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Boston High School Social, Moral, Spiritual and Cultural Policy

What are our aims?

At Boston High School we recognise that the personal development of students, spiritually, morally, socially, and culturally (SMSC), plays a significant part in their ability to learn and achieve.  We therefore aim to provide an education that provides students with opportunities to explore and develop their own values and beliefs, spiritual awareness, 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 the cultures.

SMSC is about the values students are encouraged to hold, their attitude towards learning, knowledge, and society. SMSC is fundamental in preparing young people for society and at Boston High School, students are helped to develop positive attitudes and beliefs by being given opportunities to:

  • Develop spiritual values and reasoned personal and moral values
  • Consider the pluralistic nature of society, developing their understanding and respect for those with different religions, beliefs, and ways of life
  • Value everyone equally
  • Develop personal relationships, based on trust, self-esteem, and mutual respect
  • Make personal relationships, based on trust, self-esteem, and mutual respect
  • Become active, responsible citizens in a democratic society
  • Develop an appreciation of human achievements and aspirations
  • Develop and understanding of the world in which they live and the interdependence of individuals, groups, nations and the environment.


Our strengths

School  culture and  environment - School CODE, Behaviour/Reward system, assemblies, charity support, shared ethos, pupil voice (School Council), priority on School Improvement Plan, Behaviour code of conduct, outdoor spaces for lunchtime. School website.

Assessing, recording and  reporting pupil achievement - Self/peer assessment, subject evaluation forms, celebration of achievement, annual certificates/awards, annual reports, parents evenings, reward points, photos and evidence, website, school bulletin.

Policy development - SMSC Policy, Behaviour Policy, Safety Policy, SEND, Teaching and Learning, Anti-Bullying Policy, Equal Opportunities, Racial Policy, Inclusion Policy.

Giving pupils a voice/leadership - School Council, lead House Assemblies, prefects system, Student Leadership Team, pupil surveys, Young Journalist Team, Newsletters, pupil voice for interviews, librarians, subject prefects, National Citizenship Award, Boston Youth Council, Duke of Edinburgh Award, Year 11 transition interviews, Sports Leaders, LAMDA public speaking awards, EPQ opportunities, whole school pupil voice.

Provision of pupil support service - dedicated pastoral support team and support centres, Safe Space for time out and support, MHST, Children and Adolescent Mental Health Services (CAMHS), Family support worker, SEND, Learning Support Mentors, careers service, Educational Welfare Officers, EAL support, Hospital School, KOOTH online counselling, Healthy Minds, Early Help Workers, Mobilise Mental Health project, Student Welfare Officers, Buddy system for new pupils, transition support.

To enable the school to map its provision of SMSC, we have used a simple code for staff to tell us the specific detail of their event or contribution. For example, if a member of staff is running a trip to the Tate Modern we would code that as CB (cultural participation).

How have we broken these areas down? 

Spiritual Development (Spiritual A fascination, Spiritual B beliefs)

Pupils’ spiritual development is shown by their ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feeling and values, a 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.

  • Sustain their self-esteem in their learning experience. SPA
  • Develop their capacity for critical and independent thought. SPA
  • Reflect on, consider and celebrate the wonders and mysteries of life. SPA
  • Experience moments of stillness and reflection. SPA
  • Discuss their beliefs, feelings, values and responses to personal experiences. SPB
  • Form and maintain worthwhile and satisfying relationships SPB
  • Foster their emotional life and express their feelings SPB

Moral Development (Moral A right wrong, Moral B consequences, Moral C views and values)

Moral development is concerned with students’ knowledge, understanding, intentions, attitudes, and behaviour in relation to right and wrong within the accepted codes of practices of society. Their knowledge and awareness of values and attitudes of individuals and society as a whole and socially acceptable code of behaviour is important. The quality of relationships that students experience, the standards of behaviour in the school as well as the values promoted by the school’s behaviour mission statement of CODE.

  • Gain the confidence to cope with setbacks and learn from mistakes. MA
  • Distinguish between right and wrong. MA
  • Listen and respond appropriately to the views of others. MB
  • Take initiative and act responsibly with consideration for others. MB
  • Recognise the unique value of each individual. MC
  • Show respect for the environment. MC
  • Make informed and independent judgements. MC

Social Development(Social A identity, Social B participate, Social C communities)

Social development is concerned with the skills and personal qualities necessary for individuals to live and function effectively in society. Social development is based on the acceptance of group rules and the ability to see oneself in a wider context. The quality of relationships in school is crucial in forming students’ attitudes to good social behaviour and self-discipline so that they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

  • Develop an understanding of their individual and group identity. SA
  • Participate in wider community events. SB
  • Learn about a service in the school and wider community. SC

Cultural Development (Cultural A respect, Cultural B participate)

A student’s cultural development refers to an increasing understanding of those values, beliefs, customs, knowledge, and skills which link groups together and give people a sense of identity.

  • Recognise the value and richness of cultural diversity in Britain, and how these influenced individuals and society.CA
  • Develop an understanding and respect their social and cultural environment.CA
  • Develop a respect and understanding of Britain’s local, national, European, Commonwealth and global dimensions.CA
  • Participate in art, musical, sports challenges and events. CB