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Robert Bloomfield

SMSC and Tutor Time

The Pastoral Development of students is as important as the academic.

  • We have a 20 mins session every morning and a shorter 10 min session at the close of the school day.
  • The Tutor Time programme varies across year groups as to the core themes, values and activities.
  • In a week, students will have DEAL opportunities (Drop everything and listen) where tutors in the class will read with and to students. 
  • A year assembly will feature each week on a chosen, follwoing world events and key themes.
  • A bespoke SMSC programme of wider study will be followed on one of the days, with a core theme spreading over the week; using Picture News to support these discussions.
  • On a Friday, we complete a review of the week, with a focus on our VOICE values, update Form groups on the House Cup standing, and also explore actions for a safe weekend.
  • Tutors celebrate the success of VOICE notes at ehe end of every day, and address any concerns raised for tutees on their VOICE notes.


SMSC is essentially concerned with "the search for meaning and purpose in life and for values by which to live". Staff and students often refer to this as "The Bigger Picture", and this can be seen in a variety of contexts across the academy. For example; during form time, drop-down days, lessons within the curriculum and extra-curricular activities.

What is SMSC?

Spiritual Education 

Pupils' spiritual development is shown by their:

  • beliefs, religious or otherwise, which inform their perspective on life & their interest in respect for different people's feelings &  values
  • sense of enjoyment and fascination in learning about themselvesothers and the world around them, including the intangible
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

Moral Education

Pupils' moral development is shown by their:

  • ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
  • understanding of the consequences of their actions
  • interest in investigating and offering reasoned views about moral and ethical issues

Social Education

Pupils' social development is shown by their:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of social settingscooperating well with others and being able to resolve conflicts effectively
  • interest in, and understanding of, the way communities and societies function at a variety of levels

Cultural Education

Pupils' cultural development is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
  • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities​