Telephone : 01280-390936
Home | Our Curriculum | SMSC and British Values

SMSC and British Values


Spiritual, Moral, Social and Cultural development (SMSC)

Spiritual, Moral, Social and Cultural (SMSC) development is the over-arching umbrella that encompasses personal development across the whole curriculum at The Radstone and, as a school, our aim is to ensure that all children are prepared for life in modern day society. Our school mission statement, “Be the Best you can be”, applies not only to the children’s academic achievements, but also to them as individuals.  We aim to guide and support the children to become the very best version of themselves.


Defining Spiritual, Moral, Social and Cultural Development:

The Spiritual development of pupils within our school

As a school that is not part of a diverse society with people of all backgrounds, ethnicities and faiths, we realise this is an area of understanding that we have to educate our children in to develop their spiritual awareness. We ask our parents to support this through home learning by providing children with opportunities to enjoy wider culture experiences outside of school. We use our assembly time as well as Health and Wellbeing and RE lessons to reflect on different beliefs and cultures as well as exploring our place in multi-cultural Britain. We encourage the children to be imaginative and creative in their learning through our curriculum and range of extra-curricular activities. The adults in school model their own experiences to the children which embeds the ethos of a community of life-long learners. As part of the learning process children are encouraged to reflect on their progress, as well as their strengths and areas for development.

The moral development of pupils within our school

There is a large emphasis on understanding the difference between right and wrong and we have a strong commitment to good behaviour which is both modelled and rewarded by all. At The Radstone Primary School, we have five Golden rules that are embedded across all the year groups. These are:

Be Respectful,

Be Truthful,

Be Kind,

Be Ready to learn

Be fair

These are embedded within our school and we believe that these provide the children with solid foundations that can be built upon throughout their life.

There is a large emphasis on how we behave and take our place within the community where positive relationships are built on fairness and understanding. The highest standard of a moral code are modelled to pupils by adults and by older pupils to their younger peers. Our assemblies and curriculum provide opportunities to explore issues and differing viewpoints.

The social development of our pupils

We recognise this happens at different rates and to different levels; all activities are planned so as to provide the best possible learning environment to enhance social skills. The children have shown willingness in engaging in a variety of community and social events and opportunities. More recently we have had the opportunity to invite in residents from local care homes for afternoon tea and a chat with our Key Stage 2 pupils. Children are facilitated to understand social conventions and socially acceptable behaviour through all that we do. Children are encouraged to be kind to their friends, be thoughtful, be truthful and to discuss these issues where possible.

The cultural development of pupils

At The Radstone this is strong in terms of the children’s understanding of democracy and the right to have their say. The curriculum underpins a development of how a wide range of different cultures have influenced society today in Britain and further afield. We aim to provide children with the ability to recognise and value the things that we share in common across cultural, religious, ethnic and socio-economic communities We do this through our RE Curriculum as well as providing workshops and educational visits. A strength of our school is the participation of our pupils in sporting events in the local community of schools and links we are developing in the wider community. Because we are not an ethnically diverse school or community, this is an area we have to work harder on. Our children have a growing awareness of their place in a culturally diverse modern Britain.

British Values:

Our approach to SMSC also includes how we address ‘British Values’, including how we prepare our pupils for life in modern Britain. We believe the values set out as being ‘British’ are values that we would consider important in any modern society:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect and tolerance of those with different faiths and beliefs






British Values at The Radstone


At The Radstone we value and celebrate the diverse heritages of everybody. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs in the course of the year; for example, Harvest Festival during the Autumn term and trips to the pantomime at Christmas. We also value and celebrate national focusses, examples being; World Mental Health Day, Anti-bullying Week, World Book Day, Chinese New Year, Black History Month and Safer Internet Day, with many more opportunities to collaborate with the wider community and world e.g. Santa Run for a local hospice, Children in Need, The Poppy Appeal, Red Nose Day, NSPCC Number Day etc.

The table below is an indication of where we can find evidence to show that British Values are an intrinsic part of school life at The Radstone:



At The Radstone our children have many opportunities for their voices to be heard.  They are asked to give their opinions and suggestions about school matters and think about how we can continue to improve our school.


An obvious example is our School Council who meet regularly with senior staff and are actively involved in school improvement. The election of the School Council members reflects our British electoral system and demonstrates democracy in action.  At the start of the school year, candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. The School Council meets regularly to discuss issues raised by the different classes. The Council are actively involved in providing teachers with feedback.


Another example of ‘pupil voice’ is when children are asked to complete pupil questionnaires which discusses the curriculum, safety and things the children would like to change which reflect their views on teaching, learning and behaviour at school.


