Our provision for the spiritual, moral, social and cultural development of our students is completely interwoven into our curriculum and takes many different forms to meet the varied needs of our young people.

A class discussion on Sikhism which asks students to reflect on how Sikhs worship may have obvious spiritual and cultural aspects but our classroom expectations regarding taking turns in talking and listening to the views of others will also benefit pupils’ social and moral progress.

All school assemblies at Highfield reinforce social development as we take turns in setting out and putting away chairs and also in presenting information. The topics of our assemblies will often cover a spiritual or cultural theme, from Ramadan to St. Georges Day.

The theme of democracy is taught not only within curriculum areas but applied throughout the school as a whole.  Students were encouraged to vote for the play equipment for the playground they would like to purchase as well as voting to choose the new class names as the school grows.

Highfield students enjoy many opportunities to learn outside of the classroom. These experiences range from walks to the local café, to our annual visit to hear the Kings College Choir each Christmas to a summertime residential trip to Wales. All of these activities broaden and develop the spiritual, moral, social and cultural awareness of our students.

‘Britishness’ at Highfield School

There has been much media interest recently over the concept of Britishness in our schools, being highlighted in a statement from the Prime Minister.

School Leaders have written a statement on how British Values are reflected at Highfeld School.


The values of Democracy are reflected in our school ethos where each member of our community is involved in school development and well informed of what is happening in a busy environment.

The School Council consists of a pupil from each class, each class having an election process. They have undertaken activities such as:

  • taking part in interviewing for new teachers
  • conducting learning walks to find out what learning is taking place in classrooms
  • choosing the focus charity of the year and planning fundraising activities

The rule of law

The Importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced in our expectations throughout every school day, as well as when dealing with behaviour and through school assemblies.

Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service etc. are regular parts of our calendar and help reinforce this message.

Individual liberty

Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Our PSHE/RSE Policy underpins and supports this decision making and enables children to make the right choices. It also gives them the vocabulary to enter into a dialogue with others in their decision making. Some pupils need communication aids in order that they are able to make choices.

As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Children are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through E-Safety and PSHE lessons.

Mutual respect

At Highfield School we pride ourselves on our positive relationships. We treat each other with mutual respect and work in a climate where openness, trust and inclusion lay the foundations for their future life.

Diversity is a natural part of our school community, and is celebrated in various ways including Head Teacher certificates for achievement, individual merits for hard work and effort as well as end of year achievement medals.  There is also the Gary Peile Resilience Award which is presented to one pupil each year in recognition of resilience, independence and outstanding achievement and progress.

Tolerance of those of different faiths and beliefs

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice–‐based bullying have been followed and supported by learning in RE and PSHE.