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Spirituality at Minchinhampton

We see spirituality as something fundamental to the human condition. We think of it as a function of the way we think and operate as individuals and as a community; as the way we choose to encounter others and the world around us. Our vision statement, Life in all its fullness’ (John 10.10) reflects this. ‘True salvation is fulfillment, peace, life in all its fullness. It is to be who you are, to feel within you the good that has no opposite, the joy of being that depends on nothing outside itself. It is felt not as a passing experience but as an abiding presence. In theistic language it is to ‘know God.’ Eckhart Tolle 

Learning itself and daily life in school are very much spiritual experiences. Spirituality underpins this school’s vision and lends the taught and the hidden curriculum its moral compass and its purpose. Our 30 vision statements all have some form of theological grounding and help to deliver both learning and experiences which are broadly and specifically spiritual in nature.  Spiritual realisation is not something that needs to be sought and found like an experience or an object, it is there always if we only care to look. As Jesus said, ‘The kingdom of God is not coming with signs to be observed; not will they say, ‘’Lo, here it is!’’ or ‘’There!’’ for behold, the kingdom of God is in the midst of you.’ 

We have chosen not to use ows, nows and wows as entry points for children’s understanding of spirituality (though each of these find their way into our vision statements in one form or another). Instead we have chosen our own pathways based on the structure of the vision. The vision by its nature is complex so, for the sake of communication and understanding, we have kept the pathways simple. 

The structure of the Vision is based on 3 layers of spiritual experience:- 

  1. Ourselves- in that the foundations for spiritual growth lie in us feeling connected to ourselves ( ref vision: ‘People who have the means to shape their own life well’) 
  1. Other- in that the foundation for spiritual growth will also hinge on our feeling connection to others and the world (ref vision: People who are compassionate, who appreciate the value and preciousness of each and every person and all life on earth.’) 
  1. Beyond us- in that a journey of spiritual growth should in its essence include a search for meaning and purpose and in that the destination of spiritual growth should generally include that recognition that we are part of and feel connected to something bigger than ourselves. (ref vision: ‘People who take a delight in learning and feel part of something bigger than themselves.’) 

 

The pathways take three key feelings  – appreciation, compassion and curiosity and develop them across the 3 layers of spiritual experience. These pathways will provide an entry point and a reference point for our pupils’ discussions and understanding regarding spirituality. We have chosen to focus on these feelings because they reoccur across both the taught and hidden curriculum and lead quite naturally towards the ‘higher’ levels of spiritual development- the sense that we are part of/ connected to something bigger; that sense that love conquers all and that sense of wonder.  

  

Our spiritual pathways: 

  ourselves  other  beyond us 
We appreciate..  ourselves 

 

our differences, our world  We feel part of something greater 
We have compassion…  for ourselves  for others, for the world  We feel love is the answer 
We are curious   about ourselves   about others, about the world  We feel wonder  

 

Those 3 feelings reflect principles we hold dear at Minchinhampton: 

 

  1. Appreciating difference. We must look to appreciate our differences; must look to adopt an approach that means ‘disengaging temporarily from our own sense of right and wrong and opening ourselves to the moral logic of people with whom we disagree.’ D McGarvey We want our school to be a happy school where children learn to be happy but not at the expense of others’ happiness. Through appreciation, through seeking meaningful connection with all that wonderful variety of creation, with something greater than ourselves, we find peace. 

 

  1. Love. At the heart of our project there are people and there must be ‘love.’  We know above all else that our pupils and adults alike long for relationships and value. We want our pupils to know, ‘I am lovable.’ Our school needs to be ‘a place where the future is bursting with possibility. A place where they (pupils) are loved and can learn to love.’ (Debra Kidd, 2014). We look to follow Jesus’s command to ‘Love one another. As I have loved you, so you must love one another.’ ‘Let us love not in word and speech, but in action and truth.’ (John 3:18) “To love ourselves and support each other in the process of becoming real is perhaps the greatest single act..’ Brene Brown. We are inspired by many great leaders, like Jesus, who have always taught us to be radically humane; to celebrate the worth of everyone; to make space for hope, to avoid comparison and condemnation and to look beyond existing rules and conventional wisdom to do what is right and good. Jesus’s teachings require us to teach from the heart; to maintain a sense of awe and of limitless possibilities; to persevere in humility. Love is a fundamental human right, a central necessity for life itself, and arguably the pivotal point from which all education flows. We see education as a search for meaning and ‘….you knew that the purpose of human beings was to love, just that, and though you knew it, though it was maybe the only given in the ceaseless search for purpose..’ Niall Williams -This is Happiness. Day to day we would see love as extending ourselves; as working to nurture our own or another’s spiritual growth.  

