Spiritual, Moral, Social and Cultural development at Hinchley Wood Primary School

Spiritual, Moral, Social, Cultural and Emotional (SMSC) development supports pupils to be kind, thoughtful and caring and to be able to live and learn alongside people with different beliefs, cultures and lifestyles. Our provision for pupils' SMSC builds on our values of education.



How it is developed at Hinchley Wood Primary School:


  • - the ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • - knowledge of, and respect for, different people’s faiths, feelings and values
  • - sense of enjoyment and fascination in learning about themselves, others and the world around them
  • - use of imagination and creativity in their learning
  • - willingness to reflect on their experiences
  • Visits to a range of places of worship- Buddhist temple and Synagogue
  • Mind Up programme promotes mindfulness and respect and teaches children about the neurology of their own minds
  • Brain breaks three times a day
  • RE and PSHE curriculum
  • School values
  • Restorative justice, reflection forms and circle time used to give opportunities for pupils to reflect
  • Curriculum designed around enquiry questions to promote awe and wonder
  • Participating in live performances e.g. class assemblies, singing concerts, productions
  • Opportunities to watch live performances e.g pantomimes, workshops, secondary theatre production
  • Inviting members of the community into school to share their experiences, talk about their religions and jobs e.g. Lisa Tolley (local artist) and representatives from the Hindu community
  • Outdoor learning activities
  • Themed weeks such as Sustainability Week, Feel Good Week, Black History Month
  • Yoga in the PE curriculum


  • - the ability to 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
  • - the understanding of the consequences of their behaviour and actions
  • - interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues
  • Behaviour policy
  • Anti-bullying policy
  • Taking part in restorative conversations
  • Wellbeing Ambassadors
  • School code of conduct
  • Assemblies
  • PSHE, RE and RSE curriculum
  • School values
  • Y6 Junior Citizen trip
  • E-safety workshops
  • Food Bank Harvest collection
  • Encouraging an appreciation of, and respect for, the work and performance of other pupils.
  • Rewards such as Green Points, Bronze, Silver and Gold


  • - use of 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
  • - willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • - acceptance and engagement with the fundamental British values
  • British values assemblies
  • Anti-Bullying Week
  • Harvest Food Bank collection
  • Regular pupil voice opportunities so that children’s opinions are heard
  • Wide range of extra-curricular clubs on offer to all
  • School visits and residential trips on offer to all
  • Opportunities to work together in different groupings and situations e.g. talk partners, group work
  • Encouraging teamwork and co-operation in PE, games and outdoor learning
  • Opportunities for pupil leadership roles: Sports Crew, Sports Team Captains, Pupil Ambassadors, Wellbeing Ambassadors, Librarians
  • Taking part in competitions inside and outside of school e.g. sports events
  • Lunch time Fun Club available to pupils
  • ELSA and HSLW available for target pupils and families
  • Mental Health Support Team


  • - understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • - understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • - ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
  • - knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • - willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • - interest 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
  • Using assembly themes to explore important aspects of both British heritage and other cultures, e.g. Black History Month, Thanksgiving
  • Curriculum developments to ensure there is clear diversity and representation
  • Local area visits e.g. Year 1 local walk, visits to local schools, Y3 Hampton Court Palace trip
  • Opportunities to hear music from different composers, cultures and genres
  • Opportunities to learn songs from different cultures in singing assemblies and playing a range of instruments
  • Opportunities to study literature and art from different cultures including local artist Lisa Tolley
  • Studying the contributions to society that a diverse range of famous people have made including Black History Month figures of interest
  • Learning to speak French
  • Visits from local community members e.g. sports people, parents
  • Taking part in swimming lessons at the local pool

Studies of a range of communities within the curriculum such as Chembakolli, the Caribbean, New York and the Mediterranean