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Robin Taverner - Education Advisor.  In judging the overall effectiveness of schools, inspectors must take into account:  the achievement of pupils.

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Presentation on theme: "Robin Taverner - Education Advisor.  In judging the overall effectiveness of schools, inspectors must take into account:  the achievement of pupils."— Presentation transcript:

1 Robin Taverner - Education Advisor

2  In judging the overall effectiveness of schools, inspectors must take into account:  the achievement of pupils in the school  the quality of teaching in the school  the behaviour and safety of pupils at the school  the quality of leadership and management of the school. PLUS  how well the school promotes all pupils’ spiritual, moral, social and cultural development Robin Taverner - Education Advisor

3 Under Overall effectiveness: Inspectors must consider whether the school requires improvement because one or more of the 4 key judgements require improvement and/ or there are weaknesses in the overall provision for pupils’ spiritual, moral, social and cultural development Robin Taverner - Education Advisor

4 The grade descriptors for overall effectiveness say:  Outstanding - The school’s thoughtful and wide ranging promotion of the pupils’ spiritual, moral, social and cultural development enables them to thrive in a supportive, highly cohesive learning community  Good -Deliberate and effective action is taken to create a cohesive learning community by promoting the pupils’ spiritual, moral, social and cultural development.  Requires improvement – there are weaknesses in SMSC Robin Taverner - Education Advisor

5  Overall effectiveness is likely to be inadequate if any of the following apply.  Achievement is inadequate.  The quality of teaching is inadequate.  Behaviour and safety are inadequate.  Leadership and management are inadequate.  There are serious weaknesses in the school’s promotion of pupils’ spiritual, moral, social and cultural development Robin Taverner - Education Advisor

6  In judging Leadership and Management inspectors will evaluate how well leaders and managers ensure that the curriculum  Promotes the spiritual, moral, social and cultural development of all pupils Robin Taverner - Education Advisor

7  SMSC features in all parts of the evaluation schedule for inspection Robin Taverner - Education Advisor

8  Short discussion – what does spirituality mean in the context of school Robin Taverner - Education Advisor

9 This is the most difficult area to define. Here are some starting points. 1. Definitions must be acceptable to people of faith, no faith and different faiths. 2. ‘Spiritual’ is not synonymous with ‘religious’; all areas of the curriculum may contribute to pupils’ spiritual development.’ 3. Spiritual development is about how individuals acquire personal beliefs and values, determine whether life has a purpose, and behave as a result. It is about how pupils address ‘questions which are at the heart and root of existence’. 4. Beliefs – the development of personal beliefs including religious beliefs; an appreciation that people have individual and shared beliefs on which they base their lives; a developing understanding of how beliefs contribute to personal identity; 5. A sense of awe, wonder and mystery – being inspired by the natural world, mystery or human achievement. 6. Creativity – expressing innermost thoughts and feelings through, for example, art, music, literature and crafts; exercising the imagination, inspiration, intuition and insight; and 7. Feelings and emotions – the sense of being moved by beauty or kindness; hurt by injustice or aggression; a growing awareness of when to it is important to control emotions and feelings, and how to learn to use such feelings as a source of growth.’ 8. Self-knowledge – an awareness of oneself in terms of thoughts, feelings, emotions, responsibilities and experiences; a growing understanding and acceptance of individual identity; an ability to build up relationships with others; Robin Taverner - Education Advisor

10  Where and when would you see spirituality in your school? Robin Taverner - Education Advisor

11 Does your school? give pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives? encourage pupils to reflect and learn from reflection give pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected promote teaching styles which: − value pupils’ questions and give them space for their own thoughts, ideas and concerns − enable pupils to make connections between aspects of their learning − encourage pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’ Robin Taverner - Education Advisor

12 • an awareness and understanding of their own and others’ beliefs • a respect for themselves and for others • a sense of empathy with others, concern and compassion • an increasing ability to reflect and learn from this reflection • an ability to show courage and persistence in defence of their aims, values, principles and beliefs • a readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination • an appreciation of the intangible – for example, beauty, truth, love, goodness, order – as well as for mystery, • a respect for insight as well as for knowledge and reason • an expressive and/or creative impulse • an understanding of feelings and emotions, and their likely impact. Robin Taverner - Education Advisor

13  How does your school promote cultural development? Short discussion Robin Taverner - Education Advisor

14 Some starting points:  Cultural development is about pupils’ understanding their own culture and other cultures in their town, region and in the country as a whole.  It is about understanding cultures represented in Europe and elsewhere in the world.  Promoting pupils’ cultural development is intimately linked with schools’ attempts to value cultural diversity and prevent racism.  It is also about culture in the sense of appreciating and experiencing art, drama, theatre, music Robin Taverner - Education Advisor

