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Spiritual Development


‘Inspire, Believe, Achieve'

‘Spiritual’ is not synonymous with ‘religious’. All areas of the curriculum may contribute to pupils’ spiritual development.  OFSTED discussion paper  


We believe in giving every pupil the opportunity to develop socially, intellectually, physically, emotionally and spiritually in order that they may achieve their potential. This policy sets out our aims and opportunities within the curriculum for spiritual development.  


To reflect spirituality in the school ethos  To enable children to learn to respect others’ beliefs  To foster the ability in pupils to defend their beliefs  To promote caring behaviour as individuals, and as a school community  To enrich children in their understanding of themselves, others and society as a whole, the world and issues “beyond”  To develop good communication skills  To develop self-awareness and the ability to reflect  To develop self-esteem and inner resilience  To develop a sense of awe and wonder at the miracle of life, creation and the natural world   To encourage children to question and to make informed decisions 


Underlying many of the spiritual values is the fundamental human capacity to being able to respond to various stimuli and situations.  Promoting spiritual development therefore involves children’s capacity to be response-able in different contexts.  

In turn this will enable pupils to have a quality of life that encompasses respect, awareness, compassion, curiosity, understanding and relationships that reflect order, reason, balance and integrity.  


Opportunities are provided across the curriculum and throughout the school for these aims to be met. 

Pupils are encouraged to: 

  • look alternatively and observe carefully, for example in Art, Science  listen with discernment 
  • recognise moments of awe and wonder provided particularly in Geography, Science, RE, Art, Music,   
  • balance awareness with the reality of life experience in discussion e.g. dealing with behavioural issues day to day, through SEAL, PSHE etc 
  • take time to be silent and to reflect on issues in moments of quiet or while music is playing – Collective Worship,  
  • value what is good and worthwhile and to make value judgements through discussion and exchange of views.  
  • work collaboratively with peers, valuing the contribution made by others when working as a team  
  • consider issues from the perspective of themselves, others, the world and beyond 
  • respect all as modelled by staff in their relationships with others 
  • experience calm and tranquil moments which afford time for reflection e.g. during assemblies or following inquiry 
  • have confidence to express opinion even if others do not agree  


Provision for the above opportunities are made within the teachers’ planning in any areas deemed appropriate  each class has a reflective area which acts as a focal point for such moments  classes create and  maintain a “Pause for Thought” book of  reflection to record thoughts, feelings, discussions, reactions etc  a termly question is posed on the School Values board for classes to follow up with activities, debate, discussion, linking the content of collective worship with class teaching and discussion .

MONITORING & EVALUATION The school will review this policy every three years and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school. 

This policy should be read in conjunction with the school’s Inclusion, Music, Equal Opportunities (Race, Gender and Disability) and Child Protection policies.   


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