Evidence of SMSC

School aspect

Evidence

Spiritual

Moral

Social

Cultural

Assemblies (our assemblies cover the following within specific themed talks)

·       The importance of gratitude

·       Finding purpose and meaning in challenges

·       Mindfulness and inner calm

·       Festivals of light (Diwali, Hanukkah, Christmas etc.)

·       Growth mindset & believing in your potential

·       Appreciating nature and the environment

·       Understanding different faith traditions

·       Hope in difficult times

·       Forgiveness and letting go

·       Kindness as a daily practice

·       Singing assembly

·       Celebration assembly

·       Values for Life assemblies

·       Making good choices

·       Honesty and integrity

·       Responsibility for our actions

·       Bullying and being an upstander

·       Digital citizenship and online behaviour

·       Environmental responsibility & climate ethics

·       Equality and fairness

·       Consequences and accountability

·       Respect for differences

·       Ethics in modern life (AI, tech, consumer choices)

·       Working together and teamwork

·       Building a positive school community

·       Friendship and resolving conflict

·       Celebrating diversity

·       Leadership and taking initiative

·       Mental health awareness

·       Anti-racism and inclusion

·       The importance of volunteering

·       Helping others in school and beyond

·       Celebrating collective achievements

·       Anti-bullying week

·       Safer Internet Day

·       Celebrating cultural diversity

·       Global citizenship

·       British values and heritage

·       Important cultural festivals around the world

·       The arts: music, dance, literature

·       How culture shapes identity

·       Creativity and innovation in different cultures

·       Historical events that shaped society

·       Languages of the world

·       Understanding stereotypes and challenging them

·       Christmas/Easter assemblies

·       Visits from community members (Padmaolka – Buddhist)

·       Reverent John – Out of the box assemblies and sessions

Break and lunch times

·       Enjoying the Daily Mile as a moment to connect with nature and personal goals

·       Reflecting on personal bests in weekly timed runs

·       Pupils encouraging each other — recognising their own strengths and those of others

·       Quiet zones where children can relax, calm, or reflect

·       Celebrating effort as much as achievement (e.g., “What went well?” moments)

·       Activities that promote mindfulness (e.g., calm colouring table, sensory play)

·       Appreciating outdoor spaces and showing care for the environment (Eco council)

·       Play leaders modelling fair play and enforcing simple rules

·       Older pupils helping younger ones solve disputes appropriately

·       Children sharing equipment and taking turns

·       Responsibility for looking after playground resources

·       Following safety rules during the Daily Mile

·       Choosing games that include everyone

·       Dealing with conflict through restorative conversations

·       Encouraging honesty during competitive sport games

·       Mixed-age friendships formed naturally through shared play areas

·       Play leaders organising games that include all age groups

·       Pupils supporting each other at lunchtime in mixed seating arrangements

·       Clubs run by children (e.g. football, skipping, dance)

·       Teamwork and communication in organised sports events

·       Peer mentoring during the Daily Mile (older pupils pacing younger ones)

·       Social skills developed through role-play games

·       Pupils helping staff set up and tidy equipment

·       Encouraging new pupils to join games and feel included

·       Cooperative challenges such as obstacle courses or team relays

·       Introducing playground games from different cultures (e.g., Elastics, Kabaddi, 1-2-3 Block)

·       Celebrating national initiatives such as the Daily Mile, Comic Relief Mile, Sports Relief

·       Sharing traditional games taught by pupils’ families

·       Playground competitions inspired by global sporting events (e.g., Olympics, World Cup)

·       Using inclusive language and learning game instructions from various backgrounds

·       playground activities

·       Encouraging creativity through art or chalk drawing linked to cultural themes

Curriculum Links

English — The Write Stuff

• Reflective writing and personal responses
• Exploring characters’ motivations and emotions
• Poetry that captures awe or wonder

Maths — White Rose

• Appreciating patterns and logic
• Reflecting on perseverance during problem-solving
• Understanding real-life meaning behind maths

History & Geography — Connected History/Geography

• Exploring human experiences across different eras
• Considering big questions about our world and environment
• Appreciating the significance of places and cultures

PSHE & RE — Jigsaw

• Mindfulness practices (“Calm Me”)
• Exploring beliefs, identity, values
• Reflecting on personal experiences

