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At West Hove Infant School we recognise the importance of both the academic and personal development and well-being of every child in our school. We aim to provide an education that provides children with opportunities to explore and develop their own values and beliefs, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures. We aim for children to have high standards of personal behaviour and a caring attitude towards other people.

Explicit opportunities promote pupils’ spiritual, moral, social and cultural (SMSC) development. A significant contribution is also made by our school Aims,Vision and Values, effective relationships throughout the school, assemblies and other curriculum activities.

We will ensure that the SMSC development of our pupils is promoted across the curriculum and in the wider life of the school by:

  • Providing an appropriate range of effective teaching and learning strategies that enable pupils to reflect on and respond to the issues of SMSC importance and concern
  • Maintain a positive climate in school in which all are valued and respected and expected to make a positive contribution
  • Ensuring teachers plan for and respond to opportunities to develop SMSC values
  • Recognising the importance of our collective worship programme in supporting and encouraging SMSC development
  • Reviewing the effectiveness and impact of our policy and practice as part of our cycle of school development


Planned opportunities for spiritual development in all subjects can be seen across the school. Children are given opportunities to reflect upon the meaning of spiritual experiences. Examples of experiences commonly regarded as spiritual include:

  • Curiosity and mystery
  • Awe and wonder
  • Connection and belonging
  • Heightened self-awareness
  • Collective worship
  • Deep feelings of what is felt to be ultimately important
  • A sense of security, well-being, worth and purposefulness

The school will develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected; accommodating difference and respecting the integrity if individuals. These can occur during any part of the school day, eg. when listening to music, discussing the care needed for animals, exercising empathy or creativity, how we live, contemplating the future, etc


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Our school develops pupil moral development by:

  • Providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school
  • Promoting racial, religious and other forms of equality
  • Giving pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
  • Developing an open and safe learning environment in which pupils can express their views and practice moral decision making
  • Rewarding expressions of moral insights and good behaviour
  • Recognising and respecting the codes and morals of the different cultures represented in the school and wider community
  • Encouraging pupils to take responsibility for their actions, for example, respect for property, care of the environment, and developing codes of behaviour, providing models of moral virtue through literature, humanities, sciences, arts and assemblies; reinforcing the school’s values through images, posters, classroom displays, etc. and monitoring in simple ways, the success of what is provided.

Teachers always discuss with their classes a code of conduct for the classroom based on the values held by the school. We teach the children to be aware of their own actions, take responsibility for their own bodies and encourage independence. We will help the children to identify their feelings and think these through so that they are expressed in behaviour that is socially acceptable. This is done through collective worship, circle time, Social Skills groups and SEAL/PSHE/Circle Time sessions. We are interested in the development of the whole child and will endeavour to raise their self-esteem through praise and reward which highlights both academic and social achievements.


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Our school develops pupil social development by:

  • Identifying key values and principles on which school and community life is based
  • Fostering a sense of community, with common, inclusive values
  • Promoting racial, religious and other forms of equality
  • Encouraging pupils to work co-operatively
  • Encouraging pupils to recognise and respect social differences and similarities
  • Providing positive experiences to reinforce our values as a school community – for example, through assemblies, team building activities, residential experiences, school productions
  • Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and an awareness of others’ needs
  • Providing opportunities for engaging in the democratic process and participating in community life
  • Providing opportunities for pupils to exercise leadership and responsibility
  • Providing positive and effective links with the world of work and the wider community


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Our school develops pupils’ cultural development by:

  • Teaching respect for others and an appreciation of and respect for their own and other cultures
  • Extending pupils’ knowledge and use of cultural imagery and language
  • Teach respect for others and an appreciation of and respect for their own and other cultures
  • Encouraging them to think about special events in life and how they are celebrated
  • Recognising and nurturing particular gifts and talents; providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance
  • Reinforcing the school’s cultural links through displays, posters, exhibitions, etc. As well as developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum and gallery visits
  • Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum in collaboration with the subject leaders of PSHE, RE, French and School Council