We recognise that the development of pupils, spiritually, morally, socially and culturally plays a significant part not only in their ability to learn and achieve but in their ability to relate fully to and have the ability to access the world they live in.

Our Ofsted Report in May 2016 stated:

“Pupils are extremely well cared for and their personal development and welfare are outstanding. They have a clear understanding of how to keep themselves safe and say they feel very safe in school. Pupils’ behaviour is good. They are polite and show great consideration for others.”

“Pupils’ spiritual, moral, social and cultural development is promoted well throughout the curriculum and in assemblies. Pupils understand that they must show respect and tolerance towards others and that all should be treated equally. They understand about democracy and the rule of law. They know their views and opinions are valued by adults. They are able to take on responsibilities for themselves, for instance as buddies or members of the school council. Pupils learn about those from faiths and backgrounds different from their own through personal, social, health and citizenship education and religious education. This promotes their understanding of life in modern Britain effectively.”

The pupils’ SMSC development has been developed, as with all of our curriculum, with our children’s needs at its core. At Ropery Walk, we have a cohesive, whole school plan that has a positive influence on the ethos, learning and relationships in the school and therefore receives the full commitment and involvement of the school community as a whole.

The teaching and learning of SMSC will enable children to:

  • Develop self-awareness and positive self esteem.
  • Become more mature, independent and self-confident.
  • Learn to respect the differences between people and cultures.
  • Learn to keep themselves and others safe.
  • Develop effective and satisfying relationships.
  • Make informed choices about their health, lifestyle and environment.
  • Develop their sense of social justice and moral responsibility.
  • Take more responsibility, individually and as a group to resist bullying.
  • Begin to understand that their own choices and behaviour have consequences.
  • Play an active role as members of the school and citizens in the wider community.
  • Make the most of their abilities.

Spiritual Development

We encourage spiritual development by helping children to be reflective about their own beliefs, religious or otherwise, that informs their perspective on life and their interest in and respect for different people’s faiths, feelings and values. We help them to develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. We support them to use imagination and creativity in their learning. We encourage pupils to be willing to reflect on their experiences.

Religious education at our school enables children to investigate and reflect on some of the most fundamental questions asked by people. At Ropery Walk Primary School we develop the children’s knowledge and understanding of the major world faiths and we address the fundamental questions in life, for example, the meaning of life, the existence of a divine spirit and what it means to be human. We enable children to develop a sound knowledge, not only of Christianity, but also of other world religions. To foster tolerance and sensitivity based on understanding- encouraging children to challenge prejudice. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions.

In Ropery Walk Primary School, children take part in collective worship every day during assembly. These assemblies take many forms and encourage children to explore and experience other faiths and beliefs as well as Christian beliefs. Once a fortnight, a representative from the local church conducts the assembly. Children also visit local churches for annual events such as Christmas and Remembrance.

Moral Development

Moral development is further strengthened through our comprehensive behaviour system, which encourages children to make their own choices regarding their behaviour and to understand the consequences of making the wrong choice.

Ropery Walk Primary School is a rights respecting school and children are well aware of their rights and the responsibilities that come with these rights. Children are taught the difference between right and wrong and are encouraged to think about why they should make the right choice.

We believe that good moral and spiritual development can only take place when children are feeling secure, and we place a great deal of emphasis on developing trust and secure attachments to children, aware that we are modelling important attitudes and values and can influence development in a similar way to good parenting. Staff are talented at creating social experiences in lessons that in turn motivate learning and it is by creating these conditions that children from all backgrounds can reach their potential and do well.

Children at Ropery Walk Primary School take an active role in decision making through School Parliament. Elected members of parliament meet once a fortnight to feedback and discuss issues and ideas as to how school could be improved. Children take this responsibility very seriously and understand the democratic process involved in decision making.

Social Development

Pupils’ social responsibility requires that the children develop an understanding of responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. Children in Ropery Walk Primary School display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.

Visitors are welcomed into our school. We have regular visitors who take assemblies and coach the children in a wide variety of activities. We are also pleased to welcome visitors from all walks of life who come to school to broaden and enrich the children’s’ experiences.

