Spiritual, Moral, Social and Cultural (SMSC) development policy


Mission Statement

This policy is carried out within the context and spirit of the Academy’s vision for excellence.   It supports and reinforces the aims of Avicenna Academy, valuing all students equally and as individuals. All staff work together to create a happy, challenging, stimulating and caring environment in which students  can enjoy their time at school and celebrate their achievement.

The Academy strives to build a community which encourages all its members to develop a healthy respect for each other.  In addition, we provide a happy, stimulating and caring environment where there are opportunities, encouragement and stimuli to develop each student to her full potential.

This policy relates to the whole life of the Academy and its role in promoting spiritual, moral, social and cultural development (SMSC) by the example set by adults in the Academy and the quality of relationships they espouse.


Spiritual Development


This area relates to the beliefs, feelings and emotions through which students acquire worthwhile insights into their own lives.  All areas of the curriculum may contribute to spiritual development.  Although education and spiritual development are not synonymous, school experiences can make a significant contribution to spiritual development.


At Avicenna Academy the students will be provided with opportunities to develop their spiritual understanding by experiencing a curriculum which will:

  • Develop their self-esteem, self-knowledge and belief in themselves;
  • Allow them to develop a range of personal values and beliefs based on a sense of curiosity and respect towards their own and other beliefs;
  • Explore the spiritual values of others through stories, drama, music (when provisioned), art and religious education to name just a few;
  • Allow them to express themselves in a variety of ways and give them time to reflect on their own experiences;
  • Allow them to understand, express, use and control feelings and emotions as well as encouraging empathy in terms of relationships with others;

In Practice at Avicenna Academy this is delivered through:

  1. A Religious study programme which develops self-esteem and knowledge and an ability to reflect on and develop individuals’ own spiritual values;
  2. A PSHE programme which utilises tutoring to involve all years in opportunities for themed discussion, reading (both fiction and non-fiction) and competitive quizzes to encourage learning and develop an awareness of core values as soon as students join;
  3. An assembly programme to address the spiritual aspect of quiet and reflection – in particular using past and present role models from the world and encouraging community participation;
  4. A student support structure that is focused on learning and providing appropriate information, advice and guidance for students as well as opportunities to explore pathways of development;
  5. Educational enrichment trips, creative partnerships and visiting speakers provide students with a range of experiences, which may promote a sense of awe and wonder about the world;
  6. A reflective approach to learning through formative assessment techniques – students having ownership and understanding of where they are, where they need to get to and how they are to do it;
  7. A rewards system developing student self-esteem through certificates, postcards home, merit stamps and  awards at all levels;
  8. Displays of student work bring a sense of pride in the work students produce and therefore a sense of expressing the talents of the individual;
  9. The use of Academy council to involve students in the life of the Academy. For example, student council members who developed the Library project.
  10. PSHE programme for EYFS to Year 13 (when applicable).


Moral Development


Moral development refers to the students’ knowledge, understanding, intentions, attitudes and behaviour in relation to what is right and wrong.  The Academy has a well-established Behaviour Policy and staff promote a supportive approach to the management of behaviour that is inappropriate in anyway.

Objectives of the code of conduct are to promote the concept of excellent behaviour by being:-

  • Kind and considerate
  • Helpful to others and listening to what they have to say
  • Quiet around the Academy holding appropriate conversations
  • Committed to Academy and classroom rules.
  • Committed to a healthy, safe and environmentally friendly Academy
  • Committed to looking neat, clean and tidy with a pride in the Academy uniform
  • Equipped and ready for learning

In practice – at Avicenna Academy this is delivered through:

  • Clear models of good behaviour from staff and senior students and reinforcement of Academy and classroom rules both inside and outside of lessons
  • A student support structure used by all staff that is focused on conflict resolution and restorative justice.
  • Tutor time and discussions based on moral issues, where appropriate, across the Academy community from the start of the day in tutor time and across all lessons.
  • PSHE programme for EYFS to Year 13 (when applicable).
  • Assembly themes on moral issues, developed and reinforced during tutor time.
  • Fund raising activities for nominated charities, in addition to national charity events which give rise to discussion around morality.
  • The use of students in teams across the Academy: Student council; Prefect team; Environment-team (students actively practise sustainability)
  • Supervised and filtered access to the Internet together with regular assemblies focused on the dangers of the internet and related issues.
  • Local, national and global incidents, in addition to existing schemes of work, give an opportunity for teaching about morality and behaviour during deep learning weeks across the Academy and demonstrates the flexibility of our teaching programme.


