SMSC and British Values


IMG_1777_198x149 IMG_1764_198x149 IMG_1751_198x149 image3 Student Voice Autumn 2


At Hope Wood Academy, the children and their learning are at the very heart of every decision made. SMSC is at the very heart of all we do at Hope Wood and its impact is seen both  in and outside of the classroom. We believe strongly in a holistic education for our children which will equip them for life in an ever changing society.

At Hope Wood Academy we recognise that the personal development of pupils spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve and also to relate fully to the world in which we live.  We therefore aim to provide an education that provides pupils with opportunities to explore and develop:

  • their own values and beliefs whilst respecting the values and beliefs of others;
  • their own spiritual awareness;
  • their own high standards of personal behaviour;
  • a positive, caring attitude towards other people;
  • an understanding of their social and cultural traditions;
  • and an appreciation of the diversity and richness of other cultures;
  • the difference between  right and wrong and have the skills necessary to make judgments independently and appropriately.


At Hope Wood Academy we have started the Rights Respecting School Award to provide a framework for pupils’ learning about SMSC and British Values.


British Values

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”


The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in 2014.  At Hope Wood Academy these values are reinforced regularly and in the following ways. We keep an up to date audit of all such teaching and learning opportunities.



Hope Wood Academy has recently started the UNICEF Rights Respecting school Award, with the aspiration of becoming a Unicef Rights Respecting School. In the autumn term the students decided upon their class charter and the rights associated with these.

Students have many opportunities for their voices to be heard. We have a school council which meets regularly to discuss issues raised in class council meetings. The council is able to genuinely effect change within the school. Two of the three council members for each year group are voted in by their class.

Each week students across the school are able to nominate and vote for other students and classes to achieve a “Star of the Week” or a “Class of the Week”.

Students have an annual questionnaire with which they are able to put forward their views about the school.


The Rule of Law

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message. In primary these are achieved through our topics, such as ‘Who Keeps us Safe?’ and ‘Rule Britannia’ In secondary students learn about this in their PSHE lessons and have lively discussions during Lesson 1 and circle time.


Individual Liberty

Within school, students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young students to make choices safely, through provision of a safe environment and empowering education.  Students are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, students are given the freedom to make choices. Our behaviour policy is very important at Hope Wood to support our students in reflecting upon their choices and keeping themselves and others safe. Our approach of Assertive Discipline enables students to consider their choices and reflect upon them.


Mutual Respect

At Hope Wood Academy, mutual respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.


Tolerance of those of Different Faiths and Beliefs

Hope Wood Academy is situated in an area which is not greatly culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies are regularly planned to address this issue either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our primary topics and secondary RE, humanities, thematic topics and PSHE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. In the last year we have hosted a visits from a Headteacher from Ghana, have welcomed visitors from the Jewish faith into school to speak to primary students; students in KS3 have led assemblies about their topic Africa.


At Hope Wood Academy we will actively challenge students, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.


Spiritual Development

Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting.

Pupils’ spiritual development is shown by their

· beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values

· sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible

· use of imagination and creativity in their learning

· willingness to reflect on their experiences.

Easter Window at the Church

 An image of the local church during a school Easter service in 2017

We are very privileged to work with local community and church groups and have regular assemblies and visits from Reverend Kate as well as visits from people of different faiths. In February 2017 we took part in a Talking Jesus project and visited the local village green to share our writing, poems and thoughts about Jesus.

2017-03-03 08.24.13

2017-03-03 08.25.51 2017-03-03 08.26.04 20170303_114125 20170304_124127

Moral Development

Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views.

Pupils’ moral development is shown by their

· ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives

· understanding of the consequences of their actions

· interest in investigating, and offering reasoned views about, moral and ethical issues.

Social Development

Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work.

Pupils’ social development is shown by their

· use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

· willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively

· interest in, and understanding of, the way communities and societies function at a variety of levels.

Cultural Development

Appreciating cultural influences; participating in culture opportunities; understanding, accepting, respecting and celebrating diversity.

Pupils’ cultural development is shown by their:

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

· willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities

· interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.


WP_20170314_10_34_37_Pro WP_20170314_10_34_41_Pro IMG_5512

Rights Respecting Schools Award

square_logoIn September 2016 Hope Wood Academy registered as a Rights Respecting School. Students spent time learning about one of the Articles and thought about how it applied to their lives and that of others; they then shared their learning in a whole school assembly.

Watch the presentation below that one of the groups created about Article 24:

Article 24: Children have the right to good quality health care, to clean water, nutritious food, and a clean environment, so that they will stay healthy.

Rich countries should help poorer countries achieve this.

Article 24 RRSA

The presentation below was created by a group of students learning about Article 23:

Article 23: Children who have any kind of disability should have special care and support so that they can lead full and independent lives.

Article 23 RRSA


To find out more about the award click on the logo above.