Pupils are always listened to by adults and are taught to listen carefully and with concern for each other; respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

By teaching the children how to manage and understand emotions they will be motivated and equipped to:


  • Be effective and successful learners
  • Make and sustain friendships
  • Deal with and resolve conflict evenly and fairly
  • Solve problems with others by themselves
  • Manage strong feelings such as frustration, anger or anxiety
  • Be able to promote calm and optimistic states that promote the achievement of goals
  • Recover from setbacks and persist in the face of difficulties – The Power of Yet!
  • Work and play cooperatively
  • Compete fairly and win or lose with dignity and respect for all competitors
  • Recognise and stand up for their rights and the rights of others
  • Understand the value the differences and commonalities between people, respecting the rights of others to have beliefs and values different to their own.
  • To respect and value our world, and the things, both material and alive that exist within it.


Children in Year 5 are given key roles and responsibilities such as Play leaders, lunchtime Hall Monitors and Reading Buddies with Reception.


Through opportunities such as our extra-curricular clubs, trips and Residential Trips, pupils are given the freedom to make safe choices.


Mutual Respect

Mutual respect is fundamental to the success of our school community. Children learn that their behaviours have an effect on their own right and those of others. All members of the school community treat each other with respect. Assemblies for the whole school take place. At The Radstone we celebrate differences; our PSHW and RE curriculum look at our school’s values and those of other faiths and make connections in order to widen the children’s understanding of a wider multi-cultural Britain.


We have high expectations of achievement and behaviour. Children and staff are polite and kind. We believe everyone has their own special gifts and we are expected to use them.


We listen and respect each other. We teach the children that conflict will be dealt with calmly and fairly. All members of the school family are valued equally.


We celebrate lunchtime behaviour and taking care of our school environment. We celebrate each other’s achievements whether that be in or out of school. E.g monthly Reading, Writing and Maths certificates, Headteacher Awards, acknowledgement in assemblies etc.


Teachers plan exciting, interesting, challenging and innovative lessons where everybody is expected to do their best and respect others. 

Parents’ opinions are welcomed at The Radstone through methods such as questionnaires, surveys at parents’ evenings and opportunities to comment on whole school matters.


The Rule of Law

Throughout their years at The Radstone pupils develop their understanding of what is right and what is wrong.


The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses the school’s Golden Rules and are reminded of what they can expect of/from the school and what the school expects of them in order to maximise their learning. These rules are displayed in each class and play a fundamental role in our behaviour sanctions and rewards throughout school.


Through their daily school life, and explicitly in Health and Well-being lessons, our children develop their understanding of actions, responsibilities and consequences. Visits from authorities such as the Police and the Fire Service and trips to Hazard Alley are regular parts of our calendar and help reinforce this message.


Pupils are taught the value and reasons behind laws and that that they are in place to govern and protect us.  They are also taught about the consequences when laws are broken. These values are reinforced in different ways such as:


  • Visits from authorities such as the police and fire service
  • Cycling Proficiency lessons (Year 5) enable children to understand the rules of the road and the potential dangers encountered should they break those rules.
  • During Religious Education, when rules for particular faiths are thought about
  • During other school subjects, where there is respect and appreciation for different rules


Individual Liberty

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. At The Radstone we educate and provide boundaries for all. From the start of their school life pupils are encouraged to know, understand and exercise their rights and personal freedoms and to exercise them in a polite and thoughtful way e.g. e-safety lessons, PSHW lessons, Mental Well Being Day. As a school, we educate and provide boundaries for young pupils to make choices safely through the provision of a safe environment and empowering education.


Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment, we provide boundaries for our pupils to make choices safely; for example:

  • Choices about how they can improve their learning
  • Choices around the participation in extra-curricular activities

When our older children are given key roles and responsibilities to work alongside younger children this helps to promote mutual respect across the age phases. E.g. Reading buddies, Hall Monitors, Play Leaders.


Tolerance for those of different faiths and beliefs


At The Radstone we are proud to promote and celebrate our different backgrounds and beliefs. Tolerance, politeness and mutual respect are at the heart of our aims, ethos and R.E curriculum.


Our aim is to ensure that our pupils are able to live and work alongside people from all backgrounds and cultures. This will be particularly necessary in a future where due to technological advances will make the world a smaller place.

Our pupils know and understand that it is expected that respect is shown to everyone and to everything, whatever differences we may have. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community are encouraged to treat each other with respect.


Specific examples of how we enhance pupils’ understanding and respect for different faiths and beliefs are:


  • Through Religious Education, Health and Well-being and other lessons where we develop awareness and appreciation of other cultures – in English through fiction and in Art and Music by considering cultures from other parts of the world.


  • Celebrating cultural differences through assemblies, themed weeks, noticeboards and displays.


Children are encouraged to share their own experiences when celebrating their own faith.


Activities within school support both children and adults of different or no faith, the children are taught respect and tolerance of these groups and the opinions of the groups are taken into account with all activities.