"Where Autism is a strength and not a weakness"

SMSC/British Values/Cultural and Character Curriculum

British Values

Our Values Statement

We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.

We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.

The curriculum in all phases offers broad and balanced opportunities.

‘British Values’ have been identified as:

Democracy:

The ability to understand and communicate are the most important areas of learning. We ensure that pupils are given a ‘voice’ to communicate. This ‘voice’ could be using words, objects, photographs, pictures, symbols, touch cues, eye pointing or body language.

We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.

We have an active School Council.

Rule of Law:

We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large.

Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predictable environment within the school and beyond. We can help some pupils to understand the connection between actions and consequences. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.

Individual Liberty:

Pupils are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We endeavour to demonstrate that everyone has rights; this includes the right to say ‘Yes’ or ‘No’ to ideas or activities. Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself. We support others by participating in charitable events such as, Red Nose Day/Comic Relief and Children in Need. We believe that engendering a caring and helpful environment and to be independent can boost and nurture a healthy self-esteem.

Mutual Respect:

We promote each pupil’s inclusion in activities, settings and locations that are appropriate to them individually to meet their needs. Within school, pupils work with a range of people and interactions with others are always positively promoted on a personalised basis for each individual. This may include working with students from other schools, coaches, theatre groups etc. The curriculum is personalised and planned for pupils and may include transitioning within the range of resources and places on the site and going into the community to meet with a range of people in a variety of situations which include: sports events, community events.

We believe it is important to facilitate opportunities to be part of the community as the pupils, families and staff have much to offer in the development of community cohesion.

Tolerance of different faiths and beliefs:

We are part of a school and local community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race.

Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others.

Our Assemblies help all pupils to find out about themselves and others linking their lives to the communities in which they belong. The themes cover areas such as: friendships, helping others and celebrations from a range of faiths and world events.

Pupils are encouraged to experience British Culture through our curriculum themes. For example, pupils have visited many local places. As a school, we take part in sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’.

Although some of our pupils may find it difficult to articulate their feelings and concerns; staff are attuned to changes in demeanour and well-being that may indicate anxiety. If they are concerned about a pupil our accepted practice links to the Safeguarding Policy which entrusts a duty of care to all staff to actively protect and promote the welfare of children.

The staff work closely with parents, carers and other professionals to ensure that the pupils at The Lady Byron School are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.

Spiritual, Moral, Social and Cultural (SMSC)

The Lady Byron School has a strong commitment to the personal and social development of all pupils. The school vision and values, put together by all the staff, supports spiritual, moral, social and cultural characteristics in all pupils.

What is SMSC – Spiritual, Moral, Social and Cultural development?
Here is a summary to explain SMSC – it is personalised for all our students in The Lady Byron School.

Spiritual development is when we:
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Moral development is when we:
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Social development is when we:
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values’ of democracy, the rule of law, liberty, respect and tolerance.

Cultural development is when we:
Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
In our school pupil’s SMSC development is seen for example in:

  • Taking part in a range of activities regarding social skills
  • Developing an awareness and respect for diversity
  • Developing and appreciation of theatre
  • Developing an understanding of right and wrong.
  • Developing the communication skills to make choices about likes/dislikes in school then in wider community visits.
  • Taking part in sporting opportunities.
  • Taking part in cultural opportunities.
  • Taking part in artistic opportunities.

SMSC is embedded throughout the curriculum at The Lady Byron School. This integrated approach ensures that aspects of SMSC is considered in all subject areas. The senior leadership team audits SMSC across school.

Beyond the Curriculum
We are also committed as a school to developing SMSC beyond the curriculum. This is done through:

  • Student Council
  • Assemblies give pupils an opportunity to explore aspects of SMSC
    An Arts Therapy Teacher in school working with individual students and groups.
  • We are currently a registered Duke of Edinburgh Centre that supports students in resilience and confidence building.

Impact
In order to reflect further on the impact of all our work on SMSC:

  • We engage students, families and community
  • Hear our student voice
  • Observe staff and pupil interactions
  • Support Social Behaviour
  • Complete learning walks reflecting on resources and practices.

Character Curriculum at Lady Byron School 24/25


Issues to consider

Current Situation – Summer 24

Next Steps – Autumn 24 onwards

What kind of School are we?

Our School offers an ambitious broad and balanced Curriculum for our students with a diagnosis of ASC and high anxieties. The Curriculum offers a range of qualifications, ranging from GCSE’s, functional Skills and ASDAN courses. Alongside the academic offer we are a registered Duke of Edinburgh to support their SMSC Curriculum.

Develop Whole School approach to Thrive to support SEMH needs of all our students.

 

Develop more career opportunities with employers and colleges by developing relationships with them.

 

 

 

What are our expectations of behaviour towards each other?

One of the core values at our School is RESPECT and this is threaded throughout our whole school offer, from Curriculum to assemblies and student council.

 

Develop protected characteristics workshops into whole School assemblies.

 

Create equality and diversity lead in School

How does our Curriculum and teaching develop resilience and confidence

Our Curriculum has a balanced weighting of mental and physical wellbeing through the D of E Curriculum offer alongside their core and enriched Curriculum. The students learn about resilience and build confidence through team building lessons and build their confidence through practical activities and volunteering within the community.

Increase percentage of uptake to complete silver award.

How good is our co-curricular provision?

Student council has enabled us to fundraise for resources that students wish to have in school including trips and excursions.

Develop a school newspaper by the students.

 

Create student ambassador roles including Librarian and student lead for visitors.

How well do we promote the value of volunteering and service to others?

This is our first academic Year where we have rolled out the bronze level for current Y9-11’s. Volunteering has been a big part for the students to become accredited at bronze level. Baby hats were designed made and delivered to the local ICBU units.

Look into volunteering in the local community i.e. library/co-op.

How do we ensure that our pupils benefit from what we offer?

Each student has a pen portrait of what they have offered to them via our Curriculum. Each half term the pen portraits are updated alongside their pupil progress sheet to ensure that impact is and has been made and cross referenced with their individual EHCP targets.

Having comparable data will allow us to have a greater picture of gaps in knowledge.