Spiritual, Moral, Social and Cultural Development

Proverbs 22:6- ‘Train a child in the way they should go and when they are old they shall not depart from it’

The Journey At Churchside

A child is born able to do wonderful things
Talents that lie beneath, just waiting to sing

Childhood is a time of wonder and awe
With the right education, every child can soar

At Churchside we encourage and nurture each need
We challenge, inspire, a thirst for knowledge we feed

They start with questions, excitement, even fear,
Their way littered with obstacles, the direction unclear.

Some challenges removed, others overcome
Pathways are forged. There’s still more to be done…

A headful of hopes, dreams and ambitions
The skills and knowledge to achieve this vision.

Setting children off to meet whatever goal they seek.
Preparing each for a future – individual and unique.

Life’s path can be rocky and often uneven.
Be true to yourself, stand firm, keep believing!

“The real voyage of discovery consists not in seeking new landscapes, but in having new eyes” Marcel Proust.

At The Churchside Federation we believe pupils’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material well-being.

As part of our spiritual development, we have adopted a hygge approach to our learning environment and teaching. Hygge is the Danish concept most closely related in English as a feeling that is cosy or special. We believe that the pursuit of spiritual enlightenment and the pursuit of Hygge are closely related. In both we seek comfort, contentment and ‘things’ that make our souls feel ‘good’. Hygge encourages finding joy in the little things, cherishing moments of tranquillity and comfort. It creates a sanctuary of self-care, allowing you to recharge and find solace amid life’s chaos. By embracing hygge at Churchside we aim to help the children and staff cultivate their inner peace, nurture their well-being and develop a deeper appreciation for life’s small yet meaningful pleasures.

Spiritual development differs from person to person, and can be found in all faiths and cultures. We believe spirituality concerns a person’s relationship with themselves, with others, their God and the environment. We support and nurture the children’s spiritual development by addressing the four elements:


  • Awareness of feelings; ability to reflect and express, taught through our PSHE curriculum;
  • Awareness of our uniqueness; happiness with who we are;
  • Gratitude for the things we have and the person we are;
  • Exploration of personal faith during collective worship and religious education sessions;
  • Development of imagination and creativity via our art, music, drama curriculums;


  • Empathy and understanding; linked to our school values of honesty, kindness and respect;
  • To love and be loved (loving your neighbour);
  • Making a difference; duty, via our work within the local community and charities we have supported following School Council fundraising ideas.

Transcendence (Beyond)

  • Encountering/experiencing God;
  • Having a sense of what lies beyond the material/physical;
  • Ability to ask and discuss the ‘Big Questions’ (e.g. about life, death, suffering, nature of God), linked to our Philosophy for Children curriculum;
  • Opportunities for prayer and reflection, connecting with God;
  • Making sense of our world.


  • Developing a sense of awe and wonder;
  • Enjoying the miracles of everyday life;
  • Taking time for what really matters;
  • Appreciating beauty in art, music, environment;
  • Our outdoor curriculum, supported with “Muddy moments” to enhance our teaching and learning;
  • Woodland wildings and forest school experiences.

Pupils’ moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills, understanding, qualities and attitudes they need in order to make responsible moral decisions and to act on them.

At The Churchside Federation we believe that pupil’s moral development is shown by their ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives. Our children will recognise legal boundaries and in doing so, respect the civil and criminal law of England. Children understand the consequences of their behaviour and actions and show an interest in investigating and offering reasoned views about moral and ethical issues, demonstrating an ability to understand and appreciate the viewpoints of others on these issues.

We recognise that moral development is an intrinsic part of every child’s education. The promotion of a child’s moral development provides the framework for children to build their own understanding of the world and to make suitable decisions. In our school, we view moral education as a process of decision making based on conscience, self-awareness and freedom of responsibility. Our understanding of morality is rooted in the willingness of an individual to see his or her own good in relation to that of others and through generous self – giving, to the true fullness of life.

Moral development should help each child gain an intuitive understanding of what is right and wrong. Children are taught the process of reflecting on an event or experience and taking into account what should happen to best promote the gospel values of love, honesty and fairness. Children are encouraged to make decisions based on their own beliefs and values and recognise that other people’s may differ from their own. In essence ~ ‘What would Jesus do?’

The Churchside Federation encourages:

· Telling the truth

· Keeping promises

· Respecting the rights of others and property of others

· Acting considerately towards others

· Helping those less fortunate and weaker than ourselves

· Taking personal responsibility for one’s actions

· Self-discipline

We support our children in this journey in a variety of different ways:

  • Our school values and “Good to be Green” behaviour support system help our children to make the right choices, recognise boundaries and understand the consequences for not following them. We use the “Good to be Green” cards and house points daily to support their moral development. For further information, please see our Behaviour Policy.
  • We develop children’s understanding of rules outside of school, such as Road Safety, through Road Safety Workshops and Bikeability sessions.
  • Our comprehensive PSHE curriculum supports the moral development of our children. For further information, please visit our PSHE curriculum.
  • School Council
  • House points
  • Global issues – Assemblies and Curriculum 
  • Whole school rules
  • Respecting of other religions, cultures and faiths
  • Values in Physical Education and intra and inter school sport competitions 
  • Listening to others
  • School Council interview for new members of staff.

