Intent

At Knowle Park Primary School, PSHE (Personal, Social and Health Education) education, linked with SMSC (Spiritual, Moral, Cultural and Social education) and British Values, addresses both pupils’ direct experience and preparation for their future and ensures learning is revisited, reinforced and extended in age- and stage- appropriate contexts. Our PSHE programme is tailored to meet all pupils’ needs regardless of their educational needs, gender, race, disability, ethnicity or faith. It is also tailored to our local circumstances.

We use guidance from SCARF and Bristol Healthy Schools to ensure that we deliver an appropriate, relevant and engaging programme of study for PSHE, SMSC and British Values.

The British Values

At Knowle Park we aim 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 encourage all pupils to develop the characteristics of a Knowle Parker and become confident, motivated, kind, resilient, independent, curious and creative individuals. These characteristics, alongside our curriculum drivers, SMSC and the British Values are threaded through our broad curriculum and embedded across the school. 

At Knowle Park the British Values are reinforced regularly and in the following ways.

Democracy

Democracy is embedded at Knowle Park. Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard.  Pupils also have the opportunity to air their opinions and ideas through our school council and pupil voice.  The elections of the School Councillors/Eco squad members, and House Captains are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action. In addition, as part of our broad and balanced curriculum, children regularly take part in debates and oracy starters which our children are encouraged to express their opinions and listen to and respect others in a safe environment.

The Rule of Law

The importance of laws whether they are those that govern the class, the school or the country, are consistently reinforced throughout our school day, through our school assemblies and also ensuring that every child follows our behaviour policy. We encourage our pupils to distinguish right from wrong and help pupils to understand that living under the rule of law protects individuals.  Our pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from the Police, Fire Service and other local figures also help to reinforce our messages. 

Individual Liberty

Within school, pupils 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 our pupils to make choices safely, through the provision of a safe environment and an empowering education. We support pupils to develop their self-knowledge, self-esteem and self-confidence.  Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our e-safety and PSHE lessons. We implement a strong anti-bullying culture and ensure that every child takes part in anti-bullying week.

Mutual Respect

At the heart of our whole school ethos is a commitment to our KITE values (Kindness; Inspiration; Togetherness & Excelling) – a set of core values that we believe contribute to individuals being able to live happy and successful lives within the communities to which they belong. Our values are taught through assemblies and PSHE sessions and form a key part of our daily dialogue across school.   Respect is promoted across school and it is deeply embedded in all that we do.  The pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have. Our children are given regular opportunities to learn within their community and beyond, each time an emphasis is placed on respecting those with whom they come into contact and their surroundings.   A very wide range of extra-curricular clubs are offered at Knowle Park, these clubs provide another opportunity for mutual respect to be secured in the attitudes of our pupils, both amongst those participating from their own setting, and any visiting staff or teams.

Tolerance of Those with Different Faiths and Beliefs

Our diverse curriculum enhances pupils understanding of different faiths and beliefs through RE; PSHE work; welcoming visitors and enjoying a depth of study about other cultures and belief systems during themed days. Every subject leader ensures that cultural diversity is embedded and celebrated within their subject; this includes artists studied, authors, characters in books, history topics, scientists, composers and within geography lessons. Please see our SMSC calendar for more examples of cultural celebration at Knowle Park. 

Implementation

Statement of Aims and Values at Knowle Park Primary School:

Our aims and values are central to our work with the children in our care. We aim to provide a challenging learning environment, which is caring and supportive. We encourage all learners to reach their true potential through individual and co-operative effort. The statement indicates that the spiritual, moral, social and cultural development of our learners is an important aspect within all our lessons. We aim to get our children to ask questions about their own experiences and the world, together with that of considering the feelings of others.

SPIRITUALITY

Spirituality is concerned with:

• Beliefs – informed by the study of religions and philosophies, but in particular to be able to discuss with others the range of beliefs (both formal and informal) that students and adults share. A sense of awe and wonder – the way in which students are struck by what they see, feel and hear.
• Meaning and purpose – this is encouraged through students asking questions about what is going on in their lives.
• Relationships – recognising and valuing the worth of each individual developing a sense of community and building up relationships with others.
• Creativity – where the student has the opportunity to express their thoughts and feelings through art, music and literature. This aspect involves getting to grips with their own feelings and emotions.

Feeling and Emotions – the sense of being moved by beauty or kindness; hurt by injustice or aggression; a growing awareness of when it is important to control emotions and feelings and how to use such feelings as a source of growth. We aim to promote spirituality through our whole curriculum acts of collective worship and other assemblies & Extra-curricular activities.

