Home Page


Picture 1

As part of a broad and balanced curriculum, all schools are required to promote children’s spiritual, moral, social and cultural development and prepare them for the opportunities, responsibilities and experiences of life in modern Britain.


At Locks Heath Infants, our curriculum provides highly positive and memorable experiences to promote children’s SMSC development. A significant contribution is also made by our school ethos, effective relationships throughout the school, collective worship, PSHE and other activities within and beyond the curriculum.


We aim to embed SMSC through a whole-school approach that ensures that SMSC is explicitly planned for, and most importantly, that the children know what each aspect is about and understand how their learning in each area will help them in later life.


Children work on their spiritual, moral, social and cultural development when they:

  • are reflective about beliefs, values and experiences

  • develop and apply an understanding of right and wrong

  • take part in a range of activities requiring social skills

  • develop awareness of and respect for diversity

  • respond positively to a range of artistic, sporting and other cultural opportunities

  • develop the skills and attitudes to enable them to be thoughtful, responsible citizens

  • understand and appreciate different cultures within school and further afield

Picture 1

Our SMSC display in the reception area, featuring our SMSC Tree, displays photographs of whole school events and other experiences that the children have engaged in, within each aspect. SMSC is also evident in classroom displays and displays around the school.


We have 4 characters to help the children understand the 4 different elements of their SMSC development. These are: Sammy the social stag beetle, Milo the moral millipede, Susie the spiritual spider and Cora the cultural caterpillar. These are used to support the children’s understanding of SMSC education in a child-friendly and age appropriate way. When trying to resolve an argument after playtime for example, teachers might say “Let’s get Milo and see if he can help us make the right choice”.

Picture 1