Spiritual Development
At Barclay 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 defense 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; and 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;

  • 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.