At Oliver Goldsmith Primary School, we recognise that the personal development of pupils, spiritually, morally socially and culturally plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that gives children the opportunities to explore and develop their own values and beliefs, spiritual awareness and high standards of personal behaviour. Through SMSC we hope to foster a positive caring attitude towards others, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures.This is embedded throughout all aspects of school life at OGPS.

  • Spiritual Development – having a sense of identity, belonging, self-worth, purpose and the ability to reflect.
  • Moral Development – having a sense of right and wrong.Developing values that effect behaviour, having an understanding of society, being willing to accept different points of view and having the ability to articulate your own viewpoint.
  • Social Development – having the ability to work effectively within the school context and within the wider community. Acquiring skills and to live and work harmoniously with others and to be ‘a good citizen’.
  • Cultural Development – having the ability to learn about, respect, understand and celebrate the diversity of other religions and cultures including one’s own.

In regards to British values, at OGPS, we think it is very important that our pupils develop a strong set of principles and that they question and understand what it means to grow up in British society.

The Department of Education state that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The government set out its definition of British values in the 2011 Prevent Strategy and these values were reiterated by the Prime Minister in 2014. At Oliver Goldsmith Primary School, these values are reinforced regularly throughout each day, each term and over each academic year through a variety of ways.



All pupils at Oliver Goldsmith Primary School develop and demonstrate their knowledge and understanding of spiritual and cultural development through:

  • Students are actively encouraged to share their faith and beliefs within school and celebrate festivities throughout the year.
  • Spiritual development is provided through JIGSAW our scheme of work for PSHE and Citizenship as well as school assemblies.
  • The Religious Education curriculum provides a broad and balanced education on a range of faiths, religions and cultures. We follow local guidance.
  • An experience of a wide variety of cultures through curriculum themes.
  • Collective Worship and assembly time provide opportunities for spiritual and cultural development. As a school we have been granted a "determination" for collective worship, we follow guidance and offer a multi-cultural and inclusive approach.
  • During religious periods, or when requested, children are provided with a quiet place to pray and reflect through our "OGPS Prayer & Reflection Time".
  • Singing is a great strength at OGPS and supports spiritual and cultural development.


All pupils at Oliver Goldsmith Primary School acquire moral development through:

  • Developing the ability to distinguish between right and wrong based on moral codes of their own and other cultures.
  • Thinking through the consequences of their own and others actions as promoted by our Behaviour Policy
  • Encouraging pupils to take responsibility for their actions, for example, respecting property and care for the environment.
  • Having respect for others’ needs, interests and feelings as well as their own.


All pupils are encouraged to develop socially through:

  • Identifying key values and principles on which the school and community life is based.
  • Promoting racial, religious and other forms of equality.
  • Encouraging pupils to work co-operatively and collaboratively in their own classes and years as well as with pupils of different ages.
  • Encouragement to recognise and respect social difference and similarities, embracing diversity.
  • The school aims to provide positive experiences to reinforce our values, for example, through assemblies, residential experiences and school productions.
  • The school aims to help pupils develop personal qualities valued in our society such as thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and awareness of other’s needs.
  • The school provides opportunities for pupils to exercise leadership and responsibility.



All pupils develop and demonstrate their knowledge and understanding of democracy through:

  • An active School Council that adheres to democratic principles.
  • The selection of School Councillors, Peer Mentors, Anti-Bullying Ambassadors, Junior Travel Ambassadors and House Captains.
  • Various opportunities to participate in student voice through questionnaires, interviews and feeding back to School Councillors and debates in class.
  • A curriculum that develops pupil understanding of Britain’s parliamentary system and other forms of government, eg the Parliamentary Loan Box, elections held for School Council members.
  • Extra-curricular activities that promote democratic processes.


  • An embedded anti-bullying culture and comprehensive Behaviour for Learning Policy.
  • The schools Behaviour Policy includes a clear code of conduct and expectations for all pupils.
  • Behaviour charts are in every classroom again reinforcing consistency throughout the school.Class charters is a constant reminder to the children of expected behaviour.
  • A clear system of rewards, recognition and sanctions to enhance knowledge of positive and challenging behaviour.


