SMSC 

Orchard Primary Academy is committed to the development of the social and emotional needs of our children. We have developed a curriculum specifically for the children of our local community. Our model promotes a quality, broad and knowledge-rich curriculum with the holistic needs of the children at its heart.

At Orchard Primary Academy we believe in building a community of caring, compassionate, respectful and highly motivated children who will grow into strong members of society. Our school curriculum is planned to support this, and enriched with a wealth of opportunities for pupils to learn and play together, to take part in a wide variety of cultural activities, and to mix with people of other ages, cultures and faiths in order to develop an understanding and interest in the world.  

The personal development of pupils spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. At Orchard Primary Academy, we therefore aim to provide an education that provides pupils with opportunities to explore different faiths, 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 world cultures.

All our curriculum areas have a contribution to make to a child’s spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum.

Through our motto ‘Dream Big and Dare to Fail’, children develop their social and emotional resilience that permeate through our three curriculum drivers:

• Respect
• Resilience
• Aspiration

Provision for the spiritual development of pupils includes developing their:

• ability to be reflective about their own beliefs (religious or otherwise) and perspective on life;
• knowledge of, and respect for, different people’s faiths, feelings and values;
• 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.

Provision for the moral development of pupils includes developing their:

• ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England;
• understanding of the consequences of their behaviour and actions;
• interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Provision for the social development of pupils includes developing their:

• use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds;
• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively;
• acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Provision for the cultural development of pupils includes developing their:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others;
• understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain;
• ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities;
• knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain;
• willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities;
• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

At Orchard Primary Academy we use a scheme called Jigsaw PSHE to teach children Personal, Social and Health Education, emotional literacy, social skills and spiritual development. 

Designed as a whole-school approach, Jigsaw provides a detailed and comprehensive scheme of learning for ages 3-16. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world.

Our commitment and dedication of ensuring that we give children relevant and engaging learning experiences to help them understand their own world and to develop positive relationships with themselves and others has been recognised and as a result we have been selected to be a flagship school for Jigsaw. This means that other schools will be signposted to ours to demonstrate good practice in our PSHE teaching

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