Social Development


Social development relates to the skills and personal qualities necessary for individuals to live and function effectively in society.


Students will be encouraged to:

  • Maintain and develop relationships within the Academy working successfully with other students and adults in the Academy community;
  • Respond to the opportunities being offered, to show initiative and to take responsibility for their own learning in the Academy community;
  • Gain an understanding of the wider society through their family/carers, the Academy, local and wider communities;
  • Actively participate in the Academy community and beyond into the wider community outside of school.

In Practice, at Avicenna Academy we provide opportunities for students to:

  • Interact with all staff in school and with external partners of the Academy in an appropriate and outstanding manner
  • The use of students in teams across the Academy: Student council; Prefect team; Environment-team; Sports teams; House teams; Healthy Academys team; Peer and Cyber Mentor Support Team; SAM’s, Charity teams; News teams; and other clubs and societies detailed in our enrichment brochure.
  • Elected Academy council representative to feedback views, ideas and concerns to their tutor groups and to the senior leadership team.
  • Experience, in schemes of work, the development of skills in speaking, listening and key reflective work where students have the ability to learn both with teacher interaction and support, but increasingly with more independent study.
  • PSHE programme for EYFS to Year 13 (when applicable).
  • Experience excellent IAG in Academy through pastoral and career advice in which all staff are involved throughout the year.  Subject specific advice is given at certain milestones of a student’s life at the Academy and a dedicated careers advisors visit the Academy from partner outside agencies to offer support on career/further or higher education planning.
  • Participate in the wider community through work experience in year 10 and volunteer support work in the local community. This is tracked through Academy on a database of student activity both in Academy and in the wider community and relies initially on the tutor and then other staff.


Cultural Development


Cultural development refers to pupils increasing understanding and response to those elements, which give societies, and groups their unique character.  The Academy will promote the cultural traditions of our own area and the ethnic and cultural diversity of the world.


The students will be encouraged to:

  • Appreciate, understand and respect aspects of their own and other cultural environments in terms of beliefs, values, attitudes, customs, knowledge and skills;
  • Recognise that similarities and differences may exist between different societies and groups;
  • Experience a range of cultural activities in terms of literature, music (when provisioned), technology, art and design, dance, drama, sport and other media;
  • Broaden, develop and enrich their interests and insights through interacting with opportunities the Academy and the wider community provides.

In Practice at Avicenna Academy we encourage:

  • Educational visits at home and abroad to experience other cultures and ways of life.
  • Educational visits to places of interest such as: libraries; museums; galleries; theatres; places of worship and other educational establishments – schools colleges and universities – in order to better understand other cultures and ways of life.
  • PSHE programme for EYFS to Year 13 (when applicable).
  • MFL/Historical visits to other countries such as France, Spain, Belgium to name but a few. Links also to other languages such as Russian and Japanese are a recent development.
  • Collective worship and assemblies – a themed approach that give rise to many opportunities to explore SMSC and cultural diversity.  Other events are also explored with drama, art, dance and presentations along with specific events such as Remembrance, celebrations of Easter and other religious festivals: Divali, Hannukah.
  • Provision of a Quiet room for reflection and prayer for Muslims is set aside.
  • Topic work across the Academy which explores “culture” in all its various forms in relation to specific subject areas.
  • Access to the Internet in order to explore cultures and activities as extension learning

Role of Senior Leaders and Key Staff

  • To undertake audits and observations of developments in SMSC provision.
  • To promote and facilitate enrichment events in Academy.
  • To organise themes for the weekly focus in tutor group time linked to an assembly programme.
  • To promote student “voice” opportunities and the related teams in order to maximise student participation.
  • To compile and update a portfolio (photographs and programmes) to record the Academy’s support for S.M.S.C.
  • To oversee a database of student involvement both inside and outside of Academy
  • To encourage staff and students to be involved in enrichment activities which are spiritually, morally, socially and culturally engaging both inside and outside the classroom.

Expectations of stakeholders

All stakeholders expected to support and be engaged in the implementation of this policy through every engagement that they have with each other; in tutor time, assemblies and in the course of daily interactions (with each other) in their classes and outside classrooms to promote and celebrate the equality and diversity of the Academy community.

About Avicenna Academy

Avicenna Academy incorporates Primary and Secondary Education. It is the first academy to revive the teaching of neglected sciences such as Herbal Medicine and Islamic Creed (Aqeedah). We hold a broad, open-minded view and approach to knowledge and therefore Avicenna Academy provides a holistic education fit for the challenges of the 21st century.

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