nunnery wood high school · values across our curriculum by encouraging all staff who work at the...

NUNNERY WOOD HIGH SCHOOL

Aspire, Strive, Achieve

Guidance for Social, Moral, Spiritual and Cultural education

Reviewed by Outcome Committee Approved by FGB 25.10.19 1

Index:

Essential information: 2

Guidance and legislation supporting development: 2

Our vision: 3

Context of our school: 4

Key SMSC factors influencing our students: 4

Policy aims: 4

Process and practice: 5

Delivery of SMSC: 6

Assessment, recording and reporting: 7

Monitoring, evaluation and review of the curriculum: 8

Management of guidance: 8

Appendix A: Tier 2 provision: 9

Appendix B: Rationale for SMSC education: 11





Please note that the delivery of SMSC across the school incorporates provision made to

promote British Values, provide Citizenship and deliver a Personal, Social, Health and

Economic education.

Essential Information

Date of policy: September 2019

Persons responsible: SMSC Co-ordinator

Review Date: September 2021

Staff Lead: E. Budge

Guidance and legislation supporting the development of this guidance document:

The school Safeguarding Policy, Teaching, learning and assessment policy, SEND

policy, Equal Opportunities and Behavioural Policy.

SMSC requirements for independent schools (DfE, November 2014)

Promoting British Values through SMSC (DfE, November 2014)

PSHE programme of study (PSHE association, March 2013)

Teaching Online Safety in School (DfE June 2019)

Relationships Education, Relationships and Sex Education (RSE) and Health Education

(DfE Feb 2019)





Our vision:

At Nunnery Wood High School, we value each and every student equally regardless of age,

gender, race or ability. We share an irresistible belief that all students are able to succeed

and we continually communicate this belief to them.

Our aim is to unlock as much of each student’s potential as we possibly can, by ensuring that

each individual is continually challenged, while they enjoy school and develop a love of

learning.

We want each and every student who leaves Nunnery Wood High School:

to have a strong sense of their self-worth;

to have the skills and knowledge they require to take the next steps in their life;

to have compassion and care for other people;

to have an appreciation of their rights and responsibilities as citizens;

to have enjoyed their school days and to be happy.

In addition to this shared vision statement, we aim to develop values in all of our students:

to value self, relationships, society and the environment. We aim for all of our students to

understand and develop British Values.

Social: We believe that we must embrace a democratic community which is based

upon clear and fair rules that facilitate mutual respect and tolerance for all members

of our school.

Moral: We believe in integrity, taking responsibility and respect. We believe that we

should seek to develop our moral values and awareness to create a fairer

community.

Spiritual: We believe in a nurturing community in which personal values and

emotions are explored, understood and celebrated.

Cultural: We believe in equality, that we should endeavour to fully understand our

own heritage and that diversity enriches our community.

We shall seek to develop these attitudes and values in all of our students by:

1. Stating and repeating them explicitly.

2. Ensuring that they are embedded in all policy and practice in the School.

3. Ensuring that all adults in the school consistently model these attitudes and values.





4. Challenging students and adults when they fail to show these attitudes and values.

5. Proactively seeking opportunities to encourage, discuss and teach these attitudes

and values.

Context of our school:

Nunnery Wood High School is a large secondary school for students aged 11 – 16 in the city

of Worcester. There is a wide social and ethnic mix and varied family backgrounds; 19% of

students are FSM6, 1.3% of students have a statement of educational need or Education,

Care and Health Plan, 12% of students are classified as SEN.

Key SMSC factors influencing our students:

• 30% of our students come from the highest 10% of deprivation in the county • 50% of our students live in areas which are targeted for teenage conceptions (14.5%

for Worcestershire) • 45% of our students live in areas with significantly high mental health admissions

under the age of 25 (17% for Worcestershire) • 32% of our students live in areas with significantly high numbers of CAMHS referrals

(17% in Worcestershire) • 41% of our students live in areas with significantly high A&E admissions under the

age of 18 (33% for Worcestershire) • 45% of our students live in areas with significantly high admissions for injury (21% for

Worcestershire) • 34% of our students live in areas which are significantly high for adult binge drinking

(20% for Worcestershire) • 33% of students live in areas with high rates of smoking amongst adults (24% for

Worcestershire)

Policy aims:

To promote students’ personal, social, emotional and economic development

To support this development with a supportive school ethos, where all are valued and encouraged, positive relationships are seen as important and there is a safe and secure school environment which is conducive to learning.





Process and Practice:

In order to achieve our aims we will:

Implement a wide range of robust policies to facilitate the personal development, moral code; and behaviour and the welfare and safety of our students.

Have a whole school approach to SMSC, that recognises the importance of students receiving consistent messages about key aspects of SMSC, PSHE and British Value.

