SMSC Leader’s Audit Grids (September 2015)
SMSC Evidence Folder
Include best practice examples, any evidence you have on the impact it has had and any next steps on aspects of school life that connect
to SMSC, for example:
 Ethos
 Relationships in all areas of school and all classrooms
 Behaviour in unstructured time and in lessons
 Provision through enrichment
 Student leadership
 Pupil voice
 Assemblies
 Tutorials
 School environment
 School website
 British values: democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and
beliefs
 Provision in the core curriculum:
1. Spiritual
2. Moral
3. Social
4. Cultural
3 pieces of evidence/best practice examples that as a school we are:
Thoughtful
Wide ranging
Pupils thrive
Next steps – chosen due to your knowledge of your school community, culture and ethos.
Schools Linking 2015
Ofsted references you might choose to have in an evidence folder:
The school’s thoughtful and wide ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical
wellbeing enables pupils to thrive. Ofsted: School Inspection Handbook, Outstanding Overall Effectiveness September 2015
Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the
heart of the school’s work. Ofsted: School Inspection Handbook, Outstanding Leadership and Management September 2015
Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and
teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of
people and communities beyond their immediate experience. Pupils love the challenge of learning. Ofsted: School Inspection
Handbook, Outstanding Quality of Teaching, Learning and Assessment September 2015
Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in
wider society. Ofsted: School Inspection Handbook, Outstanding Personal Development, Behaviour and Welfare September 2015
Schools Linking 2015
Grid 1: Breaking Down the S.M.S.C.
You might find it useful to analyse your school’s SMSC provision by looking at aspects of SMSC including British Values broken down by the different aspects.
This can sometimes be useful to give to middle leaders – but only in order to identify strengths, clarify staff understanding of the breadth of spiritual, moral,
social and cultural development and identify gaps in provision across the whole school. Be cautious of this becoming a time consuming task.
Spiritual Development
The spiritual development of pupils is shown by their:
Current Provision: Activities/Resources
Identify what is happening in school
Evidence of Impact (Qualitative,
Quantitative)
Possible Areas for Development
ability to be reflective about their own beliefs,
religious or otherwise, that inform their
perspective on life and their interest in 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
Schools Linking 2015
Moral Development
The moral development of pupils is shown by their: Current Provision: Activities/Resources
What is happening in school?
Evidence of Impact (Qualitative,
Quantitative)
Possible Areas for Development
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
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
Schools Linking 2015
Social Development
The social development of pupils is shown by their:
Current Provision: Activities/Resources
What is happening in school?
Evidence of Impact (Qualitative,
Quantitative)
Possible Areas for Development
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 socioeconomic 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 of: democracy,
Acceptance and engagement with the
fundamental British values of the rule of law,
Acceptance and engagement with the
fundamental British values of individual
liberty
Acceptance and engagement with the
fundamental British values of mutual respect
and tolerance of those with different faiths
and beliefs
Development of skills and attitudes that will
allow them to participate fully in and
contribute to life in modern Britain
Schools Linking 2015
Cultural Development
The cultural development of pupils is shown by their:
Current Provision: Activities/Resources Evidence of Impact (Qualitative, Quantitative)
What is happening in school?
Possible Areas for Development
understanding and appreciation of the wide range
of cultural influences that have shaped their own
heritage and those of others
understanding and appreciation of the range of
different cultures within school and further afield
as an essential element of their preparation for
life in modern Britain
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, respect and celebrate
diversity, as shown by their tolerance and
attitudes towards different religious, ethnic and
socio-economic groups in the local, national and
global communities
Schools Linking 2015
SPIRITUAL DEVELOPMENT: EXAMPLES OF ACTIVITIES/RESOURCES MIGHT INCLUDE:
 Reflection on work completed and next steps(everyday AfL); reflection on an experience
 Exploring beliefs and values - eg: in RE, citizenship
 Learning Outside the Classroom – interactive learning: eg: when visiting places of worship, eg when on a residential, walk
 Development of gardens and quiet spaces in school that encourage reflection
 Use of critical thinking skills – eg: development of questions, P4C(Philosophy for children)
 Opportunities for the experience of awe and wonder
 Use of particular resources and stimuli that inspire– eg: big books / picture books / poems / picture packs/video clips
 Assembly/Collective Worship; Thought for the Day
EXAMPLES OF THE EVIDENCE THAT COULD CONTRIBUTE:
 Pupil interviews give quotes in answer to questions such as ‘What have you done at school that has made you think about yourself, the world or the
people in it?’
 RE assessments of Learning from religion
 Pupil writing samples that indicate reflection, curiosity, imagination
 Wall displays show curiosity, imagination, creativity are encouraged
 Evidence of thoughtful behaviours is seen in shared spaces in school such as corridors
 Examples of ways pupils are responsible even when not directly instructed
 Observation of Assembly/Collective Worship shows children are given opportunity to reflect sometimes in pairs, sometimes on their own.
 Behaviour and racist logs analysis by all groups
 Class Projects
 Pupil Voice – eg School Council
 Lesson Observations of learning behaviours show respect for feelings and values, enjoyment, fascination, use of imagination
 Qualitative/quantative data on learning behaviours of students
 Summary of learning behaviours as reported to parents
Schools Linking 2015
PUPILS’ MORAL DEVELOPMENT: EXAMPLES OF ACTIVITIES/RESOURCES MIGHT INCLUDE:









