Social, Moral, Spiritual and Cultural Education

The main aim of Social, Moral Spiritual and Cultural education is to provide knowledge and understanding; prepare young people for later life and wider society; and to develop responsible attitudes. It is the key to ‘developing the whole child’.

At Burton End Primary Academy we believe that the development of pupils spiritually, morally, socially and culturally plays an important part in their ability to learn and achieve. We aim to provide a broad education and a range of experiences that provide children with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures.

British Values in a diverse community

The fundamental values that we share as British citizens are: a belief in freedom and individual liberty, democracy, mutual tolerance of others with different faiths and beliefs, accepting personal and social responsibility, and respecting and upholding the rule of law.

Keeping our children safe and ensuring that we prepare them for life in modern Britain could not be more important. Our shared values within the Academy are underpinned by our Policies, our behaviour towards one another and the range of opportunities and experiences we provide.

Children should develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. Our curriculum has been specifically developed to equip our children with the requisite skills and attitudes.

At Burton End, all children should show maturity withing the following values:

Resilience

Empathy

Self-Aware

Passion

Excellence

Compassion

Teamwork

The Unity Schools Partnership Values of eight core values of responsibility, tolerance, respect, hope, courage, justice and integrity, are taught explicitly through whole school and Key Stage Assemblies. Teachers and support staff embed these values consistently when teaching and working with children.

Our Behaviour for Learning Policy includes the following statement of its purpose:

"To ensure that pupils succeed in learning, all children need to learn specific behaviours for learning. As with all child development, as children are unique individuals some children may be further along in their behaviour for learning than others, in the same way as some children are further along with their physical development than others. Our approach to teaching behaviour for learning matches our academic teaching – it is highly differentiated to meet the needs of individual children. We recognise that some children will require additional support with their learning behaviour. We aim to ensure high expectations are held by all in our school community in order to achieve excellent behaviour. This policy does not solely apply to the relationships between staff and pupils, we recognise that all adults in school need to model these expected behaviours also as the example seen by pupils is a great influencer. Our aim is to also involve children in an ongoing conversation about their behaviour. It is important that the child’s own thoughts and feelings about their behaviour is valued, and that they are able to articulate their emotions and needs.

Behaviour for learning encompasses a wide range of needs and experiences. In order to support all our children our school believes that all children, regardless of age, experiences or needs, have the right to access the following key aims. The purpose of these is to ensure that all children feel safe, valued and respected.

* To provide pupils and staff with a secure well-ordered environment.

* To promote the Success For All (SFA) values of co-operative learning across the school, including: active listening, full participation, helping and encouraging others, explaining ideas and completing tasks.

* To ensure that clear boundaries support learning and progression.

* To ensure clear dialogue with pupils about potential barriers to learning.

* To secure the involvement of parents/carers in pupils’ learning and personal development.

* To promote the development of good personal relationships as well as a range of personal qualities and interpersonal skills such as courtesy, respect and sensitivity to the needs of others, through the ‘Getting along together’ programme.

* To promote equal opportunities and value individuals regardless of gender, race or disability.

At Burton End, we believe that the key to excellent behaviour is excellent relationships. Relationships between adult and child are key factors in successful behaviour for learning. Children will be taught skills for building relationships through PSHE sessions, Getting Along Together lessons in SFA, Class Assemblies and Emotional Literacy Sessions."