Put SMSC at the heart of everything that we do, teaching SMSC, PSHE and British Values across our curriculum by encouraging all staff who work at the school to consider opportunities to enhance the student experience.

Continuously audit, track and log SMSC provision across the school.

Have a planned and balanced delivery of SMSC, PSHE and British Values that is well resourced.

Assess, record and report on students’ achievements.

Give students a voice through the NWHS parliament and evaluations following the delivery of SMSC/PSHE.

Develop and encourage partnerships with parents, carers and our local community

Encourage staff professional development, health and welfare.

Work with the SENCO and student support services to bring additional expertise to the curriculum and enable swift and easy referral where students need further support.

Offer bespoke staff CPD to build skills and confidence to deliver SMSC topics across the curriculum and implement the policies that underpin our ethos.

All members of staff should be aware of the importance of SMSC development and the enhancements it brings to the life of the school. Staff will be given opportunities to voice related concerns and interests.





Delivery of SMSC:

We consider effective SMSC education to be holistic. SMSC cannot be taught in isolated

PSHE lessons. At NWHS the SMSC development of our students will take place over a 5 year

delivery which is continuous, dynamic and at the heart of all that we do. We will implement

a three tier approach:

Tier 1: At Nunnery Wood High school SMSC is delivered within a whole school approach,

which includes:

All teachers modelling and teaching core themes and topics within their day to day subject delivery. Themes and topics cover tolerance, politeness, respect, anti-bullying, working as part of a group, creativity, critical thinking, acceptance, trust, empathy and making wider cultural links.

Involvement in the life of the school and wider community. The NWHS parliament provides a structure to involve all students in a democratic process which contributes to the running of the school.

Outstanding pastoral care and guidance. A wide range of extra-curricular activities and enrichment opportunities.

Tier two: SMSC will be taught by specific subjects and planned for within their Schemes of

Work (see Appendix A)

Tier three: SMSC will be taught via collapsed curriculum time by a combination of our staff

and external experts. The purpose of the day is to provide students with opportunities,

enrichment and content that is not available during curriculum time. There will be 4 SMSC

days per academic year and these will cover the following broad themes (Relationships,

Living in the Wider World, Health and Wellbeing, British Values and Careers). Each year

group will have a different timetable for each SMSC day and the materials taught during the

day will be relevant to the age and needs of the students. The SMSC co-ordinator will liaise

with key members of pastoral staff to ensure SMSC provision remains appropriate and is

reactive to our students ever changing needs. The days will be planned and resourced by

the SMSC coordinator in line with the criteria described in Appendix A.





The second and third tiers have explicit learning outcomes which are covered over the

course of an academic year.

Year 7 will receive an additional hour of PSHE per a week. Students will study 3 units within

an academic year which will see students reflecting on themselves, their role in the local

community and the world around them. This will allow key topics to be covered across the

year in line with national expectations and recommendations.

Assessment, Recording and reporting:

Assessment in PSHE education does not imply that students are failing as citizens. It is not a

judgement on the worth, personality or value of an individual student or their family. This

can be particularly important in working with students from diverse backgrounds or who

have emotional and behavioural difficulties.

All education and opportunities relating to SMSC, PSHE and British Values will be recorded

on our provision map and logged against the specific learning outcomes detailed in

Appendix A. Each provision logged on the map is recorded against set criteria which have

been informed by the Department for Education and PSHE association. All provision can be

filtered to view its impact on year groups and vulnerable groups of students. Much of the

content taught at Tier 2 applies to criteria across all three of these areas.

The overall impact of our SMSC provision will be monitored by the SMSC coordinator. They

will analyse and evaluate the following information:

parent and student voice

academic attainment and progress of all students

attendance figures

behaviour data

NEET figures

The impact of SMSC provision will be monitored by all staff. They will assess:

Students' knowledge and understanding, for example, information on health, understanding of procedures including health and safety.

How well students can use their knowledge and understanding in developing skills and attitudes, for example, through participating in discussions, group tasks and activities, resolving conflict, making decisions and promoting positive relationships.

Evidence of learning within the curriculum. This will be marked and assessed using departmental policies.





Monitoring, evaluation and review of the curriculum:

The SMSC coordinator is responsible for monitoring and evaluating the curriculum and its

impact. Evaluation of SMSC provision will be completed by:

An annual review meeting with Year 7 PSHE teachers held during the summer term

to review year 7 PSHE delivery.

Monitoring of student work, the marking of books, observations of the delivery of

SMSC and PSHE.

Termly analysis of whole school data (curricular and pastoral) by the SMSC

coordinator

Students, teachers and outside agencies review after each session of the collapsed

sessions.

Targeted elements of student voice via the NWHS Parliament

An annual review with students/parents/carers of the collapsed sessions.

Continuous logging of provision and an annual assessment of the whole school

provision in comparison to the SMSC, PSHE, British Values standards.