Primary/Secondary SEAL resources
Development of school motto/vision translated to ethos and practice; class code of conduct – rights and responsibilities
Focus on SLN’s key questions: Who am I? Who are we? How do we all live together?
Use of critical thinking skills – eg: P4C, Mysteries, Fortune Lines, Conscience Alleys
UN: Rights-Respecting Schools
Development of Model United Nations (Key Stages 3 and 4)
Use of particular resources and stimuli – eg: big books / picture books / poems / picture packs (eg Amnesty International book, ‘We’re all Born Free’)
Development of Controversial Issues differentiated to the needs and context of the class
Collective Worship and Assemblies
EXAMPLES OF THE EVIDENCE THAT COULD CONTRIBUTE:
 Formal and Lesson Observations of learning behaviour/Behaviour and safety
 Formal and Informal observations of unstructured time/break/lunchtime
 Behaviour logs, Racist incident logs
 Examples of Assembly/ Collective Worship that intentionally develop moral values and understanding of morals.
 Themed days / week
 Projects that develop moral awareness
 Debates/Dialogue opportunities – in the classroom or after school
 List of educational visits that develop moral values eg visits to councils, law courts, range of places of worship, museums where exhibits develop moral
understanding such as Holocaust Museum, Peace Museum, Slavery museum,
 Visitors
 Pupil Leadership
 Pupil Voice – eg School Council, students ability to impact on the life of the school
 Learning Outside the Classroom – educational visits that develop moral values eg respect for diversity, understanding of democracy
 Charity Work- local, national, global
 Curriculum maps/audit/summary that demonstrates how the development of moral values is taught in school in each subject and how this develops in the life of a
child through the school
 School ethos, school values, curriculum content- eg respect, courage, human rights, responsibilities, freedom, fairness, compassion, truth, right, wrong, empathy,
respect of property, respect for the environment, equality of opportunity, respect for minority interests, contribution to society, participation, democracy,
understanding of democratic processes, thoughtfulness, honesty, kindness, valuing inclusion and community, respect for interdependence, awareness of our
impact on others, selflessness, resolving conflict, combatting prejudice, awareness of and sense of connection to local, national, global society, welcoming,
helpfulness
 Comments on sportsmanship of pupils at sporting events
 CPD for staff developing school ethos, vision
 Case studies of impact of curriculum e.g.on pupil attitudes to an issue, or pupil respect for others commented on by visitors
Schools Linking 2015
PUPILS’ SOCIAL DEVELOPMENT: EXAMPLES OF ACTIVITIES/RESOURCES MIGHT INCLUDE:








Primary/Secondary SEAL resources
Participating in school linking projects, embedding into the wider curriculum
Focus on SLN’s key questions: Who are we? How do we all live together?
Development of Controversial Issues differentiated to the needs and context of the class
Use of critical thinking skills which require group skills – eg: P4C, Memory Mapping, Talking Sticks
Use of Think, Pair, Share – Dialogic Learning
Use of particular resources and stimuli – eg: big books / picture books / poems / picture packs (eg SLN’s Model United Nations; Voices in the Park)
Collective Worship and Assemblies
EXAMPLES OF THE KINDS OF EVIDENCE OF IMPACT:













Lesson Observations of social skills eg working and socialising with others eg talking partners, peer assessment, individual work, group work in science,
Kagan groupings
Playground/unstructured time observations,
Data analysis by all groups of participation in optional opportunities provided by the school
Qualitative observation and list of stratgeies employed by the school of social skills in
Lessons that teach Collective Worship
Themed days / week
Examples of curriculum work that develops social skills eg after school clubs, on visits, with visitors in school, circle time in primary, on educational
visits, Learning Outside the Classroom, circle games, structured discussions in lesson time, PE lessons as a social setting, Science experiments as a
social setting, Plays/Performances,
Examples of projects that develop social skills eg Linking projects, debating, Fundraising, Competitions
Pupil Voice – eg School Council
Pupil Leadership
CPD for staff on quality first teaching/classroom management that develops social skills of pupils
Case study of a child who is new and the way they have been inducted and welcomed by the class.
Case study of a child who has gained confidence
Schools Linking 2015
PUPILS’ CULTURAL DEVELOPMENT: EXAMPLES OF ACTIVITIES/RESOURCES MIGHT INCLUDE:






Participating in school linking projects, embedding into the wider curriculum – focusing on the 4 Questions of identity: Who am I? Who are we?
Where do we live? How do we all live together?
Participation in Who Do We Think We Are? Week and other such initiatives
Use of critical thinking skills – eg: P4C, Mysteries, Fortune Lines, Compare and Contrast, Similar and Different
School completes an audit of its context – socio-economic, ethnic and cultural, religious
Use of particular resources and stimuli – eg: big books / picture books / poems / picture packs (eg: Citizenship work on Britishness, using
contemporary documentary resources; Oxfam’s resources – eg Paper Bag Challenge)
Collective Worship and Assemblies
EXAMPLES OF THE KINDS OF EVIDENCE OF IMPACT:
 Pupil quotes about impact of particular lesson series on their thinking
 Enrichment/club/residential attendance has been undertaken and this quantifies participation by all groups (using PP, SEN, ethnicity, faith as
appropriate to the school)
 Lesson Observations indicate outstanding attitudes to others within the classroom
 Pupil interviews specifically ask students about the attitudes of pupils in the school towards each other, younger/older pupils
 Learning Walks/photographs of evidence of wall display
 Photographs of pupils taking part in cultural activities
 Planning examples of Assembly/ Collective Worship that develops understanding, respect, celebration of cultural diversity
 Curriculum planning overview of why a particular theme day was planned in order to impact on particular attitudes
 Curriculum provision list of cultural opportunities provided by the school eg After School Clubs, Learning Outside the Classroom, Educational Visits,
Plays/performances, civic engagement, sports events, international work, competitions
 Powerpoint of Teacher CPD on eg Knowing school community, Bullying. Extremism
Schools Linking 2015