15 Does your school:  provide opportunities for pupils to explore their own and other’s cultural values and traditions?  address discrimination on the grounds of race, religion, gender, sexual orientation, age and other criteria and promote racial and other forms of equality  recognise and nurture particular gifts and talents providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance  develop partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges  reinforce the school’s cultural values through displays, posters, exhibitions, etc  monitor the quality and nature of opportunities for pupil to extend their cultural development across the curriculum Robin Taverner - Education Advisor

16  an ability to recognise and understand their own cultural values• and an understanding of the influences which have shaped their own cultural heritage  an ability to appreciate cultural diversity and give respect to other people’s values and beliefs, thereby challenging racism and valuing race equality  a willingness to participate in artistic and cultural activities  • a sense of personal enrichment through encounter with cultural media and traditions from a range of cultures  • a regard for the heights of human achievement in all cultures and societies  • an appreciation of the diversity of cultures. Robin Taverner - Education Advisor

17  How does your school promote the moral dimension? Robin Taverner - Education Advisor

18 Here are some starting points:  Moral development is about extending pupils’ knowledge and understanding of the range of accepted values in society  developing pupils’ skills and attitudes, such as decision-making, self-control, consideration of others, having the confidence to act in accordance with one’s principles and thinking through the consequences of actions  promoting, at an appropriate level, pupils’ understanding of basic moral philosophy and the skills of analysis, debate, judgement and application to contemporary issues. Robin Taverner - Education Advisor

19 Does your school?  provide a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school  promote measures to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria  give pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong  reward expressions of moral insights and good behaviour  model, through the quality of relationships and interactions, the principles which they wish to promote – for example, fairness, integrity, respect for people, pupils’ welfare, respect for minority interests, resolution of conflict, keeping promises and contracts  encourage pupils to take responsibility for their actions for example, respect for property, care of the environment, and developing codes of behaviour  provide models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship  Reinforce the school’s values through images, posters, classroom displays, screensavers, exhibitions Robin Taverner - Education Advisor

20  an ability to distinguish right from wrong, based on knowledge of the moral codes of their own and other cultures  a confidence to act consistently in accordance with their own principles  an ability to think through the consequences of their own and others’ actions  a willingness to express their views on ethical issues and personal values  an ability to make responsible and reasoned judgements on moral dilemmas  a commitment to personal values in areas which are considered right by some and wrong by others  a respect for others’ needs, interests and feelings, as well as their own  a desire to explore their own and others’ view Robin Taverner - Education Advisor

21  How does your school promote the social dimension of SMSC? Robin Taverner - Education Advisor

22 Here are some starting points……..  Social development is about young people working effectively with each other and participating successfully in the community as a whole.  It is about the development of the skills and personal qualities necessary for living and working together.  It is about functioning effectively in a multi-racial, multicultural society.  It involves growth in knowledge and understanding of society including roles and responsibilities and life as a citizen.  It also involves the development of the interpersonal skills necessary for successful relationships. Robin Taverner - Education Advisor

23 Does your school:  Identify key values and principles on which school and community life is based  • foster a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish  • encourage pupils to work co-operatively  • encourage pupils to recognise and respect social difference and similarities  • provide positive corporate experiences – for example, through assemblies, team activities, residential experiences, school productions  • help pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect  • provide opportunities for engaging in the democratic process and participating in community life  • provide opportunities for pupils to exercise leadership and responsibility Robin Taverner - Education Advisor

24 Ability to:  adjust to a range of social contexts by appropriate and sensitive behaviour  • relate well to other people’s social skills and personal qualities  • work, successfully, as a member of a group or team  • share views and opinions with others, and work towards consensus  • resolve conflicts and counter forces which militate against inclusion and unity  • show respect for people, living things, property and the  environment  • exercise responsibility  • appreciate the rights and responsibilities of individuals within the wider social setting  • participate in activities relevant to the community Robin Taverner - Education Advisor

25 SMSC lumps 4 very different and diverse concepts together. A possible approach to preparing for inspection would be: 1. Arrive at a definition for each concept which is acceptable to the stakeholders of the school. 2. Use the SMSC summary sheet and grid to audit your practice 3. What are your SMSC strengths and weaknesses? 4. What sources of evidence would you direct an inspector to see which support your self evaluation judgements for SMSC. (Inspection trails). 5. What do you need to do to improve? Action Plan accordingly Robin Taverner - Education Advisor

26  Handouts Robin Taverner - Education Advisor

27 Choose one of the four areas of spiritual, moral, social and cultural development. Look at the statements contained in the school and pupil characteristics summary. What does this look like in practice in your school? Can you identify any gaps in your provision or outcomes ? Begin to make notes on the summary grid Robin Taverner - Education Advisor

28  Have a go at completing a part of the self evaluation grid. Robin Taverner - Education Advisor

29 How do we promote all aspects of SMSC across subjects? SpiritualMoralSocialCultural English Maths Science RE D&T PE Hist Geog ICT Art Music Robin Taverner - Education Advisor

30  See the subsidiary guidance Robin Taverner - Education Advisor


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