Spiritual 

Provision for the spiritual development of pupils includes developing their:

• ability to be reflective about their own beliefs (religious or otherwise) and perspective on life.

• knowledge of, and respect for, different people's faiths, feelings and values.

• sense of enjoyment and fascination in learning about themselves, others and the world around them.

• use of imagination and creativity in their learning.

• willingness to reflect on their experiences.

Moral Provisional 

Provision for the moral development of pupils includes developing their:                                  

Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives and to recognise legal boundaries and, in doing so, respect the civil and criminal laws of England. 

• understanding of the consequences of their behaviour and actions

• interest in investigating and offering reasoned views about moral and ethical issues and the ability to understand and appreciate the viewpoints of others on these issues

Social

Provision for the social development of pupils includes developing their:

• use of a range of social skills in different contexts, for example working and sing with other pupils, including those from diferent religious ethnic and socio-economic backgrounds

• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.

• acceptance of and engagement with the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Cultural                                        

Provision for the cultural development of pupils includes developing their:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

• understanding and appreciation of the range of different cultures in school and further afield as an essential element of their preparation for life in modern

• ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities

• knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

• willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic, and socio-economic groups in the local, national and global communities.

Spiritual                                                            

Examples of provision for the spiritual development of pupils includes:

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• Wearints and Acares ael invion o anend hese assembles to ced vate as a school commingo.

• Visitors into school (Religious leaders / people who help us / community workers).

• Trips to places of worship.
• Collective worship and opportunities for reflection within assemblies and class assemblies.

• Regular circle time opportunities.
• Carefully planned RE curriculum, following the locally agreed syllabus.
• PSHE curriculums broaden children's knowledge of different faiths and beliefs.
• Children take part in a number of services over the course of the year, e.g. Harvest service, Nativity, Carols around the tree, Easter service which allow children to reflect on moments of awe and wonder.
• Whole school approach to encourage children to stop and reflect on the wonder of the world around them, for example, the birth of a baby ducking, the growth of vegetables from seeds, the snow falling.
• Corridor displays pose questions to promote spiritual thoughts and discussions.
• The 'big question' displayed in corridors and each classroom.
• Reflection spaces throughout school and in classrooms.
• Established values which are displayed in classrooms and corridors.

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• Aspirations Day broadens children's horizons in terms of job aspirations and work.
• 'Activity Passports' for each year group ensure children are exposed to a range of experiences and activities they may not experience at home, contributing to the development of their Cultural Capital.

Moral

Examples of provision for the spiritual development of pupils includes:

• Whole school behaviour policy applied consistently and fairly.
• Behaviour policy displayed in each classroom - all children aware of the policy and the consequences of their behaviours and actions.
• School rules displayed in classrooms and corridors.
• Six values promoted across school (values are on a yearly cycle).
• Opportunities for debates and a focus on moral dilemmas (e.g, anti-bullying or e-safety) through

PSHE lessons.

• Visits to Parliament and the Bradford Courts.

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• Monitors for jobs in school, e.g. library monitors, register monitors, office monitors.
• 'Living the values' certificates awarded to children who consistently demonstrate our values.
• Dojo raffle tickets for children who 'always' make the right choices.

• Play Leaders act as buddies on the playground chromote play and postive relationships between

• Assemblies and in lessons, children consider both 'real life' and hypothetical dilemmas that face people in our world.
• Promoting the ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives and to recognise legal boundaries and, in doing so, respect the civil and criminal laws of England.
  Promotion of interest in investigating and offering reasoned views about moral and ethical issues and encouraging the ability to understand and appreciate the viewpoints of others on these issues.

Social                                         

Examples of provision for the spiritual development of pupils includes:                PSHE curriculum promotes social skills, awareness and acceptance of others needs and viewpoints.                               Breakfast club and after school clubs promote opportunities to socialise with pupils from different classes and year groups.                                                      

IIP Pupil Ambassadors have responsibility for supporting the school with elements within the area

f attendance, behaviours, classroom management, learning and induction.     • A reading buddy system runs where older children support the reading development of younger children              • Play Leaders act as buddies on the playground to promote play and positive relationships between other children.                                                                              'Makaton Sign of the Week' displayed throughout school, which is introduced in assemblies.                                                        • All children have a voice through an elected Pupil Parliament, which is also an introduction to democracy. Pupil

Parliament consult on class views and bring these to regular meetings, whilst also considering important world issues and challenges faced by others.      • Democracy is embedded; pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices are heard.                                            • Classroom voting opportunities e.g. which book to read at home time, class rewards for reaching Investors in Pupils targets                                                   • Charity fundraising, picked by Pupil Parliament (Poppies, Children in Need, Comic Relief etc.)                                                       • Promoting equality relating to gender, religion, ethnic origin, sexual orientation, age, disability, SEN 

Promoting racial, religious and other forms of equality - through Racial & Equality opportunities policies; and visitors.

• Providing children with opportunities to exercise leadership and responsibility through Pupil

Parliament, class monitors; office monitors, library monitors, register monitors etc.

• Encourage a use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious ethnic and socio-economic backgrounds, e.g. through linking schools.

• Encourage pupils to show willingness to participate in a variety of community and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.

• Children's acceptance of and engagement with the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths an

beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Children are taught the importance of laws, whether they are those that govern the class, the school or the country and these are consistently reinforced. Our values are embedded and form the basis of our ethos and behaviour policy. Each class also discusses and sets its own rules that are clearly understood by all. Children understand these are necessary to ensure that every class member is able to learn in a safe and ordered environment. Our pupils are taught the value and reasons behind law and that they govern and protect us.

Cultural 

Examples of provision for the cultural development of pupils includes:                 • A carefully planned assembly programme which recognises all key festivals, religions and special days

• A planned programme for themed weeks and special days, e.g. black history month, Chinese New Year

 • Participation in the 'Linking Schools Programme'

• Displays in classrooms and corridors celebrate a wide range of cultural contexts and reinforce cultural values. These recognise and respect different cultures represented by pupils and staff in.

• The wider curriculum supports cultural development, through History, Geography, RE, Spanish, Art and PSHE.

• Opportunity for all to learn to play a musical instrument (clarinets in Y5).           • Extra-curricular opportunities extend children's awareness for sport, for example, competitions in football and ballroom dance, after school clubs such as dance, football, cheerleading.                • 'Author in the Spotlight' exposes children to authors and genres they may not have been exposed to before. 

• Show willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities, such as theatre trips.

• Themed lunches to celebrate different cultures and events, e.g. Irish themed lunch for St Patrick lau, Indian themed lunch for National Curry Dau.

• Promotion of an understanding and appreciation of the idea range of cultural influences that have shaped their own heritage and that of others.

• Promotion of an understanding and appreciation of the wide range of different cultures in school and further afield as an essential element of their preparation for life in modern Britain. 

 •The ability to recognise and value the things we share in common across cultural, religious, ethnic and socio-economic communities.

•Develop knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.

•Promote an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity.

This is shown by their respect and attitudes towards different religious, ethnic, and socio-economic groups in the local, national and global communities.

• 'Language of the Half Term' and 'Carrwood's Calendar' promote exposure to a range of cultures; including texts, images and artefacts they may not be familiar with.

• Visits to Parliament and Bradford Crown Court.

• Use of 'Picture News' and 'First News' to expose children to events, issues and dilemmas, both nationally and globally. These avenues provide opportunities for debates and sharing of views and opinions.