Spiritual Development

Spiritual Development is an important element of a child’s growth and education, and fundamental to all other areas of learning.   In our school, the pupils and staff have created their own definition of spirituality: ‘To feel connected to something that is bigger than yourself’.  For our younger children, this can be simplified as 'To feel part of something bigger'.  Having this sense of belonging creates a safe, nurtuing state, where children become energetic, enthusiastic and curious learners.  Without curiosity, without the inclination to question, and without the exercise of imagination, insight and intuition, children would lack the motivation to learn.

Here, in our school, the spiritual dimension is expressed through our strong Christian vision and values. Our ethos enables and encourages all children to grow and flourish spiritually. We want our pupils to be successful, confident and responsible learners. We are committed to providing an environment that enables children to reach their full potential, through collaboration mutual respect.  We value the importance of the academic and personal development, and also the well-being of every child and adult in our school. This includes recognising the importance of providing a range of opportunities for our pupils to respond to, that supports their spiritual, moral, social and cultural development with an understanding of the Equalities Act (2010) and global education themes.  It is our aim that the children’s individual spiritual development is fostered as an integral element of the range of learning opportunities and experiences they encounter as part of the curriculum, and that it permeates all strands of school life.

In view of this, our teaching will:

• Value the children’s questions and give them time to reflect on their own thoughts, ideas and concerns.
• Enable the children to make connections between aspects of their learning.
• Encourage the children to relate their learning to a wider frame of reference, e.g. asking ‘why?’, ‘how?’, and ‘where?’ as well as ‘what?’.

Spirituality is not explicitly taught but is an inherent interwoven part of all aspects of school life and is nurtured and promoted as a natural element of the curriculum. Our school uses the analogy of windows, mirrors, doors to enable all children to engage with spiritual moments and respond appropriately.

Windows: Look out and learn. What are the facts? What is inspiring about this?
Mirrors: Looking inwards and reflecting, raising questions – being brave and courageous.
Doors: Responding to what they have learnt. How will they go forward?  Living out values.

The following opportunities will be made available, as an integral part of our school’s practice, in order to facilitate spiritual growth:

• To explore values and beliefs, including religious beliefs, and the way in which they impact on peoples’ lives.
• Where children already have religious beliefs, to support and develop these beliefs in ways which are personal and relevant to them as an integral part of the school’s practice.
• To engage in enquiry and exploration in line with our ‘Be Brave’ curriculum.
• To look attentively and observe carefully.
• To be creative and imaginative.
• To listen with discernment.
• To reflect and respond to issues inspired through music, art, text, film or artefacts.
• To explore and develop what animates themselves and others.
• To understand human feelings and emotions, the way they impact on people and how an understanding of them can be helpful.
• To value what is good and worthwhile and to make value judgements through discussion and exchange of views.
• To work collaboratively with peers, valuing the contribution made by others.
• To respect all, as modelled by staff in their relationships with others.
• To experience silent, calm and tranquil moments which afford time for reflection.
• To work and live in harmony with others in the school and wider community.
• To have confidence to express ideas, views and opinions, even if others do not agree.