Our School Vision

“With God, all things are possible” (Matthew 19:26)

Our school offers a supportive, inclusive, nurturing and inspiring learning environment, where each member is known by God; loved and empowered to reach their full potential. Children are encouraged through an aspirational and engaging curriculum to develop their knowledge, skills and character so that they can truly flourish, both now and into the future.

‘Spirituality is the deep human longing to experience the transcendent in our ordinary life it’s the expectation to experience the extraordinary in the ordinary, the miraculous in the mundane, and the sacred camouflaged in the profane.’
Pittman McGhee taken from Dare to Lead by Brené Brown.

What is spiritual development?

Spirituality concerns a person’s awareness and relationship with themselves, with others, with God (or the transcendent), and with nature and the environment. These four elements form the basis of our work with children in developing a strong sense of spirituality.

Our vision statement states that we ‘offer a supportive, inclusive, nurturing and inspiring learning environment where each member is known by God, loved and empowered to reach their full potential’. A key part of that belief is to nurture children’s spiritual awareness and develop each child’s spiritual character.

The four elements - these consist of:

Self (Looking in)

  • Awareness of feelings and our uniqueness
  • Gratitude for things we have and who we are
  • Exploration of personal faith
  • Development of imagination and creativity

Others (Looking out)

  • Empathy, understanding, tolerance, and respect.
  • To love and be loved. Loving yourself and others.
  • Making a difference to others.

Transcendence (Looking beyond/up)

  • Experiencing God (what lies beyond the material/physical)
  • Ability to discuss the 'Big Questions' (life, death, suffering, nature of God).
  • Opportunities of prayer and connecting with God.
  • Making sense of the world.

The world - beauty and creation (Looking Down)

  • Developing a sense of awe and wonder.
  • Enjoying miracles of everyday life.
  • Appreciating music, art, nature.
  • Taking time for what matters

How do we nurture spirituality?

At our school, we recognise the significance of fostering children’s spiritual development, and therefore, we aim to incorporate it into all aspects of our provision. We believe that building strong relationships with our students, guided by our school vision and values, is crucial for their spiritual growth, along with the development of knowledge, concepts, skills, and attitudes. To facilitate this, we offer various opportunities for children to engage in activities that encourage their spiritual development.

Self (Looking in)

  • PHSE lessons
  • Show and tell to encourage self-expression
  • Emotional check-ins with zones of regulation
  • Exploring diverse religions and faiths
  • Restorative justice practices
  • Creative and imaginative opportunities

Others (Looking out)

  • Fresh start policy
  • Inclusive and welcoming school community
  • School values, vision, and motto: Believe, Achieve, Aspire
  • Implementation of the Zones of Regulation for emotional regulation
  • Forest school program
  • Eco Warriors and School Council
  • Emphasis on play opportunities

Transcendence (Looking beyond/up)

  • Prayer spaces in classrooms
  • Use of outdoor spaces (e.g. Peace Garden, outdoor classroom)
  • Exploration of Big Questions in the curriculum and shared school spaces
  • Weekly prayer book shared in Collective Worship
  • I Wonder questioning

The world - beauty and creation (Looking Down)

  • Planting in and around the school.
  • Residential trips and visits.
  • Forest school.
  • Eco Warriors.
  • Outside festivals.

How do we know this is being effective?

To determine the effectiveness of a school’s efforts to promote spiritual development, we use a range of methods. These include:

  1. Observations: Teachers can observe and record instances of awe and wonder, positive relationships, care for living things, reflection, enjoyment of learning, and creativity in their pupils’ work, play, and interactions.
  2. Reflection and self-evaluation: Children may be encouraged to reflect on their own spiritual experiences and evaluate how they have grown in these areas.
  3. Feedback from parents and carers: Parents and carers may be asked to provide feedback on their child’s progress in terms of their spiritual development and how they have noticed their child exhibiting these qualities.
  4. Portfolio assessment: A portfolio of a child’s work over a period of time may demonstrate the development of their spiritual values.
  5. Interviews: Pupils can be interviewed to gauge their understanding and application of spiritual values in their lives and their perspectives on their own growth in this area.

What is the Role of the School Community?

All members of the school community have a responsibility for helping to nurture children’s spiritual development.

School Staff

At our school, we strive to cultivate a sense of awe and wonder in our pupils, encouraging curiosity, imagination, and creativity. We celebrate both our individuality and common human values, promoting respect for all beliefs and fostering peaceful conflict resolution. Our community values honesty, kindness, and compassion, and rejects bullying, violence, and discrimination. We believe in respecting the rights, beliefs, opinions, and property of others, even when they differ from ours. Through team building activities, we help our pupils develop self-confidence, co-operation, sensitivity, and reliability. We teach them to take responsibility for themselves and others in both the school and wider community. Finally, we celebrate our cultural heritages and encourage an appreciation of other people’s cultural traditions, recognizing the richness of culture and tradition.


The effectiveness of children’s spiritual development can be judged by their experiences of awe and wonder, their ability to build positive relationships, their care for living things, and their reflective skills. It can also be seen through their understanding of right and wrong, their ability to solve conflicts calmly, their respect for others’ beliefs and opinions, and their participation in school opportunities. Additionally, their knowledge of different cultures and appreciation of cultural influences, as well as their understanding of the British democratic system and engagement with fundamental British values, also reflect their spiritual development.

Parents and Governors

Parents and Governors can play a vital role in developing a school’s Christian spirituality by adopting a positive attitude towards the value of spiritual education and supporting the school’s Christian ethos and acts of community worship. It is important to respect the views and beliefs of others and to model this behaviour for others to follow. By doing so, parents and governors can help create an environment where children can thrive spiritually and develop a deeper understanding of their faith.