Social education enables children to co-operate and work effectively with others in school, in the wider community and in society as a whole. Children at The Churchside Federation have the qualities to engage positively with others from different ethnic, religious and socio-economic backgrounds. Embedding the fundamental British Values ensures that children are prepared for life in modern Britain through understanding ‘Democracy’, ‘The Rule of Law’, ‘Individual Liberty’, ‘Mutual Respect’, and ‘Tolerance of those of Different Faiths and Beliefs’. 

Pupils’ social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.

Opportunities for Social Education

  • House points
  • Sport competitions 
  • Sharing Assembly 
  • Whole School Celebrations
  • Extra-Curricular and Enrichment activities 
  • House Captaincy
  • School Council
  • Positive adult role models 
  • PSHE Curriculum 
  • Supporting Charities, such as Children in Need and Red Nose Day
  • Mundford Junctions and Gooderstone Gatherings

At The Churchside Federation, we believe that cultural development enables children to understand, experience and explore their own and other cultures. Through exploring the cultures in Britain and those within the local area in which they live, children have the knowledge and understanding of the history, cultures and values that have shaped Britain today. 

Pupils’ cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ way of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.

As a school we aim to promote opportunities that will enable pupils to:

· Recognise the value and richness of cultural diversity in Britain, and how these influenced individuals and society.

· Recognise and respect world faiths and world views.

· Develop an understanding of their social and cultural environment.

· Develop an understanding of local, national and international global dimensions.

Pupils’ cultural development is shown by their:

· Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and the heritage of others.

· Willingness to participate in and respond to cultural opportunities, such as music and art.

· Interest in exploring, understanding, and showing respect for cultural diversity.

· Showing their positive attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.

Children should be made aware of the diversity of other cultures both within modern Britain and throughout the world. This can be done through many curriculum areas such as: Art, DT, RE, Music and MFL.

The Pupils who are becoming culturally aware are likely to be developing some or all of the following characteristics:

· An ability to reflect on important questions of meaning and identity

· An interest in exploring the relationship between human beings and the environment

· Develop a ‘Pupil Voice’. The term ‘Pupil Voice’ describes how pupils give their input to what happens within the school and classroom. Our desire is for pupils to know that their expertise, opinions and ideas are valued in all aspects of school life. Pupil Voice permeates all levels of our work together, from pupils participating in small group classroom conversations to students establishing procedures, events and contributing to the overarching ethos of the school.

Our school develops pupils’ cultural development by:

· Reinforcing the school’s cultural links through displays, posters and visits, as well as developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum and gallery visits.

· Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum in collaboration with the subject leaders and School Council

· An ability to reflect on important questions of meaning and identity

 · An interest in exploring the relationship between human beings and the environment

· Extending pupils’ knowledge and use of cultural imagery and language

· Encouraging them to think about special events in life and how they are celebrated

· Recognising and nurturing particular gifts and talents; providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance

During their time with us, children at The Churchside Federation will have the following experiences:

  • Being part of an audience for a professional musical/choral/drama performance – both in school and beyond.
  • Participation in a play (including Nativity).
  • Visiting local places of worship.
  • Take part in competitive sporting events both within school (house matches) and inter-school (including celebrating the success of local and national sports people).
  • Studying local history and geography, including meeting local people of note both socially and through class work.
  • Taking part in democratic processes within school, for example voting for school council representatives.
  • Taking part in local festival celebrations
  • Taking part in residential visits
  • Taking part in a wide range of cultural and sporting/health promoting activities after school, as part of our expended schools provision.
  • Visits from the local public library to access various opportunities.
  • Finding out about the work done by charitable institutions, and taking part in fund-raising events in relation to these.

At Mundford & Gooderstone we recognise that the personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. We aim to provide an education that provides pupils with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour and a positive, caring attitude towards others. We aim to help them achieve an understanding of social and cultural traditions and an appreciation of the diversity and richness of their cultures.

The school curriculum aims to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for opportunities, responsibilities and expectations in life.

Moral values, principles and spirituality will be explored throughout the curriculum and especially in R.E. and collective worship. The integrity and spirituality of all faiths will be respected. Pupils are given access to alternative views and a diversity of spiritual traditions.

All staff model and promote expected behaviour, treating all people as valuable individuals and showing respect for pupils and their families.

Children are encouraged to differentiate between right and wrong and look at how their actions affect others. They are encouraged to value themselves and others.

Children are encouraged to understand the need for rules for the good of everyone. Classroom and school rules reflect and reward acceptable behaviour and celebrate work and achievements.

All curriculum areas should seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible. This will be reflected in planning and learning resources.


  • To ensure that everyone in school is aware of our values.
  • To ensure a consistent approach to SMSC issues.
  • To ensure that a pupil’s education is within a meaningful context and appropriate to their age, aptitude and background.
  • To ensure that pupils know what is expected of them.
  • To give each child a range of opportunities. To enable each child to develop an understanding of their own identity.
  • To enable children to develop an understanding of their cultural and social environment and an appreciation of the many cultures in our society.
  • To give each child an opportunity to explore social and moral issues and develop a sense of social and moral responsibility.