 

  1. Reverence for learning. We are all about the learning and constant ongoing development. We feel strongly thatto see the act of learning as something not for its own sake but because of what it will get you reduces the wonder of humanity. We are thinking, feeling, art-making, knowledge-hungry, marvellous animals, who understand ourselves and our world through the act of learning. It is an end in itself. It has far more to offer than the things it lets us write on application forms. It is a way to love living right now’ (Matt Haig). When you stop learning, you stop living. ‘The highest activity a human being can attain is learning for understanding, because to understand is to be free.’ Spinoza. We want our pupils to take delight in learning and to truly appreciate the beautiful world in which we live; to take nothing for granted, to be thankful. 

 

If you are able to appreciate simple things like the sound of the rain or the wind; if you can see the beauty of clouds moving across the sky or be alone at times without feeling lonely or needing the mental stimulus of entertainment; if you find yourself treating a complete stranger with heartfelt kindness without wanting anything from him or her, it means that a space has opened up, however briefly, in in the incessant stream of thinking that is the human mind. When this happens, there is a sense of well-being, of alive peace, even though it may be subtle: a sense that you have come into contact with the spiritual.  

 

Worship 

Collective worship and class worship provide us with plenty of opportunities to deepen spiritual growth. We cover only 6 core values across a two-year cycle. This narrow focus allows us to explore each value in great depth. Each of these values is planned for carefully as a part of the curriculum. Two of the core values (thankfulness and compassion) reflect the feelings/ principles described above. 

 

Our core values: 

Value  Ourselves  Other  Beyond us 
Humility  We are all important 

 

…but no more important than anyone else.  ..we are part of something 
Courage  Be bold  ..be strong  ..for the Lord our
God is with you 
Compassion  Compassion for ourselves  ..compassion for others, for the world  We feel love is the answer 
Forgiveness  Forgive yourself   …forgive others… love your enemy  ..and you will be forgiven 
Thankfulness  Appreciate ourselves  ..appreciate ourselves, our world  We feel part of something greater 
Responsibility  Take responsibility for ourselves  …for others and our world  We serve 

 

Curriculum 

 We aim for our pupils to have a reverence for learning; to experience awe and wonder on their learning journey as well as to live their lives by strong values and principles. Two aspects of our curriculum design help in this :- 

  1. The identification of opportunities for spiritual development in our planning 
  1. The existence of curriculum threads that run through much of the curriculum 

 

Spiritual development identified in our planning 

 Many subject Knowledge Organisers include a spiritual element, for example- 

Year 5&6 study light in science. The KO makes the following suggestions:-  

Opportunities to explore spirituality/ thread:  

key experiences:- look at things lit up by the sunshine; consider the importance of ‘letting in light’- be on the look out for beauty- in places, in people, in moments. 

key reflections:  

What would the world be like without light? And God said, “Let there be light,” and there was light. Genesis 1:3 

In what way was Jesus the light of the world? 

When Jesus spoke again to the people, He said, ‘I am the Light of the World. Whoever follows me will never walk in darknessJohn 8:12  

In what way are we opaque to ourselves? 

Because you are opaque to yourself, you are never finished with yourself: this is the quest for meaning.’ – Donahue Divine Beauty 

 

 

Our Curriculum Threads 

  • Four threads run through the curriculum project – all aiming to generate a core of appreciation/ compassion and curiosity (and in the process a sense of the spiritual) in our pupils by the time they leave Year 6. Threads were chosen based on our community context. 

Thread 1: Sense of Community  

Contextual feature: Concerns about declining mental health amongst young people. The positive impact on mental health of individuals’ sense of community/ sense of belonging. The importance of feeling connected for the development for an individual’s spiritual development. 

Desired outcomes for our Year 6 pupils: For them to feel a sense of belonging, to feel part of a community. To understand what a community is and what makes community important. For them to understand and appreciate their own British/ local/ school/ family cultures. To have knowledge about historical and geographic features of their local community as well as features of scientific interest. For them to feel inspired, in awe and feel protective about the wonderful world on their very own doorstep. To have positive memories of local cultural events they have visited as well as some they have taken part in. To appreciate the importance of supporting their community. They will be proud of contributions they have made to the life of the school including responsibilities they have had as well as those they have made to the wider community. They will have a keen sense of responsibility. They will have experiences of ‘making a difference’ – both in the school environment and reaching out into the local community.  

