SMSC at Merstham Park
Provision for Social, Moral,Spiritual and Cultural development
All subjects, teaching staff and support staff can and do contribute to students’ SMSC development in lessons. There are certain subjects, which, due to their subject matter or nature, have a particular role to play. These include RE, PSHE, Citizenship, PD at KS4, English, Drama, History, Geography, PE and Science. Staff within all departments are encouraged to make links where possible with how the lesson content contributes to SMSC development. Many of our Stop the Clock days promote SMSC development.
School ethos, expectations and rewards
It is important, for social and moral development particularly, that the school ethos is underpinned by clear, consistent and shared rules, expectations, rewards and sanctions details of which can be found in the school’s behaviour policy document. The school ethos is based on care, commitment, consideration, cooperation, courage and courtesy and the development of these attitudes and values is considered an essential element in the spiritual, moral, social and cultural development of all students.
Members of the SLT, Key Stage Leaders and visiting speakers lead assemblies. The nature of an assembly may be celebration, encouragement, reinforcement of expectations or link to a specific area of SMSC. The vast majority of assemblies give students time for personal quiet reflection. Many weeks there is a spiritual, moral, social or cultural theme.
Learning system and year group activities
Every student is a member of a Learning Group with a Learning Mentor responsible for his or her academic and personal development. At Merstham Park School, the pastoral care for our students will be delivered as part of the ITP and PSHE programmes. Learning Mentors will act as the point of contact with families and within school. Learning Mentors encourage students to take part in activities, which support SMSC development, such as sports teams and clubs, and taking on responsibilities including Prefect and Learning Buddies.
Responsibility, student voice and leadership
The opportunities for student leadership at Merstham Park School can be found in the form of the Student Voice and Leadership system. This comprises an Executive Council, Year Council, Student Welfare Committee and Charities Committee and Sports Council. All learning groups have two representatives on the Year Council. The school will also run a prefect system of Prefects and Senior Prefects. In addition, some students will be trained as personal and academic mentors to younger students, there is a Key Stage 3 learning buddy system, Year 7, 8 have the chance to be Office Assistant for the day. This system can be seen as a whole in the Student Voice and Leadership Structure document, which is shared with students.
Extra-curricular activities, educational visits and enrichment
Students are offered a range of extra-curricular activities, details of which are sent home at the beginning of the academic year. Throughout the year, there are a diverse range of educational visits offered to students including numerous theatre visits, overseas trips, museum and gallery trips and visits to religious places of worship of different faiths. These, along with enrichment activities such as the Carnegie Project, all make a significant contribution to the spiritual, moral, social and cultural development of students.
Responsibility for the policy
All members of staff have a responsibility for SMSC development around school and teaching staff within their classroom. Learning Mentors have a role to play in moral and social guidance. Students in roles of responsibility, particularly mentors and prefects, are expected to set an example, which has a positive influence on the SMSC development of their peers. SSB Members are responsible for ensuring that this policy is maintained and regularly reviewed. The Head teacher and School Leadership Team are responsible for providing leadership and vision about SMSC development, for overseeing the implementation of this policy and ensuring all new staff are aware of it.
Monitoring and evaluation
Monitoring the provision of opportunities for SMSC development will be undertaken by a member of the SLT and shared with staff. This will be reviewed regularly and updated as necessary. Further monitoring and evaluation of provision within the curriculum will occur through lesson observations, reviews and the feedback dialogue, which accompanies these. The departmental self-evaluation process, particularly from PSHE and Religion & Philosophy (RP), will further contribute to monitoring and evaluation of the effectiveness of this policy and of students’ SMSC development. Particular outcomes cannot be guaranteed therefore reviewing this policy document is important.