The school supports the work of a variety of charities and is involved with fundraising on a local and national level. The children are well aware of the need to help others that are less fortunate than themselves and their enthusiasm and generosity for all of these events is overwhelming. This is linked to our ‘bucket filling’ ethos in school. Bucket filling is an easy-to-understand concept: Everyone carries an invisible bucket that holds our good thoughts and feelings. When our buckets are full, we feel happy and when our buckets are empty, we feel sad. Children quickly understand that they can fill buckets when they do and say things that are kind, considerate, caring, and respectful. They also learn that when they are mean, inconsiderate, uncaring, or disrespectful, they dip into buckets and remove those good feelings. Even the youngest child understands that actions and words can either fill a bucket or dip into it. We have a community bucket on display in school so that the children can see how their actions are helping others.

The development of strong home-school communication routes is regarded as very important, enabling parents and teachers to work in an effective partnership to support the children.

Cultural Development

Cultural development is the development of pupils’ understanding and appreciation of their own and others’ cultures. It includes being able to live in a rapidly changing global culture, increasingly influenced by developments in travel, technological and communication, and being able to cope with the impact of such changes.

We have identified opportunities for cultural development within the taught curriculum. The work children do in art and geography for example helps develop their understanding of the world around them, whilst work on festivals throughout the school year, develops both their cultural and social awareness.


Relationship and Sex Education

Relationship and sex education (RSE) is viewed as an integral part of personal growth and development and taught within the context of Health Education at an entirely age-appropriate level. There should be a partnership between schools and parents in the teaching of sex education.

Teaching at school will be presented within a clear moral framework that includes the value of the family life experience of the individual child, loving relationships, responsible living and respect for others.

The syllabus includes, in general terms, knowledge of how the body works, basic knowledge of personal development, developing moral attitudes towards each other, developing decision-making ability and self-assertion.

Outcomes for Key Stage 1 and 2

By the end of Key Stage 1 pupils will be able to:

  • Recognise and compare the main external parts of the bodies of humans*
  • Recognise similarities and differences between themselves and others and treat others with sensitivity*
  • Identify and share their feelings with others
  • Recognise safe and unsafe situations
  • Be aware that their feelings and actions have impact on others
  • Make a friend, talk with them and share feelings
  • Use simple rules for dealing with strangers and resisting pressure when they feel uncomfortable or at risk

Pupils will know and understand:

  • That animals, including humans, grow and reproduce*
  • That humans and animals can produce offspring and these grow into adults*
  • The basic rules for keeping themselves safe and healthy
  • About safe places to play and safe people to be with
  • The needs of babies and young people
  • Ways in which they are similar or different from others
  • That they have some control over their actions and bodies
  • The names of the main external parts of the body including agreed names for sexual parts
  • Why families are special for caring and sharing

Pupils will have considered:

  • Why families are special
  • The similarities and differences between people
  • How their feelings and actions have an impact on other people

By the end of Key Stage 2 pupils will be able to:

  • Express opinions, for example, about relationships and bullying
  • Respect other people’s viewpoints and beliefs
  • Recognise their changing emotions with friends and family and be able to express their feelings positively
  • Identify adults they can trust and who they can ask for help
  • Be self-confident in a wide range of situations, such as seeking new friends
  • Form opinions that they can articulate to a variety of audiences
  • Recognise their own worth and identify positive things about themselves
  • Balance the stresses of life in order to promote their own mental health and wellbeing and that of others
  • See things from other people’s viewpoints, for example, their parents and carers
  • Discuss moral questions
  • Listen to their friends, support them and manage friendship problems
  • Recognise and challenge stereotypes, for example in relation to gender
  • Recognise the pressure of unwanted physical contact, and know ways of resisting it

Pupils will know and understand:

  • That the life processes common to humans and other animals include growth and reproduction*
  • About the main stages of the human life cycle*
  • That safe routines can stop the spread of viruses including HIV
  • About the physical changes that take place at puberty, why they happen and how to manage them
  • The many relationships in which they are all involved
  • Where individual families and groups can find help
  • How the media impact on the forming of attitudes
  • About keeping themselves safe when involved with risky activities
  • That their actions have consequences and be able to anticipate the results of them
  • About different forms of bullying people and their feelings of both bullies and victims
  • Why being different can provoke bullying and why this is unacceptable
  • About, and accept, a wide range of different family arrangements, for example second marriages, fostering, extended families and three or more generations living together

Pupils will have considered:

  •  The diversity of lifestyles
  • Others’ points of view, including their parents’ or carers
  • Why being different can provoke bullying and why this is unacceptable
  • When it is appropriate to take a risk and when to say no and seek help
  • The diversity of values and customs in the school and in the community
  • The need for trust and love in established relationships

Sex education at Ropery Walk Primary School is taught using the Medway resources from the PSHE Association.
View our PSHE curriculum page to see example resources.

Another useful website for parents is

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