Spiritual, Moral, Social, Cultural Education

 
SMSC at Alfriston School    

 Our school works hard to develop pupils’ SMSC understanding, and it is at the heart of everything we do.

Spiritual

  • Collective worship daily includes opportunities to reflect in a period of calm and the gazebo area in the playground is a place for quiet time.

  • Through work and activities with other schools, RE lessons and visitors to the school, the pupils show a great respect for other religions and an interest in the faith of others.

  • The staff are putting more emphasis on encouraging the children to discuss and debate their ideas in all subject areas which allows them to tackle sensitive topics in RE with more confidence.

  • Despite not being a church school, the school has very good links with three local churches. Since Sept 2014, the school has taken part in and led services and events with the new Rector at St Andrew’s Church, and the Reverend at the Seaford Baptist Church visits the school each month to lead an assembly. We are also engaged in a community project with Berwick Church.

  • We regularly have visitors to our school from all walks of life and with a variety of skills and experiences, and the children are exposed to awe inspiring musical and theatrical performances, and amazing achievements (eg. Music recitals, professional actors, practising scientists)

  • We ensure that our children experience the wonder of the natural world and amazing phenomena, for example safely observing the solar eclipse (20.3.15).

 

Moral development

  • From very early days in Reception throughout the school, moral development is planned for with care and opportunities for pupils to consider moral dilemmas and issues of importance to themselves are discussed in small groups, classes and assemblies.

  • Pupil behaviour towards others can be seen to reflect this strong moral code (Pupil Voice, Feb 2015).

  • The use of Year 2 and Year 6 buddies assists new pupils in understanding the behaviour policy and in overcoming any issues with others.

  • This buddy idea is also used throughout the year when necessary to target specific children who are at a point in their school journey that they need additional support or a role model to guide them.

  • We raise money towards ‘Shelter Box’ for the children to be aware of the needs of others in disaster situations, both here and abroad.

 

Social development

  • Pupils can be seen to display good manners and well developed social skills, which are modelled by the older pupils for the younger ones.

  • Staff are clear about expectations for social interactions and encourage mixing with all pupils in a class and the recognition of the importance of individual differences.

  • Adults in our community always report that the pupils’ behaviour and manners outside of school is excellent.

  • Pupils mix well with other schools in sports events and on trips such as The Big Sing.

  • Through the School Council and House Captains, all the pupils gain an understanding of how democracy works. For example, the children planned and held a ‘mock’ election to coincide with the General Election.

  • House competitions and talent shows which the children organise themselves contribute to pupils becoming more confident and secure.

  • There has been a significant rise in the number of school clubs, taking up almost every available location and time, in order for the children to access a variety of sociable activities, both physical and mental.

 

Cultural development

  • The school has worked hard to ensure that pupils’ opportunities to learn about other cultures is extensive, particularly as the school ethnic mix is predominantly white British.

  • The school is linked with Veules-Les-Roses school in Normandy, France. Exchanges have been made, with a group of teachers from both schools visiting each other and French pupils visiting Alfriston. A trip to Veules-Les-Roses is being planned for our oldest pupils.

  • The school has a link with the Budungo Conservation Field Station and Budongo Primary School in Uganda, where pupils exchange letters with the children there, and inform each other about their school and village.