Social, Moral, Spiritual, and Cultural Provision


Spiritual, Moral, Social, Cultural work at Lutley 

Latest news - September 2017

Having successfully secured the Level 1 Rights Respecting School Award through our work with UNICEF, we have been working hard towards the Level 2 award since January of this year. Our next step is to establish a new steering group to help us navigate our way towards our new goal. The group will include pupils, staff, governors and parents. If you are a Lutley parent and would be interested in joining the group, look out for the newsletter which will be coming home with your child in the coming weeks!

Discovering me

As of September 2016, we are launched a new SMSC initiative entitled ‘Discovering Me’, an eleven strand programme designed to further develop our provision of Spiritual, Moral, Social and Cultural education across the curriculum at Lutley. The programme will ensure that SMSC aspects of learning are covered explicitly within a wide range National Curriculum subjects.


Meeting the needs of all our children through SMSC 

At Lutley Primary School we promote our pupils’ SMSC through a range of opportunities which impact on their self-esteem and confidence. We also promote fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs 


Outstanding Leadership and Management: The school’s curriculum promotes and sustains a thirst for knowledge and understanding and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement, their physical well-being, and their spiritual, moral, social and cultural development.



Pupils’ spiritual development is shown by their: 

  • beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.


Examples of outcomes and Impact: 

  • RE discrete lessons - Religious education is taught throughout the school where children have the right to express their thoughts and opinions regarding their own beliefs and the beliefs of others. Children have the opportunity to learn about religion and from religion.
  • Pause for thought - Children have a platform to express their views in a safe environment. Thought provoking questions encourage the children to think in depth about a given topic. It inspires them to express what they believe in and understand that others’ views may be different to their own. It helps build individual liberty and mutual respect. They understand the importance of listening to others and recognise that theirvoice will be heard.
  • Lutley Challenge Curriculum - Enquiry based curriculum based on topic questions where children lead their own learning following enquiry questions. This allows children to directly contribute to the curriculum, therefore enriching their knowledge and understanding.
  • Strong links with Gambia - Children have direct contact with children from another culture. Sharing experiences and stories. E.g making bookmarks in textiles and selling these to raise money to send to the Gambia.
  • Self-assessment - Constant expectation to reflect on learning. Therefore equipping them with the skills of how to self-assess in order to apply that to different contexts.
  • Gambia focus day to promote a fascination in learning about others in the world around them. The day gives children an opportunity to understand how others live and allows them time to reflect on their own lives.
  • Collective worship in assembly – Children have an opportunity to reflect on their own 
  • Celebration of religious festivals:  Harvest, Christmas, Easter


Pupils’ moral development is shown by their:

  • ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives 
  • understanding of the consequences of their actions
  • interest in investigating, and offering reasoned views about, moral and ethical issues.

Examples of outcomes and Impact: 

  • Behaviour policy. A robust behaviour policy which is adhered to by all staff. Children clearly understand what is expected from them, there is consistency across the school in terms of sanctions and rewards. 
  • Behaviour Charter: child led ethos. The children have created their own charter to which they have agreed to adhere to. When behaviour is tackled it is directly linked to the behaviour charter whereby the children understand which specific strand they have not followed.
  • School values are adhered to by everyone in school. 
  • Achievers assembly. Rewarding good behaviour and hard work. Children understand that positive actions result in positive feedback. The children celebrate the achievements of others which therefore builds a mutual respect. 
  • Understanding democracy. House captain elections, pupil voice, class council, pass survey,
  • Rights Respecting School Award helping children to understand the rights of the child, allowing them to distinguish between right and wrong and understanding the impact of which their behaviour has on not only themselves but those around them. 



Pupils’ social development is shown by their:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • interest in, and understanding of, the way communities and societies function at a variety of levels.

Examples of outcomes and Impact: 

  • Playground leaders and Buddy system. Children develop social skills by actively resolving friendship issues. Children themselves take an active role in helping to enforce new initiatives to raise self-esteem in other children around them
  • After-school sports clubs. Allows the children to work as a team and represent our school. Participation in tournaments builds resilience and promotes good sportsmanship.
  • Volunteering in the community. E.g. Carol singing in care homes. Allows the children to have an impact on their community.
  • Visits to different religious places of worship. E.g. Mosque, Christian Fellowship, Synagogue. Builds a tolerance of those with different faiths and beliefs.
  • Charity events – involving parents and the community. Children organise and deliver a range of fundraising events, where they must co-operate well with others in order to succeed.
  • Economic well-being – bank, mini-market, raffles, fundraising
  • Debates/Pause for thought which allow the children freedom of speech teaching them to express their thoughts and opinions effectively.
  • Community volunteering where children participate in a range of volunteering from helping in care homes to litter picking within the local area. This allows children to give back to the community and feel a sense of pride in supporting others. It builds their self confident and self belief whilst making a difference.
  • Class assemblies where children participate in explaining the life of a chosen role-model in British history. They work together as a class to educate their fellow pupils, therefore building their own self-esteem and self-confidence.
  • Eco-council/School Council/ Junior Leadership Team allows children to have their voice heard within the school. They participate in a wide range of social events, therefore embedding their own social skills and self-confidence.



Pupils’ cultural development is shown by their: 

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
  • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Examples of outcomes and Impact: 

  • Gambia links/Gambia focus days. Children have direct contact with children from another culture. Sharing experiences and stories. E.g making bookmarks in textiles and selling these to raise money to send to the Gambia. 
  • Farm school community – grandparents are invited in
  • Sports tournaments – children participate in a wide range of sporting events where they are encouraged to strive to be the best, whilst not only celebrating their own victories but the victories and achievements of others as well.
  • Young voices – children have the opportunity to work with a wide range of schools from across the country where diversity is celebrated and children are encouraged to work together towards the same goal.
  • Working with Secondary school – project tapas, project algebra, level 6 maths
  • International award – helps children to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Circle time – promotes a mutual respect to the speaker and identifies individual differences within the group and differences of opinions.