  • Bibles are given as a gift to Year 6 leavers.
  • Special extra-curricular opportunities are provided. These change year on year to keep the children inspired, e.g. whole school nativity trail, nativity box project, decorating an Easter cross, 40 Acts of Kindness.
  • We use ‘wows’, ‘ows’ and ‘nows’ during reflection time in collective worship, at the end of the school day and through links with curriculum topics to explore the world around us and relationships between ourselves and others.
Moral
  • Our school rules ‘Ready, Respectful, Safe’ promote good behaviour.
  • High expectations of pupil conduct which is reflected in our positive behaviour policy. Caring behaviour and consistent demonstration of our values is praised through use of class recognition boards.
  • Adults support good behaviour in and around the playground. Restorative conversations are held where needed.
  • All staff demonstrate the highest standards of conduct in order to encourage children to do the same.
  • All our RE teaching is underpinned by the principles of inclusion, equal opportunities and race equality. British values are taught.
  • Respect and tolerance of different faiths and beliefs is expected.
  • PSHE lessons often reflect on moral issues which affect ourselves and our wider community.
  • Within collective worship and PSHE lessons, children discuss how to earn trust and respect and are supported to develop a strong sense of morality, knowing right from wrong and doing the right thing even when it is difficult.
  • Each class has its own Class Charter for Effective Learning – discussed, voted for and agreed on by the children – which has clears rules, relating to behaviour and what is right/wrong.
  • Children are expected to take responsibility for their behaviour and any misconduct is accounted for and explained in terms of the school rules, e.g. off-task behaviour distracting other learners.
  • Children are taught how to behave and keep themselves safe, including on-line. This is done through computing lessons, collective worship and visits from organisations such as the NSPCC, as well as through the PSHE curriculum.
  • Children are encouraged to support those in need within the local community and the wider world, e.g. Harvest appeal, Christmas collections for those in need.
  • Peace One Day is marked annually where the children have the opportunity to reflect on the importance of promoting peace.
  • Good stewardship of our world is promoted through recycling in each classroom, visits from outside agencies (e.g. Green Peace) and having Eco Warriors.
  • Children work together and are encouraged to be fair, to listen to each other and share ideas etc.
  • Children are taught about the United Nations Convention on the Rights of the Child and learn to respect their rights and the rights of others.
  • In English many studied texts promote discussion of right/ wrong or good/ evil characters.
  • Through role-play within English lessons, children are encouraged to reflect on characters and their next steps, e.g. hot seating.
  • ‘Conscience Alley’ activities encourage children to inhabit, explore and express different viewpoints.
Social
  • Teachers praise hard work and commitment, with a view to promoting a sense of each individual child’s potential to succeed, and that this potential is something which is not ‘fixed’, but which can be fostered and developed.
  • Friendship week to mark Anti Bullying week.
  • Mental Health Day is marked annually. It helps children understand the importance of good mental health and shows them that they aren’t alone with their mental health.
  • Fair trade fortnight promotes understanding of where produce comes from and how it is produced. Buying fairly traded items is promoted.
  • Within our ‘Online-safety’ units, children learn the importance of being respectful and polite when online/ texting/ emailing.
  • ‘Achievers’ collective worship celebrate children’s successes.
  • Respect of others’ opinions, giving a balanced argument and debating is taught.
  • Emotional wellbeing is promoted through work with the MHST and Art of Brilliance.
  • Our school values, along with our PSHE curriculum and circle time, teach children how to respect each other. Children are taught how to be cooperative and collaborative, how to be supportive and how to look for similarities whilst being understanding of differences.
  • Children work together and are encouraged to be fair, listen to each other, respect opinions and share ideas.
  • Knowledge, understanding and tolerance of different faiths and beliefs is promoted through the LDBS Religious Education syllabus. Children learn about different religions, their beliefs, places of worship and festivals.
  • Our Religious Education curriculum gives learners the opportunity to respond to different religious ideas in a respectful manner.
  • Our school council is a place where all opinions are heard and respected. Pupil voice is highly valued at SMSP.
  • Collective worship songs are carefully selected to mirror the theme for the week.
  • Visits to older members of our local community (Year 5 carol singing at Homemead, Elleray Hall, Fullerton Court) provide an opportunity for the children to show compassion and care for others.
  • Displays around the school celebrate and respect other children’s work.
  • ‘Talk Partners’ and group work give all children opportunities to work together and respect their peers.
  • Residentials provide a rich opportunity for social development. Trips take place in Year 4 and Year 6.
  • Community competitions (e.g. Mayor’s Christmas card) give children the chance to access wider extra-curricular opportunities.
  • Sporting events (e.g. tournaments, matches) provide opportunities for meeting children from other schools and teach the importance of team work and fair play.
  • All year groups practise peer and self-assessment of their learning/work.
  • A culture of ‘embracing and learning from mistakes’ is promoted throughout the school.
  • All children (including SEN, PPG, EAL) are encouraged to volunteer for extra-curricular opportunities, e.g. School Council, Eco Warriors, Year 6 Advocates, House Captains, RE Steering Group.
  • Peer Buddies (Year 5) support cooperative play in the younger year groups.
  • Children raise money for local and national charities through Harvest donations and whole-school charity events. Year 6 ‘ Grow a Pound’.
  • Our PSHE curriculum teaches children to understand that families look different to different people.
Cultural
  • Throughout the year and during Black History Month the children reflect on the rich achievements of black people as well as explore the challenges they have faced through history.
  • Children have the opportunity to share their own cultural experiences associated with their own religions in Religious Education lessons.
  • Full advantage is taken of being in a culturally rich city, with visits to diverse places of worship, museums and galleries.
  • Freedom of creativity is actively encouraged in art, music and dance lessons. There a wide range of after-school activities and extra-curricular opportunities for children to choose from. These include art club, drama club, sports clubs, photography club, ‘Kiddie Cook’, ‘Jamming Together’, and choir.
  • Richmond Music Trust provide a wide variety of musical tuition including violin, piano, guitar, clarinet, flute and singing.
  • English lessons and whole class reading times give children exposure to a variety of literary and poetry styles from different cultures.
  • Music and dance lessons incorporate different world music.
  • Children are encouraged to consider that Christianity is a world-wide faith and consider the churches around the world, e.g. within RE topics, crosses from around the world displayed around the school.
  • Specific cultural opportunities are explored in different year groups, e.g. Year 5 Italian unit (children learn about the country/culture and write to Italian pen pals), Reception learn about Chinese New Year.
  • Within our Geography curriculum, children learn about different cultures around the world.
  • RE trips include Prom Praise for Schools at the Royal Albert Hall.
  • Choir participate in the Richmond Singing Festival.

Taken as a whole, we believe these different practices help foster the Spiritual, Moral, Social & Cultural Development of learners in our culturally diverse school and foster an atmosphere of cultural respect and appreciation.

 

 

© 2025 St. Mary's and St. Peter's CofE Primary School