Therefore: The curriculum will draw upon and celebrate the local community; it will be relevant to the children’s own lives. The moral purpose behind their learning will, wherever possible, draw upon the local context. We will look for what we can do for the community and what the community can do for us.  

 

Thread 2: Appreciation of Difference 

Contextual Features: a predominantly mono-cultural community and a growing SEND profile, including high levels of neuro-divergency. The importance of feeling connected to yourself, to others. 

Desired outcomes for Year 6 pupils: For them to understand that diversity and variety bring colour to people’s lives. For them to have a broad knowledge of other cultures and are able to appreciate and celebrate differences with their own culture. For pupils to be able to fully appreciate what they have; to feel at peace with who they are; to know themselves as an individual but place no greater importance on themselves than they do of others and to be able to make informed comparisons with the experiences of others and to be simultaneously curious and respectful of the differences in others from all walks of life. As a result of their self-appreciation, they are able to value difference – to appreciate the value and preciousness of each and every person and all life on earth; hence people who help to make the world a better place. They are active listeners and they speak with sensitivity and warmth about and to others. They avoid a culture of comparison; instead they nurture courage and humility; who recognise strength and appreciate variety, appreciate differences; who are fascinated by other people.  

 

Thread 3: Environmental Activism 

Contextual Feature: The importance of nature and connecting with the world around you for an individual’s spiritual development. Concerns for the environment – the importance of giving children some agency. For spiritual development, the importance of service and of taking opportunities to reach out and make a difference to the world.   

Desired outcomes for pupils: Pupils who have a deep respect for their immediate environment and the wider world. They are environmentally aware; confident to speak their truth and have an unwavering belief that they can make a difference, that they can act to make the world a better place, both in their personal habits and through environmental activism. They know their individual impact in terms of what they use and what they leave behind. They appreciate the beauty of nature and that solutions to the eco-emergency can be found in nature. They understand that the relationship between humans and the earth is central to solving the crisis. They appreciate the need for system change and have experienced taking direct action to try to bring about system change. They are proud of their participation in several projects driven towards creating a sustainable future but know that their job is far from done. They are informed – they know the facts regarding the current climate crisis. They show a personal commitment to improving these as well as a commitment to reaching out and convincing others. 

 

Thread 4: Creativity and the Appreciation of Beauty  

 Contextual Feature: The importance of beauty as a window into the divine; as a source of awe and wonder. A creative local community 

Desired Outcome for our Year 6 pupils:  Pupils who notice the world around them, use all their senses; who are curious and ask questions and hypothesise and are avid solvers of problems. Pupils who have a deep respect for the world around them and an appreciation of the preciousness and value of all life and creation. Pupils who see the world as a wondrous, beautiful place, full of possibility. Pupils who recognise themselves as one small part or an extraordinary whole, who feel connected and alive. 

Therefore: We find opportunities to appreciate beauty. ‘I asked the earth, I asked the sea and the deeps, among the living animals, the things that creep. I asked the winds that blow, I asked the heavens, the sun, the moon, the stars and to all things that stand at the doors of my flesh…My question was the gaze I turned to them. Their answer was their beauty.’ (St Augustine) 

 

Vision statements:  

Spiritual references & core messages: 

 The 30 Vision statements are detailed. They indicate the ‘experience’ we hope to give our pupils. Here below the Vision statements are given their theological grounding as well as some of the language of learning and/or spirituality the children are likely to encounter on their journey through the school. We in no way expect the children to be able to personally define the vision in terms of the vision statements- though they will perhaps recall specific elements- ones that resonate most with them as individuals. 

 

We believe the foundations for spiritual growth lie in us feeling connected to ourselves—OURSELVES:  
Vision:  

‘People who have the means to shape their own life well’ 

We are committed to:- 
Vision statement 1: 

moving forward together, ensuring everyone in our mixed community is participating and no one is left behind; 

Core teachings of Jesus/ extracts from the Bible: 

  • We look to consider how Jesus encountered people- often people on the fringe, on the periphery of society- how he showed compassion towards (the face of God)- how he challenged injustice; accepted and appreciated difference. Following the lead of Jesus, we strive to lift up vulnerable people with dignity so that they can shine brightly alongside everyone and work towards being the most perfect version of themselves. John 10:10 guides us in this. 
  • We revisit the Parable of the Lost Sheep 
  • We recognise that not all members of our school community are Christian and follow the model of Jesus in embracing and including all members of our community, celebrating the message he gave both in his life and his parable of ‘The Good Samaritan’; that all people are our neighbours. In doing so, we aim to encourage a community who are articulate advocates of justice, equality and change, towards a world where every person is valued as unique. 
  •  
Language of Spirituality & Learning: 