Music — Charanga / Ukulele / Keyboard

• Emotional expression through music
• Experiencing the joy of performance
• Responding to a variety of musical styles

French — Rigolo

• Appreciating language as a bridge between people
• Reflecting on identity through multilingualism

PE — PE Hub

• Personal reflection on physical achievements
• Recognising effort and growth

Art & Design

• Expressing feelings and identity through art
• Responding to nature and beauty in artwork
• Reflecting on deeper meanings behind artistic styles and choices
• Experiencing mindfulness through sketching and creativity

English — The Write Stuff

• Debating moral issues in texts
• Considering consequences of characters’ actions

Maths — White Rose

• Fairness in sharing, grouping, and logic
• Representing data honestly

History & Geography — Connected History/Geography

• Understanding injustices and their impacts
• Ethical discussions about environment and sustainability

PSHE & RE — Jigsaw

• Learning right from wrong
• Understanding consequences and responsibility

Music — Charanga / Ukulele / Keyboard

• Respecting others’ performances
• Understanding intellectual property and copyright

French — Rigolo

• Respectful communication in a different language
• Cultural etiquette and politeness

PE — PE Hub

• Sportsmanship and fair play
• Respecting rules and each other

Art & Design

• Respecting others’ artistic work and ideas
• Discussing ethical themes in protest art or historical art
• Using materials responsibly and sustainably
• Understanding rights and ownership of artwork

English — The Write Stuff

• Group discussions
• Drama, role play, partner work

Maths — White Rose

• Collaborative problem-solving
• Explaining thinking to partners

History & Geography — Connected History/Geography

• Group research and presentations
• Exploring how communities change over time

PSHE & RE — Jigsaw

• Empathy, listening, turn-taking
• Building relationships and resolving conflict

Music — Charanga / Ukulele / Keyboard

• Ensemble performance
• Supporting peers in musical development

French — Rigolo

• Paired dialogues and communication tasks
• Cooperative vocabulary games

PE — PE Hub

• Teamwork, roles, leadership
• Inclusive participation

Art & Design

• Group murals or collaborative projects
• Peer feedback that supports and encourages
• Roles such as art monitors or display helpers
• Exhibitions and sharing work across the school

English — The Write Stuff

• Literature from many cultures
• Stories that explore identity and heritage

Maths — White Rose

• Contributions of diverse mathematicians
• Cultural number systems and patterns

History & Geography — Connected History/Geography

• Exploration of global cultures and societies
• Heritage studies and world geography

PSHE & RE — Jigsaw

• Learning about world faiths and beliefs
• Respecting cultural traditions and diversity

Music — Charanga / Ukulele / Keyboard

• Music from around the world
• Cultural significance of musical styles

French — Rigolo

• French culture, festivals, food, traditions
• Learning about the wider Francophone world

PE — PE Hub

• Traditional games from other cultures
• Global sporting events and heroes

Art & Design

• Studying artists from a range of cultures
• Exploring global art traditions and techniques
• Celebrating British art and heritage
• Understanding how art expresses cultural identity

Wrap around care (including sports clubs)

Breakfast Club

• Quiet, calm start to the day encouraging reflection
• Children choosing their own breakfast and recognising personal preferences
• Opportunities to enjoy creative craft activities that promote mindfulness
• Building a sense of gratitude for food and shared time
• Mixed-age interactions that foster empathy and care

After School Club

• Enjoyment and fulfilment through creative crafts
• Opportunities to explore personal interests (e.g., drawing, building, reading)
• Calm, reflective moments during quieter sessions such as movie club
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Breakfast Club

• Taking responsibility for choosing and serving their own breakfast appropriately
• Practising good table manners and showing respect during shared meals
• Sharing resources fairly during craft or game activities
• Understanding expectations around behaviour in a mixed-age environment

After School Club

• Fair play during sports and games
• Respecting rules and equipment
• Making sensible food and snack choices
• Learning that actions have consequences (e.g., turn-taking, resolving small conflicts)
• Respecting others’ opinions during movie or activity choices

Breakfast Club

• Mixed-age seating helps build friendships across year groups
• Older pupils naturally support younger ones during self-service breakfast
• Children interact through board games, group activities, and shared crafts
• Developing conversation skills in a relaxed environment

After School Club

• Teamwork through group sports and cooperative games
• Taking turns to choose activities or movies
• Strengthening friendships beyond classroom groups
• Collaboration during craft projects
• Developing leadership skills (e.g., helping set up games or organise activities)
• Building a strong sense of belonging to the school community

Breakfast Club

• Trying different breakfast foods, including those from varied cultural backgrounds
• Opportunities to learn about food traditions through themed mornings (e.g., Pancake Day, World Food Days)
• Sharing stories, interests and traditions while eating together
• Craft activities inspired by cultural festivals (Diwali, Christmas, Chinese New Year, Eid etc.)

