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Ethos: Social development

Issues for Church schools

To remember that the Christian faith is not an isolationist, world-denying religion but finds its true expression in community.
To recognize that at the heart of all the social relationships in a Church school is the person of Jesus Christ.
To encourage pupils to recognize and respect cultural diversity as all are created in the image of God.
To develop an awareness that, in the words of St Paul, there are three things that last forever: 'faith, hope and love: but the greatest of them all is love'. (1 Corinthians 13.13)
To ask: is our Church school a servant community, identifying the needs of others in our midst and further afield, nationally and internationally?
To ask: does our Church school emphasize sufficiently the love of God; the love of one's neighbour; the pursuit of truth and justice; the challenge of service and duty; and the experience of trust and forgiveness?

The law

section 1(2) of the Education Reform Act, 1988 (subsumed under section 351(1) of the Education Act, 1996) requires the curriculum in a maintained school to be broad and balanced and to promote: 'the spiritual, moral, cultural, mental and physical development of pupils at the school'.
This requirement has been given substance with the presence of an inspection service, OFSTED - ESTYN (formerly OHMCI/SPAEM) in Wales.

Guidance

In their latest guidance for inspectors, OFSTED offer the following support:

Social development and provision

Pupils who are becoming socially aware are likely to be developing the ability to:

adjust to a range of social contexts by appropriate and sensitive behaviour;
relate well to other people's social skills and personal qualities;
work, successfully, as a member of a group or team;
share views and opinions with others, and work towards consensus;
resolve conflicts and counter forces which militate against inclusion and unity;
reflect on their own contribution to society and to the world of work;
show respect for people, living things, property and the environment;
benefit from advice offered by those in authority or counselling roles;
exercise responsibility;
appreciate the rights and responsibilities of individuals within the wider social setting;
understand how societies function and are organized in structures such as the family, the school and local and wider communities;
participate in activities relevant to the community; and
understand the notion of interdependence in an increasingly complex society.

Schools that are encouraging pupils' social development are likely to be:

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 corporate experiences - for example, through assemblies, team activities, residential experiences, school productions;
helping pupils develop personal qualities which are valued in a civilized society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect;
helping pupils resolve tensions between their own aspirations and those of the group or wider society;
providing a conceptual and linguistic framework within which to understand and debate social issues;
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; and
monitoring in simple, pragmatic ways, the success of what is provided.

Summary taken from Inspection Guidance Papers, OFSTED, September 2002.

The school is a community. Social interaction is a priority and a necessary factor in day-to-day living.
Who is involved? Everyone involved in the life and work of the school has a part to play:
- governors are required to set aims and policies of the school and should actively promote agreed Christian values and expectations;
- the head teacher must advise the governing body on the educational provision within the school and account for that provision with regard to the spiritual, moral, social and cultural development of pupils;
- teaching staff must ensure that the aims and values of the school are promoted in every aspect of school life;
- non-teaching staff should be aware of the Christian values and expectations of the school and promote them to the pupils;
- pupils should be clear what is expected of them and how they can contribute to the spiritual, moral, social and cultural policies of the school;
- parents should be encouraged to show commitment and loyalty to the school through the home-school agreement.
School ethos/mission statements are a communal statement of social conviction. They provide a vision of how social instruction in the Church school creates an environment within which Christian values can find proper expression. Sample mission statements can be found elsewhere on this site.
Key Christian values in a school community, which provide the cement for the building blocks of pupils' development, include: relationships, faith, commitment, acceptance, forgiveness and reconciliation, healing, justice, grace and peace.
Church schools should ensure that social justice and concern for the disadvantaged are a prime concern of the policy on social development.

Challenging areas

Social development in a Church school will have a similar pattern and expectations to a community school. Policies on equal opportunities, behaviour, discipline, racism, etc. will, however, flow from the school's mission statement. All such policies should indicate that the social development of pupils is rooted in the Christian foundation of the school.
Schools generally manage the social and moral development of pupils more effectively than the spiritual and cultural development. Attention, especially in a Church school, should be directed at all aspects of SMSCD.

FAQs

Collective worship is an obvious place to encourage social development. What aspects of worship should be emphasized?

Collective worship (see The National Society/Culham collective worship web site) contributes significantly to SMSCD. Schools should try to engage pupils and reflect on how best to develop a sense of community.
Approaches include the 'Six Principles' of worship in a Church school:
- Worship should be Anglican and inclusive.
- Worship should be curricular, reflecting the broad basis of the National Curriculum and RE.
- Worship should be educational.
- Worship should contribute to spiritual, moral, social and cultural development.
- Worship should have a sense of occasion.
- Worship should be shaped to meet the needs of each school.

What would a distinctive contribution of the Anglican tradition include?

using the Bible as a source for inspiration and learning;

reflecting on the use of Christian symbols in worship;

observing the cycle of the Anglican year;

identifying a collection of prayers, hymns and psalms to create a framework for worship;

occasional special services reflecting the pattern and order of Anglican worship;

use of meditation and silence;

celebration of shared values and beliefs;

learning traditional responses used by Anglicans.

Resources

Other resources are included under General resources for spiritual, moral, social and cultural development.

DDE information

Dioceses provide, in the main, written guidelines to support schools in their provision for moral development.
Dioceses are always ready to help schools evaluate the effectiveness of current practice.
Follow this link for a list of Diocesan education contacts.

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