SMSC at Robertswood School

SMSC stands for spiritual, moral, social and cultural development.

Ofsted’s definition of SMSC is as follows:

Exploring beliefs and experiences; respecting faiths, feelings and values; enjoying learning about oneself, others and the surrounding world; using imagination and being creative; reflection.


At Robertswood SMSC underpins much of what we do. We recognise that the personal development of the children spiritually, morally, socially and culturally plays a significant role in their ability to learn, and to grow into well rounded members of society.

We aim to provide an education that provides children with opportunities to explore and develop:

  • Their own values and beliefs
  • Spiritual awareness
  • High standards of personal behaviour
  • A positive and caring attitude towards other people
  • An understanding and respect for their and others social and cultural tradition
  • An appreciation of the diversity and richness of cultures and the world around them.   


Spiritual Development – the children’s beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for other people’s beliefs and values. We promote this through the following:

  • Our Religious Education programme which includes visits to different places of worship.
  • Assemblies which celebrate beliefs and cultures from around the world
  • Taking children out on school trips or inviting people into the school that inspire awe and wonder.
  • A PSHE (Personal, Social and Health Education) programme that allows pupils to reflect on their own feelings and develop an understanding of the feelings of others.
  • Developing creativity and imagination through play, literacy, art, design technology music, dance and drama.
  • An awareness of, understanding and respect for their own and others’ beliefs.
  • Children will have the opportunity to reflect on their learning and progress and to learn from this reflection.
  • Promoting teaching styles which value pupils’ questions and gives them space for their own thoughts, ideas and concerns so they can make connections between their learning and the context of their own lives.


Moral Development – a pupil’s understanding, attitude and behaviour to what is right and what is wrong. This is developed through the following:

  • Providing a clear moral code for positive attitudes which is promoted consistently through our values system in all aspects of the school – assemblies, behaviour system, Respect Tokens, E-safety lessons, Anti-bullying learning, PSHE curriculum, Class Charters, Star Time events, inter house activities.
  • Promoting equality in relation to religion, ethnicity, disability, sexual orientation or gender.
  • Giving pupils opportunities to explore and develop moral concepts and values through the curriculum – PSHE, R.E., History, Geography, Literacy, Drama.
  • Encouraging children to take responsibility for their actions, through PSHE and the Behaviour Policy.
  • Learning about and raising money for charities.
  • Adults modeling fairness, integrity and respect for all pupils.
  • Rewarding expressions of moral insights and good behaviour through our school behaviour policy and reward system.
  • Encouraging pupils to take responsibility for their actions; for example, respect for property, care for the environment and developing their own codes of behaviour.
  • Providing children with models of virtue, through literature, history, science, art during learning in class, assemblies and through acts of worship.
  • Reinforcing our school’s values through images, posters, classroom displays and exhibitions.
  • Recognising and respecting different cultures represented by pupils and staff in the school – Cultural displays around the school, texts used to support the curriculum.
  • Giving pupils opportunities to explore personal rights and responsibilities and to develop moral concepts and values throughout the curriculum; for example, during RE, History, Literacy, Drama. Also, through extra-curricular activities, such as School Council, Eco club, House Captains, the Year 4, 5 and 6 residential.


Social Development – a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society. We promote this through the following:

  • Encouraging children to work co-operatively in the classroom and playground.
  • Fostering a sense of community through involvement in community art projects, sports events, partnerships with local churches and supporting local charities and events, visits from role models from the community.
  • Encouraging children to recognise and respect social differences and similarities.
  • Providing children with opportunities to exercise leadership and responsibility through School Council, class monitors and the Buddy system.
  • Through the PSHE and SEAL (Social and Emotional Aspects of Learning) curriculum, helping pupils develop qualities which are valued by society, such as, thoughtfulness, honesty, respect for others, moral principles, independence, co-operation, self respect.
  • Providing children with role models from their community; for example, visits from firemen, police officers and older pupils both current and pupils who have moved on.
  • Helping pupils to develop personal qualities which are valued in society; for example, thoughtfulness, honesty, respect, moral principles, independence, inter-dependence, self-respect and resilience.


Cultural Development – a child’s understanding of the beliefs, values and customs in their own and others social, ethnic and national groups. We promote this through:

  • Celebrating the attitudes, values and traditions of diverse cultures through the curriculum, assemblies, school social events, and visitors to the school.
  • Participating in inter-school events such as the dance festivals, sports matches and competitions.
  • Recognising and nurturing particular gifts and talents through after school clubs, talent shows and the curriculum.
  • Recognising and celebration of national events such as the Olympics and Remembrance Day.
  • Themed days linked to topics being studied throughout the school e.g. Greek Day.
  • Providing children with opportunities to explore their own culture assumptions and values through the curriculum and special events, such as Christian values week.
  • Celebrating the attitudes, values and diverse cultures in Geography, RE, History, Literacy, Assemblies, Art, Dance, Music and drawing on the children’s own cultural backgrounds.
  • Reinforcing our school’s cultural values through assemblies, learning, displays and photographs