After School Club

• Exploring games and sports originating from a range of cultures
• Movie club featuring diverse stories and characters
• Craft activities linked to cultural celebrations, historical events, or world themes
• Opportunities to celebrate the school’s cultural identity through displays or projects
• Learning about and appreciating the interests and backgrounds of other children

School council

·       Members reflect on the needs of others when choosing charities to support

·       Developing a sense of purpose through representing their peers

·       Feeling pride and fulfilment in contributing to school improvements

·       Considering the impact of their decisions on the whole school community

·       Reflecting on moral values during discussions about charity events and fundraising

·       Understanding that their voice and actions can make meaningful change

·       Encouraging pupils to recognise their own strengths, leadership qualities, and potential

·       Making fair decisions on how school funds should be used

·       Considering ethical issues when choosing charities or community projects

·       Debating and agreeing on improvements that benefit everyone, not just individuals

·       Learning responsibility through leadership roles (Chair, Vice Chair, representatives)

·       Modelling integrity and fairness for other pupils

·       Listening to different viewpoints and making balanced, justified decisions

·       Encouraging honesty when presenting class ideas or feeding back from meetings

·       Representatives from each year group working together as a team

·       Developing strong communication skills during meetings and feedback sessions

·       Building confidence through speaking in front of peers and adults

·       Collaborating to plan school events and themed days (e.g., Children in Need)

·       Supporting the local community through chosen service projects

·       Strengthening relationships across year groups through shared leadership

·       Encouraging pupil voice and ensuring everyone in school feels heard

·       Running surveys or class discussions to gather pupil ideas and opinions

·       Choosing charities and projects that promote equality, inclusion, and global awareness

·       Planning themed days that celebrate cultural events or national charity campaigns

·       Encouraging diverse voices and perspectives from across the school

·       Learning about different needs within the local community and beyond

·       Promoting cultural understanding through activities, posters, and school-wide campaigns

·       Helping to shape events that celebrate British values and cultural heritage

·       Representing the views of pupils from all backgrounds and year groups

·       Understanding how communities work together to bring about positive change

Eco-Council

·       Encouraging pupils to appreciate the beauty and wonder of the natural world

·       Reflecting on the importance of caring for the environment

·       Feeling a sense of purpose and pride through contributing to a greener school

·       Developing gratitude for the outdoors and natural spaces around the school

·       Creating wildlife areas (mini pond, garden spaces) that promote calm, reflection, and connection with nature

·       Considering how individual choices impact the wider world and future generations

·       Experiencing wellbeing benefits through gardening and outdoor activities

·       Making informed, ethical decisions about how to protect the environment

·       Understanding moral responsibility to reduce waste and care for resources

·       Choosing eco-friendly actions that benefit the whole school and planet

·       Reviewing and improving school habits (e.g., recycling, energy use)

·       Working towards the “Green Flag” teaches accountability and long-term commitment

·       Discussing environmental justice and fairness (e.g., impact of climate change)

·       Making sustainable choices during gardening and outdoor projects

• Representatives from every year group working together toward shared goals
• Collaborating on projects such as gardening, pond creation, and green initiatives
• Developing leadership skills as members guide eco-friendly changes across the school
• Encouraging teamwork during gardening club and outdoor improvement tasks
• Communicating ideas back to classes and gathering suggestions from peers
• Engaging the wider school community in activities such as litter picks, recycling drives, or nature days
• Strengthening relationships through shared responsibility and collective success

·       Learning about global environmental issues and how they affect different communities

·       Exploring cultural approaches to sustainability, gardening, and caring for nature

·       Contributing to the school’s environmental identity by working toward the Green Flag

·       Understanding how caring for the environment is part of global citizenship

·       Celebrating eco-friendly events or international environmental days

·       Exploring how environmental changes impact cultures around the world

·       Promoting a school culture where sustainability is valued and embedded

Trips and Visitors (including visitors in school)

·       Children experience awe, pride and self-belief during activities such as the Dance Festival, the Spirit of the Games Festival, and the Athletics Competition, where they challenge themselves and celebrate personal growth.