Management of the guidance:

This guidance will be reviewed every two years. The review will be led by the SMSC coordinator and supported by governors and the senior leadership team. The effectiveness of the policy will be assessed against the extent to which there is evidence that the aims and objectives have been achieved.





Appendix A, Tier 2 provision:

The SMSC provision is mapped electronically. Requests for access to the provision map are

to be made to the SMSC coordinator. The provision map is an overall log of all Tier 2

provision taught across the curriculum. It is mapped in three sections:

1. SMSC

2. PSHE

3. British Values

Each provision logged on the map is recorded against set criteria which have been informed

by the Department for Education and PSHE association. All provision can be filtered to view

its impact on year groups and vulnerable groups of students. Much of the content taught at

Tier 2 applies to criteria across all three of these areas.

All provision is logged against the following criteria:

SMSC

CULTURAL:

o Exploring, understanding and respecting diversity

o Participating and responding to cultural activities

o Preparing for life in modern Britain

o Understanding and appreciating personal influences

MORAL:

o Developing and expressing personal views or values

o Investigating moral values and ethical issues

o Moral codes and models of moral virtue

o Recognising right and wrong and applying it

o Understanding the consequences of actions

SOCAIL:

o Developing personal qualities and using social skills

o Participating, cooperating and resolving conflicts

o Understanding how communities and societies function

SPIRITUAL:

o Developing personal values and beliefs

o Experiencing fascination, awe and wonder

o Exploring the values and beliefs of others

o Understanding human feelings and emotions

o Using imagination and creativity in learning





British Values

Democracy

Individual liberty

Mutual respect and tolerance

The rule of law

PSHE

1.1 Managing transition

1.2 Maintaining physical, mental & emotional health & wellbeing inc. sexual health

1.3 Knowing about parenthood & consequences of teenage pregnancy

1.4 Assessing & managing risks to health and keeping self & others safe

1.5 Identifying & accessing help, advice & support

1.6 Making informed choices about health and wellbeing matters

1.7 Responding in an emergency, including administering first aid

1.8 Understanding the role and influence of the media on lifestyle

2.1 Developing & maintaining healthy relationships & developing parenting skills

2.2 Recognising & managing emotions within a range of relationships

2.3 Dealing with risky or negative relationships

2.4 Knowing about the concept of consent in a variety of contexts

2.5 Knowing about managing loss including bereavement, separation & divorce

2.6 Respecting equality and being a productive member of a diverse community

2.7 Identifying & accessing advice & support

3.1 Understanding rights & responsibilities as community members, citizens &

participants

3.2 Making informed choices & how to be enterprising & ambitious

3.3 Developing employability, team working & leadership skills, flexibility & resilience

3.4 Knowing about the economic & business environment 3.5 Understanding how

financial choices affect self/others & rights as a consumer





Appendix B

Rationale for SMSC Education

Personal wellbeing helps young people embrace change, feel positive about who

they are and enjoy healthy, safe, responsible and fulfilled lives. Through active

learning opportunities students recognise and manage risk, take increasing

responsibility for themselves, their choices and behaviours; and make positive

contributions to their families, schools and communities. As students learn to

recognise, develop and communicate their qualities, skills and attitudes, they build

knowledge, confidence and self-esteem and make the most of their abilities. As they

explore similarities and differences between people and discuss social and moral

dilemmas, they learn to deal with challenges and accommodate diversity in all its

forms. The world is full of complex and sometimes conflicting values. Personal

wellbeing helps students explore this complexity and reflect on and clarify their own

values and attitudes. They identify and articulate feelings and emotions, learn to

manage new or difficult situations positively and form and maintain effective

relationships with a wide range of people. Personal wellbeing makes a major

contribution to the promotion of personal development.

Education for economic wellbeing and financial capability aims to equip students

with the knowledge, skills and attributes to make the most of changing opportunities

in learning and work. Through their learning and experiences inside and outside

school, students begin to understand the nature of the world of work, the diversity

and function of business, and its contribution to national prosperity. They develop

as questioning and informed consumers and learn to manage their money and

finances effectively.

PSHE improves motivation and progression by helping students see the relevance of

what they learn in school to their future lives. It expands their horizons for action by

challenging stereotyping, discrimination and other cultural and social barriers to

choice. It helps students to aim high. Students build a positive and realistic view of

their needs and capabilities so that they can make effective learning plans, decisions

and transitions. They become aware of changing career opportunities and develop

the knowledge and skills to make informed decisions about which learning

programmes to take.

Students learn to be enterprising. They develop the ability to handle uncertainty,

respond positively to change and create and implement new ideas and ways of doing

things. They learn how to make and act on reasonable risk/reward assessments and

develop a ‘can-do’ attitude and the drive to make ideas happen.

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