Introduction

Spiritual Development at Westhoughton High School

This is shown through:

  • RE and Citizenship where students are encouraged to reflect on their own beliefs (religious and non-religious) and show respect for other people’s faiths – see SOW, LO’s.
  • Assemblies which encourage a sense of introspection and evaluation of themselves, others and their values and how these impact on the world around them.
  • Subjects like English, History, Geography, Art, Drama, Music and Technology where students use imagination, empathy and creativity in learning.
  • Subjects such as Geography, History, Science and RE where students reflect on the value of scientific advances and consider the moral implications of technology.
  • We have organised an annual Kindness week which has encouraged our students to reflect on acts of kindness and their spiritual value. We have shared our kindness work more widely across the town by organising ‘Random acts of Kindness’ where students have been involved in giving small tokens of kindness (cards, flowers, chocolates) to shoppers and passers-by in the town to engender a spirit of kindness, community and belonging.

Moral Development at Westhoughton High School

This is shown through:

  • Our R2L code and wider pastoral work, which focusses on ‘rules for a reason’ – the ability to differentiate between right and wrong and uses the language of choices and consequences. Students, staff, governors and parents have been provided with opportunities to comment on and develop this policy. Mediation and restorative justice are common themes of this work which are used to ensure that students understand that actions have consequences.
  •  The vision and values of the school are encompassed in our mission statement LEARN: all staff and students Look after each other, Enjoy school, Aim high, Respect ourselves, each other and the environment, Never stop learning. Our discipline policy – Respect to Learn (R2L) encourages self-discipline and application to learning. It enables our students to make positive choices about their learning and helps them to distinguish right from wrong, building character in students be in in the sporting arena, in the classroom or in the wider community as part of the day-to-day culture of the school. Young people are taught self-discipline and values through our R2L policy – the importance of attendance (‘every day matters’ slogan), punctuality, being honest and striving for personal best is the ethos which pervades the whole school.
  •  Our R2L behaviour policy has been developed through school council with staff, students and parents of the school - strong sense of community - engagement of all stakeholders - evidenced in a number of contexts: improved attendance, reduced instances of poor behaviour/exclusion, increased involvement/engagement of large numbers.
  •  School council / student voice activities ensure that students are presented with reasoned views about behavioural / moral issues and empathy is encouraged e.g. the work undertaken on the anti-bullying charter which was re-visited during all KS3 PSE lessons during anti-bullying week. Student planned and led fund raising events raised £8000+ last year for various charities – local and national.
  •  We expect all our students to engage in the democratic process, identify their own student leaders and for those individuals to lead and represent within the student body through school council and wider project work.
  •  Democracy and the law are recurrent themes through PR and Citizenship classes where students are encouraged to show respect for the law and to understand why laws are in place in society. Students are encouraged to reflect and offer reasoned views on ethical and moral standpoints in lessons such as RE, Citizenship, Science etc.
  •  Residential visits to places of significance e.g. Battlefields trip, Auschwitz, Ground Zero in New York.
  •  Moral discussions during enrichment days e.g. on the impact of war through enrichment events (visit of ex-serviceman and POW’s), visit of prison officers and inmates etc.
  •  Moral implications of issues such as re-cycling and care for the planet are examined in subjects such as Geography and DT.
  •  We nurture our students and encourage a student ‘can-do’ attitude, proactive in spontaneous ways which our pastoral system supports – e.g. Year 9 student led cake bake sale (‘Wallace and Gromit Children’s Charity’ -raised £133.38), Year 10 student raffle to support ‘Joseph’s Goal’, parent led charity work raising money for Alder Hey Children’s Hospital.
  •  Developed links with Bolton Lads and Girls Club linked to community social projects linking students to the club through school based activities.
  •  Students encouraged to target attitudinal change e.g. a Year 11 who student wrote to Elton John to request him to speak about homophobia. Sir Elton donated 10 pairs of concert tickets - student organised raffle raising money to train anti-bullying/peer ambassadors who support others.
  •  Culture of student initiative - independence stimulating and inspiring the next generation of student leaders of character through their example, impact and achievements e.g. Student led Year 9 and Year 11 students raised money by packing bags at a supermarket, selling raffle tickets, raising awareness about the charity with the public and making announcements over the PA system to the whole store. Organisation of a group of elderly citizens visiting school and conducting successful paired reading.