·       Reflective moments during nature-based trips such as Whitlingham Country Park and farm visits, helping pupils appreciate the natural world.

·       Assemblies led by Reverend Johnencourage pupils to explore values, faith and spirituality.

·       Out of the Boxstorytelling sessions and visits from a Buddhist practitioner provide opportunities for pupils to reflect on different beliefs and worldviews.

·       Year 6 – Bawdsey Residential – Children taking risks, developing independence and developing self-esteem.

·       Sporting events such as the Dodgeball Competition, Tag Rugby Festival, Basketball Competition, Football Tournaments, Swimming Gala, and Cross Countryreinforce fairness, respect, sportsmanship and responsibility.

·       Active Leaders Training develops leadership qualities, encouraging honesty, reliability and encouraging others.

·       Visitors such as Dental Nursespromote making safe, healthy and responsible choices.

·       Discussions around ethics, teamwork and integrity take place before and after competitions and festivals.

·       Pupils work cooperatively during group activities including Multi-skills Festivals, Athletics Competitions, Tag Rugby, and Team Sports Clubs.

·       Three-session skiing progression lessonsbuild perseverance, communication and mutual support.

·       Trips such as the visit to Wymondham Heritage Museumand the Local Farmencourage teamwork, shared experiences and positive peer relationships.

·       Whitlingham Watersportssessions promote resilience, collaboration and trust.

·       Visitors (Reverend John, Buddhist guest, Dental Nurses) support social interaction, discussion and community awareness.

·       Parent café’s – Both children showing off their learning, sharing knowledge and wisdom from adults too.

·       Events such as the Dance Festival, Spirit of the Games Festival, and Multi-skills Festival allow children to explore sporting and creative cultures from different traditions.

·       Visits to local cultural sites such as the Wymondham Heritage Museumdeepen understanding of local history and heritage.

·       Exposure to religious and cultural diversity through sessions with Reverend John, Buddhist visitors, and Out of the BoxBible storytelling.

·       Outdoor water sports at Whitlinghamintroduce pupils to national outdoor activity culture and broaden their life experiences.

Staff Training, Policies

·       Staff engage in reflective practice and professional development that promotes wellbeing, resilience and a calm, nurturing environment.

·       Mandatory training (e.g. safeguarding, mental health awareness) encourages staff to consider the emotional wellbeing and dignity of every child.

·       Policies such as behaviour, equality, and inclusion support a culture of respect for every individual.

·       Staff training on pastoral support equips adults to listen empathetically and sensitively to pupils’ views and concerns.

·       CPD opportunities that explore values, personal development and reflective practice help embed a positive school ethos.

·       School policies ensure fairness, consistency and justice in behaviour management, anti-bullying, and rewards systems.

·       Mandatory safeguarding training ensures staff are confident and responsible in keeping pupils safe.

·       Equality, diversity and inclusion training promotes ethical decision-making and challenges discriminatory attitudes.

·       Staff training on restorative approaches supports moral understanding and accountability.

·       Clear policies (e.g. behaviour, anti-bullying, complaints) ensure high standards of integrity, responsibility and respect.

·       All staff clear to have clear knowledge on prevent and to have completed Prevent Training

·       CPD and training in teamwork, communication, and collaborative teaching practices strengthen professional relationships and support pupil outcomes.

·       Policies such as staff code of conduct, safeguarding, and duty of care promote a safe, cooperative and supportive school environment.

·       Regular training ensures staff have the skills to foster positive social relationships among pupils (e.g. facilitating group work, supporting conflict resolution).

·       Professional learning on pastoral care strengthens the supportive networks pupils experience daily.

·       Staff training in inclusive practice ensures everyone feels valued and represented.

·       Equality and diversity training promotes understanding and celebration of cultural differences.

·       Policies for British values, SMSC, and equal opportunities ensure that cultural awareness is embedded across the curriculum.

·       CPD opportunities explore cultural perspectives and how to incorporate diverse voices and traditions into learning.

·       School policies support inclusive representation in resources, displays, lessons and wider school life.

·       Staff training on global learning encourages pupils to become culturally aware citizens who respect different traditions and worldviews.