  • Everyone would say, ‘We are all important but no more important than anyone else.’ 
  • We talk of people being more or less experienced as opposed to more or less able.  
  • We tell our children to ‘Have Faith’ 
Vision statement 2: 

● …but fascinated by the individual; the vision assumes a deep rooted faith in humanity and the vision expects fascination with the individual, with ourselves, with others 

Core teachings of Jesus/ extracts from the Bible: 

  • We look to follow Jesus’s command to ‘Love one another. As I have loved you, so you must love one another.’ 
  • We revisit the Parable of the Lost Coin 
Language of Spirituality & Learning: 

  • Everyone would say, ‘We are all important but no more important than anyone else.’ 
  • We tell the children they are important but no more important than anyone else. They are unique- there is no one else quite like them in the world/ there has been anyone else quite like them in all the history of the world and there never will be. 
Vision statement 3: 

aiming for self-empowerment 

Ultimately we believe education itself should be about self-empowerment for people, self-empowerment now and for a lifetime. We define education here in its most literal and fundamental sense of ‘e-ducere’ meaning ‘to bring out’ that which is in all of us. 

Core teachings of Jesus/ extracts from the Bible: 

  • “But seek ye first the kingdom of God, and his righteousness; and all these things shall be added unto you.” – Matthew 6:33,  
Language of Spirituality & Learning: 

  • We often talk about the importance of responsiveness. 
  • We want everyone to feel like they have something to offer 
Vision statement 4: 

staying ‘present focused 

Core teachings of Jesus/ extracts from the Bible: 

  • We might refer to Mathew 6:34: “Therefore do not be anxious about tomorrow, for tomorrow will be anxious for itself. Let the day’s own trouble be sufficient for the day.’ 
  • Psalm 118:24, “This is the day which the Lord hath made. We will rejoice and be glad in it.”   
 Language of Spirituality & Learning: 

  • We might say live for the present moment 
Vision statement 5:  

avoiding unnecessary comparisons- avoiding winners and losers, ensuring those who are less school sure do not feel less in themselves; looking to provide a sense of self-worth unconnected to what we produce, unconnected to success, recognition and approval. 

Core teachings of Jesus/ extracts from the Bible: 

  • Ezra 10:4 ‘Rise up take courage and do it.’ 
  • We revisit the Parable of the Rich Man and the Widow 
  • ‘For we dare not make ourselves of the number or compare ourselves with some that commend themselves: but they measuring themselves by themselves, and comparing themselves among themselves, are not wise’ (2 Corinthians 10: 12) 
Language of Spirituality & Learning: 

  • We would all advise, DON’T COMPARE yourselves to other people.’ 
Vision statement 6: 

feeling enough 

Core teachings of Jesus/ extracts from the Bible: 

  • We revisit the Parable of the Lost Sheep 
  • But he said to me, “My grace is sufficient for you, for my power is made perfect in weakness.” Therefore I will boast all the more gladly about my weaknesses, so that Christ’s power may rest on me. 10 That is why, for Christ’s sake, I delight in weaknesses, in insults, in hardships, in persecutions, in difficulties. For when I am weak, then I am strong. Corinthians 12 9-10 
Language of Spirituality & Learning:  

  • We stress all the time that it is all about learning- we are all learning, we never stop learning 
  • We try to maintain the impression that it is enough, I am enough, we are enough 
  • Being ordinary is already extraordinary 
Vision statement 7: 

building on strength rather than comparing ourselves with others. We recognise everyone has strengths and the best way forward involves building on these. 

Core teachings of Jesus/ extracts from the Bible: 

  • We might refer to Mathew 5:16 ‘In the same way, let your light shine before others, that they may see your good deeds.’ 
  • We revisit the Parable of the Talents 
  • “The Lord is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust” (Psalm 18:2). This reminds us that we can find strength in God and rely on him in times of need. 
Language of Spirituality & Learning: 

  • Adults would say, ‘We look to find what is great inside all of our children: we want to dig it out and share it with the world.’  
  • To the children we might say ‘We are all unique…there has never been anyone like us nor will there be anyone like us in the future.’ 
  • In our attitude towards learning 4P’s we aim for Pride in what we do 
Vision statement 8: 

becoming self aware- helping children to know themselves; to know their feelings and be true to them, to know their thoughts and be able to marshall them. 