MORAL DEVELOPMENT

Moral development refers to pupils:

• knowledge
• understanding
• intentions
• attitudes
• behaviour (in relation to what is right and wrong) This involves making clear to our pupils the values that we subscribe to as an institution and as a community. The will to behave morally as a point of principle is fundamental to moral development. In this sense moral development is to do with understanding the principles lying behind actions and decisions and not just behaviour itself. We therefore aim to promote moral development through: -
• quality of relationships
• standards of behaviour
• the curriculum and teaching
• our shared values

SOCIAL DEVELOPMENT

Social development is the students' progressive acquisition of the competencies and qualities needed to play a full part in society. We therefore aim to promote social development through;

• co-operation and partnership
• classroom organisation and management
• the grouping of students
• leadership and responsibility
• extra-curricular activity
• the development of citizenship

CULTURAL DEVELOPMENT

Cultural development is pupils’ understanding of their own cultural identity. More than this however, it is also about understanding other groups in a particular society and of other societies beyond their own. The children need to understand the beliefs, values, customs, knowledge and skills which provide identity and cohesion to a particular society. We therefore aim to promote cultural development though: -

• an explanation of the influences that have shaped our culture
• the extension of our cultural horizons, through the influences of other cultures
• therefore, extending cultural horizons beyond the immediate and the local
• past cultural features which influence and shape the present
• a study of the present values and customs of our nation and of other nations cultures and societies
• developing our students' respect for the values, customs and cultural heritage of those who belong to other faiths or ethnic groups.

Policies and Practice

SPIRITUALITY ASPECTS

Examples of pupil experiences

• Beliefs This is seen in a study and discussion of formal religious beliefs and also through simple exploring what students themselves believe in respect to their own lives and the wider community.

Examples: RE, English & PHSE.

• A sense of Awe and Wonder Where students are struck by what they see, feel and hear. Opportunities provided for visits to music, art and theatre events.

Examples: History, RE & English.

• Feelings of Transcendence Where students are given the opportunity to feel that there is something more than just themselves, which includes unexplained issues.

Examples: History RE Science.

• Search for meaning and purpose This has involved exploring such issues as self-awareness, your future, your choice.

Examples: English & RE.

• Relationships In particular the fostering of positive relationships in school.

Examples:  PSHE & a wide range of educational experiences.

• Feelings and Emotions

Examples: RE, Geography, English, History & PSHE.

MORAL DEVELOPMENT ASPECTS

Examples of pupil experiences

• A statement of what is right and wrong.
• Our values at Knowle Park are made clear to our students

Examples: Code of Conduct Anti-bullying policy Health Education School Council Teaching and learning styles.

SOCIAL DEVELOPMENT ASPECTS

Examples of pupil experiences

• Co-operation

Examples:  Children working together; Children working with teachers; Children working with other adults and the wider community.

• Partnership

Examples: Children and other children; Children and teachers; Teachers and teachers; Teachers and parents; Children and parents; Teachers and Governors; Parents and Governors; Knowle Park with the wider community.

• Classroom organisation and management

Examples: Teachers and support staff take account of the policy for effective teaching and learning

• Extracurricular activities

Examples: Experiences provided in each year group (Cultural Capital)

CULTURAL DEVELOPMENT ASPECTS

Examples of pupil experiences

• Influences that have shaped our culture

Examples:  History, RE & Art

• Extension of our cultural horizons through the influence of other cultures.

Examples: History RE Geography Art

Clearly in all the above, the ethos at Knowle Park makes an important contribution. We would like to think that our ethos reflects our values and aims. In all the above we believe that the following also play an important contribution,

- our school council

- our Eco-squad

- our behaviour policy

- our rewards system

- homework

- an emphasis on: - praise (raffle tickets/team points/weekly star certificate/verbal praise)

- our anti-bullying policy

- our extra-curricular activities and clubs

- the range of teaching and learning styles.

In terms of Learning Experiences, we attempt, across the curriculum, to encourage our students to:

• Discuss matters of personal concern
• Develop good relationships with adults and peers
• Develop a sense of belonging to a community
• Be challenged by exploring beliefs and values while deepening their own faith or beliefs
• Discuss religious and philosophical questions.
• Understand why people reach certain decisions on spiritual and moral issues and how these decisions affect their lives
• Experience what is aesthetically challenging
• Experience silence and reflection Review and Monitoring The provision of Spiritual, Moral and Cultural development is monitored by the Senior Leadership Team and SMSC/PSHE Lead.

Impact

Spiritual:

KPPS children can: 

• be reflective about their own beliefs (religious or otherwise) and perspective on life. Our PSHE and RE program enables our children to do this on a weekly basis.
• Are aware of, and have respect for, different people’s faiths, feelings and values
• Show a sense of enjoyment and fascination in learning about themselves, others and the world around them
• reflect on their experiences

• Our PSHE and RE program enables our children to do this on a weekly basis. Workshops and trips allow our children to discuss and reflect on a regular basis.  Our festivals if light enables our children to understand the beliefs of other religions and faiths.

Moral:

KPPS children can: 

• recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
• understand the consequences of their behaviour and actions
• investigate and offer reasoned views about moral and ethical issues and have the ability to understand and appreciate the viewpoints of others on these issues.

• Our PSHE & RE programs support their moral development alongside our KPPS behaviour policy.

Social:

KPPS children can: 

• use a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
• participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
• show an acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

• At Knowle Park, we are passionate about developing our cultural capital by offer extra-curricular activities & Providing experiences to allow our children to apply their knowledge. We encourage our children to find their voice by discussing issues that matter to them. Our children can manage their feelings through Zones of Regulation and other strategies.
• They learn how to develop a growth mindset by regularly referencing it throughout their school experiences.

Cultural:

KPPS children can: 

• understand and appreciate of the wide range of cultural influences that have shaped their own heritage and that of others.
• understand and appreciate the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
• are taught the knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

• Our RE, PSHE & history program teach our children to be interested in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities