Spiritual Development
At Sybourn Primary, we recognise that pupils who are developing spiritually are likely to develop some or all of the following characteristics:
  • A set of values, principles and beliefs, which may or may not be religious, which inform their perspective on life and their patterns of behaviour.
  • An awareness and understanding of their own and others’ beliefs. 
  • A respect for themselves and for others.
  • A sense of empathy with others, concern and compassion.
  • An ability to show courage in defence of their beliefs.
  • A readiness to challenge all that would constrain the human spirit, for example, poverty of aspirations, lack of self- 
  • confidence and belief, moral neutrality or indifference, aggression, greed, injustice, self-interest, sexism, racism and other 
  • forms of discrimination.
  • An appreciation of the intangible – for example, beauty, truth, love, goodness, order, as well as for mystery, contradiction 
  • and ambiguity.
  • A respect for insight as well as knowledge and reason.
  • An ability to think in terms of the ‘whole’, for example, concepts such as harmony, interdependence, scale, perspective 
  • An understanding of feelings and emotions and their likely impact.

Our school aims to encourage spiritual development by: 
Giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they impact on peoples’ lives by:

  • Encouraging pupils to explore and develop what animates themselves and others
  • Giving pupils the opportunity to understand human feelings and emotions – the way they impact on people and how an understanding of them can be helpful
  • Developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected; accommodating difference and respecting the integrity of individuals
  • Promoting teaching styles which:
            – value pupils’ questions and give them space for their own thoughts, ideas and concerns
            – enable pupils to make connections between aspects of their learning
            – encourage pupils to relate their learning to a wider frame of reference – for example, asking ‘why’, ‘how’ and ‘where’ as well                as ‘what’; and monitoring in simple, practical ways, the success of what is provided.