  • Having a soft start gives pupils the choice of a more flexible start to their school day and encourages individual responsibility.
  • We offer children the choice in regards to taking risks with their own level of education. Each class offers Safe, Stretch and Super-stretch activities so children have more choice and control over their learning.
  • As a school we educate and provide boundaries for students to make choices safely, including those relating to e-safety and extremism.
  • Students have key roles in the school which they can elect themselves for such as Peer Mentors, School Councillors, House Captains and more.
  • Through extra-curricular clubs and opportunities students are given the freedom to make choices.


All pupils develop and demonstrate their knowledge and understanding of mutual respect through:

  • A clear system of pastoral care, guidance and support.
  • A teaching and learning environment based on mutual respect.
  • A new PSHE and Citizenship curriculum called JIGSAW which includes British values, sex and relationship education.
  • A curriculum where all pupils have an opportunity to express their views in a safe environment where the thoughts and answers of all are respected.
  • School assemblies which are based around the five fundamental British values as well as responsibility, determination, compassion, perseverance and humility.
  • Encouraging children to respect their own rights and those of others through our UNICEF Rights Respecting School work.
  • House and sporting competitions that helps to instil fair play, collaboration and team spirit.
  • Our Peer Mentors, House Captains and School Councillors promote mutual respect between students throughout the school community.


  • The RE curriculum which encourages pupils to explore spiritual thinking through their own and others beliefs and values, thus developing an awe and wonder for the natural world.
  • Whole school and class assemblies to promote the moral values and ethics of the school, for example, learning about different faiths and beliefs, Anti-Bullying Week and recycling projects. As stated earlier, the school has a "determination" for collective worship and ensures a multi-faith and inclusive approach.
  • From Year 2 to Year 6, each year group has a main religion to study in depth and perform an assembly around. The children also visit that place of worship.
  • An awareness of global issues – through our humanities curriculum, assemblies and Learning Adventures.


The ethos of our school is such that all people who come to our school are valued as individuals in their own right. They should set, and be entitled to expect from others good standards of behaviour, marked by respect and responsibility. We hope to encourage self esteem, self confidence and self control so they can make up their own minds and be ready to accept responsibility for what they do. We intend to develop a child’s mind by nurturing:

  • A plethora of extra-curricular and non-class based opportunities through the Arts and sports.
  • Our new Food Technology room encourages social and health development via creativity through cooking, working as a team and realising the importance of health and wellbeing.
  • Training for JTA’s and Bike it Crew to ensure safety as pedestrians and on the roads (Be Bright Be Seen Day).
  • Training for our anti-bullying ambassadors.
  • Whole school Learning Adventures which PSHE values permeate through.
  • Emotional behaviour coaching for KS2 children
  • Arts Mark Gold – showing our dedication to a holistic rather than purely academic approach to learning.
  • The schools orchestra, recorder lessons, infant and junior Choir, peripatetic music tuition in a variety of instruments, provides pupils with rich cultural learning opportunities through music.
  • A range of musical, artistic and creative performances such as year group assembly production provides opportunities for pupils to develop social skills through team-working and also promotes cultural appreciation and reflection of artistic, music and thespian talents.
  • Having an annual school musical in the spring term that features children from across the school and an end of year performing arts concert enhancing individual’s personal development, self-esteem, confidence and social skills.
  • Educational School trips for every year group from Reception to Yr 6 and in particular residential visits involve the development of many social skills for pupils.
  • Visits from and to theatre productions and orchestras which introduce pupils to the cultural arena of what London has to offer and the world renowned theatre scene in the West End.
  • Upper key stage 2 raise money through entrepreneurial opportunities to help fund their trips.
  • Taking part in environmental issues around our school and borough alongside other schools makes our children eco aware both locally and globally. Children are fully aware of the moral codes of the school, this in turn supports their moral development.
  • Sports teams necessitate social development by sharing effort, motivation and determination to succeed.
  • Strong links with The Village School (Special Educational Needs & Disabilities School) provides the opportunity to work alongside children with different needs thereby encouraging moral understanding by valuing all members in society.

To ensure we have a clear, systematic and progressive way of teaching PSHE throughout the school we have invested in the JIGSAW scheme of work.The Jigsaw approach has six puzzle pieces which progresses in sequence throughout the year for each year group. Those 6 puzzle pieces being:

  • Being me in my world
  • Celebrating difference
  • Dreams and goals
  • Healthy me
  • Relationships
  • Changing me

Each lesson is linked to PSHE, emotional and literacy skills.It promotes British Values and has an emphasis on mindfulness.