Social Development at Westhoughton High School

This is shown through:

  • All students at Westhoughton High School socialise with students of different social and cultural backgrounds, using social skills in different contexts. An example of this would be student voice panels and student comments following lesson observations which are used to provide feedback to Governors and interview panels. Groups of students periodically report to the Governors about aspects of life in the school (e.g. anti-bullying and peer mentoring and mediation work).
  •  Our students engage well in a variety of social situations and SSL’s are inundated with ideas for charity events and fundraising. They co-operate with each other well to organise year group events – examples of this would be the student leadership shown around charity work when students have organised bag packing at a local supermarket, kindness week events, and children in need events such as cake sales etc. Most students are able to resolve conflict effectively as evidenced through low incidents of bullying and fighting. Where there are disagreements, they are usually resolved through a mediation process.
  •  Our R2L code runs through all lessons and indicates that students are encouraged to accept the fundamental British values of respect, tolerance and fairness across all lessons.
  •  Our active participations in a host of charity events all demonstrate the willingness of students to participate in the life of the school and the wider community in very positive ways – e.g. First Aid cadets, Heartstart training, Easter egg drive, Senior citizens party, remembrance events held locally etc.
  •  Assemblies and aspects of the curriculum such as RE, Citizenship, Geography and History all encourage tolerance and acceptance of all members of society.
  •  Students are encouraged to manage their money well and a linked project with the local CAB encourages students to look at aspects of money management and debt in lessons such as PR, Business and ICT and through enterprise events such as our Christmas markets.
  •  We have a rolling programme (delivered on enrichment days) of students trained to deliver emergency life-saving skills and a large group of First Aid cadets who have been trained through a school extra-curricular club run by St John’s Ambulance (approx. 7- students).
  •  A range of sporting and other extra-curricular clubs are on offer to our students to enrich their learning experience and build character.
  •  The Children’s University passport encourages students to keep a track of the extra -curricular activities arranged through school and beyond and offers accreditation on a level commensurate with the hours committed.
  •  GCSE Citizenship students campaign on issues that they are passionate about lobbying form groups, staff and politicians through ICT presentations, campaign fayres, social media, letter writing and meetings. This wider work has been recognised by our local MP who visited school during our Kindness week.
  •  Whole year groups introduced to student led action and democratic processes - opportunity to meet and lobby their local MP.
  •  Student / community action projects which encourage community thinking, valuing all sections of the community - whole school focus through the pastoral system e.g. last year students promoted Easter egg and card drive which all form groups contributed for residents of local residential homes – 100+ eggs and cards were donated, food bank donations evidenced by the NCS (National Citizenship Scheme for Year 11 and the Duke of Edinburgh volunteering section.
  •  Anti-bullying ambassador training across all year groups and specifically within a Year 8 drama project.
  •  Year 11 GCSE Drama groups performed a Theatre Education project with Year 5 pupils on performances with a moral.
  •  Student guides are used for parental and transition events in an inclusive way (e.g. PPG students specifically used as summer school mentors).
  •  Sky Sports ‘Living for Sports’ initiative which aims to use sport as a tool / medium to increase engagement and reduce any anti-social behaviour.
  •  Our R2L policy and our 2014 SEND policy were written in consultation with parents. SEND progress reviews provide opportunities for students and parents to reflect on the areas identified for improvement and agree appropriate support strategies, including support around attendance, behaviour or other social developmental issues.

Cultural Development at Westhoughton High school

This is shown by:

  • Our curriculum provision in subjects such as RE, Geography, History, Citizenship and English where students are encouraged to place acquired knowledge into different contexts and make connections (political, local, national, historic over time scales) e.g. poetry from other cultures, videoconferencing with other schools through our Face to faith project work.
  •  Students are willing to take part in a wide range of sporting, social and fundraising events. Although there is a limited range of cultures within the school, students have a wider awareness of the cultural mix within Bolton.
  •  Students are aware of democracy and the rule of law and its development through the parliamentary system through curriculum areas such as History and Citizenship / PR and they are aware of how this has shaped our values and are encouraged to explore political and social issues critically, weighing evidence and forming reasoned arguments.
  •  The student council mirrors the democratic process and reflects the British values of democracy and fairness. • Students show respect for cultural diversity and this is reflected in the attitudes demonstrated in subjects such as Citizenship and PR/RE where they are given opportunities to weigh evidence and make value judgements about aspects of life.
  •  All students have the opportunity to study a foreign language and explore the traditions, values and cultures of others through lessons like MFL, RE and Geography.
  •  Subjects such as Art and Technology encourage students to reflect on how art and design contribute to the holistic culture of the UK.
  •  Large number of extra-curricular trips and visits (many overseas) providing wider cultural experiences for our young people.
  •  Music and drama events are well supported within school, drawing from a wide range of students of all ages and abilities in order to support their wider development.