The RSA uses cookies on this website. By using this website you are agreeing to our use of cookies. To find out more read our cookie policy and privacy policy. More Info

Schools with Soul: A new approach to Spiritual, Moral, Social and Cultural Education

Report

  • Adult education
  • Creativity
  • Education
  • Further education
  • Higher education
  • Schools
  • Skills
  • Teaching
  • Vocational education

Our investigation found that the requirement of schools to develop the broader human qualities of their pupils has become side-lined due to the overwhelming pressure placed on them to deliver better exam results.

Engage with OUR research

 

Schools with Soul concludes that despite schools’ legal commitment towards providing spiritual, moral, social and cultural education (SMSC), too many schools took a ‘scattergun approach’ that risked provision being ‘everywhere and nowhere’.

Our report argues that despite an increase in school autonomy, deeper thinking about how to equip young people with the skills, attitudes, values and capabilities necessary to succeed in the modern world has been rendered far more difficult by the constantly changing terrain of policy initiatives.

1. Everyone involved in education in the UK should designate 2015-16 (the academic year after the next general election) as a "year of reflection” when:

  • No schools-related policies are announced by the Department for Education (DfE) or any other agency.

  • No schools are forced to become academies

  • No Ofsted inspections take place apart from re-inspections of those schools which have been judged inadequate.

  • No organisations publish any new policy proposals for schools

2. Ofsted should develop a more consistent and rigorous approach to the inspection of SMSC provision and outcomes.

3. The Department for Education should set up a small expert working party to develop clearer guidelines for SMSC in schools.

4. The National College for Teaching and Leadership should ensure that SMSC is more overtly built into any revisions made to the teachers’ standards.

5. School governing bodies should take full ownership of a school’s SMSC policy and where necessary, reshape a school’s overall purpose and ethos.

6. School leaders should consider:

  • Building SMSC development into reporting systems for parents and students

  • Building SMSC into teachers’ performance management systems

  • Using pupil premium funding to support the development of SMSC outcomes, linked to strategies for closing attainment gaps

7. Foundations and other funders should support the development of a simple SMSC ‘auditing tool’.

Contributors

Picture of Amelia Peterson
Amelia Peterson

Picture of Jen Lexmond
Jen Lexmond

Picture of Joe Hallgarten
Former Associate

Picture of David Kerr
David Kerr

Be the first to write a comment

0 Comments

Please login to post a comment or reply

Don't have an account? Click here to register.

Related reports