Reflective Notes 3 SMSC an Ofsted focus What are inspectors looking for? How can SMSC contribute to ‘outstanding’? How is SMSC defined? [ Key words: spiritual, moral, social, cultural, ethos, inspection]
Bill Lowe
Lowe, B (2014) SMSC Reflective Notes 3
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Introduction __________________________________________________
‘Reflective Notes’ : a collection of resources and presentations prepared for students on Initial Teacher Education programmes at Newman University, Birmingham, UK.
I have compiled these so they can be accessed by students when they have left the University. This will help former students find references and resources they might otherwise find difficult to source.
The sole reason for this is allow new and experienced teachers to continue to develop their learning. Too often the pressures of school life leave little time for the luxury of internet browsing and library visits. I hope that ‘Reflective Notes’ will help a little. Comments in the brace brackets are mine or from comments in seminars/ lectures
Bill Lowe Newman University Birmingham UK
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SMSC _____________________________________________ Context Every Child Matters (ECM) was a government reform programme that was put out for Green paper consultation 2003 and was influential in the composition of the 2004 Children’s Act. The current government removed ECM from its Department for Education website and some see this as a move away from a focus on the original outcomes. However, much of what ECM encouraged still remains but under different headings. A very clear example of this can be seen in the 2012 Ofsted Framework. For example, spiritual, moral, social and cultural (SMSC) development is one of the descriptors of an ‘Outstanding’ The 2012 Ofsted handbook school (p27) states: “The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development enables them to thrive in a supportive, highly cohesive learning community.”
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SMSC _____________________________________________ It should be noted that an ‘Inadequate’ school (p28) is likely to one where: “...there are serious weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development.”
What is it that Ofsted inspectors will be looking for when commenting on SMSC?
The following descriptors come straight from the 2012 handbook
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SMSC _____________________________________________ p25, 26
“Evidence of pupils’ spiritual, moral, social and cultural development can be found, for example, where pupils:
are reflective about beliefs, values and more profound aspects of human experience, using their imagination and creativity, and developing curiosity in their learning
develop and apply an understanding of right and wrong in their school life and life outside school
take part in a range of activities requiring social skills
develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability
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SMSC _____________________________________________ gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training
develop an appreciation of theatre, music, art and literature
develop the skills and attitudes to enable them to participate fully and positively in democratic modern Britain
respond positively to a range of artistic, sporting and other cultural opportunities
understand and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life.�
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SMSC _____________________________________________ The foundation subjects are a key component in promoting a good outcome in this area.
‘Achievement’ was a key ECM outcome. In order to be judged as ‘outstanding’ a school needs to show that pupils make “rapid progress across many subjects” and develop their understanding rapidly in a range of different subjects across the curriculum”. (p32)
By planning a range of subjects into your broad curriculum delivery you will be providing MANY SUBJECTS and understanding ACROSS THE CURRICULUM
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SMSC _____________________________________________ School leadership needs to provide evidence of a curriculum that is broad and balanced and promotes SMSC of all pupils. The handbook states (p45) that ‘outstanding’ leadership ensures that:
“The school’s curriculum provides highly positive experiences and rich opportunities for high quality learning. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement and their spiritual, moral, social and cultural development”.
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SMSC _____________________________________________
In the behaviour and safety descriptors for ‘outstanding’, you will find (p40)
“Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying in all its forms is rare and dealt with highly effectively”. “All groups of pupils feel safe at school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe, including in relation to esafety”.
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SMSC _____________________________________________
Not just the responsibility of class teachers, but:
School leadership needs to provide evidence of a curriculum that is broad and balanced and promotes SMSC of all pupils. The handbook states (p45) that ‘outstanding’ leadership ensures that: “The school’s curriculum provides highly positive experiences and rich opportunities for high quality learning. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement and their spiritual, moral, social and cultural development”.
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SMSC _____________________________________________ What are the inspectors looking for? Where will evidence be found? Subsidiary Guidance April 2013 update (p25) lesson observations of different subjects like RE, art and music. Discussion with pupils and staff will provide an important insight into how well SMSC is planned as part of the curriculum in other subjects observation of other activities. Inspectors should investigate whether there is a coherent approach to the promotion of SMSC through activities such as tutorials, citizenship programmes and discussions with pupils about their work the opportunities created by the school for pupils to take part in a range of artistic, cultural, sporting, dramatic, musical, mathematical, scientific, technological...�
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SMSC _____________________________________________ Subsidiary Guidance April 2013 update (p31) Evaluating pupils’ spiritual, moral, social and cultural (SMSC) development 123. When considering how well the school promotes pupils’ SMSC, inspectors should take into account the impact of the range of opportunities provided for them to develop their self-esteem and confidence.
The following pages have useful definitions taken from the 2013 update. Think of examples where you can identify teaching activities.
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SMSC _____________________________________________ 124. Pupils’ spiritual development is shown by their: beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences.
Examples:
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SMSC _____________________________________________ 125. Pupils’ moral development is shown by their: ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues.
Examples:
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SMSC _____________________________________________ 126. Pupils’ social development is shown by their: use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively interest in, and understanding of, the way communities and societies function at a variety of levels.
Examples:
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SMSC _____________________________________________ 127. Pupils’ cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. Examples:
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SMSC _____________________________________________
It is clear that foundation subjects have a major role to play in a school being deemed outstanding. The descriptors above contain many key points such as enjoyment, safety, working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
This is particularly important when some of these subject areas are being squeezed out of the taught curriculum by the ‘high-stake tested’ subjects.
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