Core teachings of Jesus/ extracts from the Bible: 

  • The goal of self-awareness should be greater self-acceptance and less harsh self-judgment, leading to more acceptance and less judgement of others. Jesus says, in Matthew 7:1-2, “Do not judge, or you too will be judged. For in the same way you judge others, you will be judged, and with the measure you use, it will be measured to you.” 
Language of Spirituality & Learning: 

  • We ask how did that make you feel? Where did you feel that? 
Vision statement 9: 

accepting we will all make mistakes – forgiving ourselves and others for these mistakes; knowing that mistakes are an opportunity to learn. 

Core teachings of Jesus/ extracts from the Bible: 

  • We revisit the Parable of the Unforgiving Servant 
  • ‘What is the contemplative life ‘to fall down and get back up..to fall down and get back up..to fall down and get back up.’ St Benedict- 
  • We revisit the Parable of the Prodigal Son 
  • Love prospers when a fault is forgiven, but dwelling on it separates closest friends Proverbs 17:9. 
  • “Ye have heard that it hath been said, Thou shalt love thy neighbour, and hate thine enemy. “But I say unto you, Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you” (Matthew 5:43–44). 
  • Then Peter came to Jesus and asked, “Lord, how many times shall I forgive my brother or sister who sins against me? Up to seven times?” Jesus answered, “I tell you, not seven times, but seventy-seven times. 
  • “Forgive, and you will be forgiven.” Luke 6:37 
Language of Spirituality & Learning: 

  • We tell the children Try Forgiveness 
  • We encourage children to forgive others who have wronged them. 
Vision statement 10: 

aiming for maximum impact early on because a divergence in pupils’ life chances happens early; 

  • Matthew 19:13-1414 Jesus said, “Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these.” 
Language of Spirituality & Learning: 

  • As adults we recognise that the younger the child the more formative their experiences 
Vision statement 11: 

using wisdom to solve problems; to help us respond well when things go wrong; when we are faced with risk, uncertainty and emotional exposure; and help give us a sense of renewal and hope; 

Core teachings of Jesus/ extracts from the Bible: 

  • Perseverance must finish its work so that you may be mature and complete, not lacking anything James 1:4 
  • ‘If the way which, as I have shown, leads hither seems very difficult, it can nevertheless be found. It must indeed be difficult since it is so seldom discovered, for if salvation lay ready to hand, how could it be possible that it should be neglected by almost everybody. But all noble things are as difficult as they are rare.’ Spinoza – Ethics 
  • Do not be anxious about tomorrow.  Let the day’s own trouble be sufficient 
  • Rise up, take courage and do it (Ezra 10:4) 
Language of Spirituality & Learning: 

  • We all say we learn from our mistakes 
  • We tell our children Always Persevere 
  • We say to our children Rise to the Challenge 
Vision statement 12: 

Tapping into our natural creativity  “Where I create, there I am true…” Rainer Maria Rilke 

Core teachings of Jesus/ extracts from the Bible: 

  • “For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.” Ephesians 2:10. 
Language of Spirituality & Learning: 

  • We might say, ‘This could be the first time anyone has ever done it this way.’ 
  • We would say we all know we are unique. 
Vision statement 13: 

leading a healthy, balanced lifestyle and developing all round confidence; 

Core teachings of Jesus/ extracts from the Bible: 

  • the Bible instructs us to take care of our bodies, not overindulge in food or drink, and seek spiritual health through being kind to others and praying. 
Language of Spirituality & Learning: 

  • We encourage our children to lead a healthy and balanced lifestyle 
Vision statement 14: 

and adopting a collaborative approach, recognising we are often better together: 

Core teachings of Jesus/ extracts from the Bible: 

  • Ecclesiastes 4:9-10, “Two are better than one, because they have a good return for their labor: If either of them falls down, one can help the other up.  
  • Love your neighbour as yourself 
Language of Spirituality & Learning: 

 

 

 

 

 

 
The children’s spiritual growth will also hinge on the children feeling connection to other. 

OTHER: 

Vision:  

‘People who are compassionate, who appreciate the value and preciousness of each and every person and all life on earth.’ 

We are committed to:- 
Vision statement 15 

● our school being a loving school   

Core teachings of Jesus/ extracts from the Bible:  

  • love ‘always protects, always trusts, always hopes, always perseveres. Love never fails.’ Corinthians 13:7-8 
  • Matthew 5:16:“…let your light shine before others, that they may see your good deeds and glorify your Father in heaven”. 
  • We look to follow Jesus’s command to ‘Love one another. As I have loved you, so you must love one another.’ 
  • “…be an example…with your words, your actions, your love, your faith and your pure life.” (1 Timothy 12:4) 
  • We revisit the Parable of the Lost Coin 
  • We revisit The Parable of the Sower  
  • “With love for mankind and hatred of sins.” – St. Augustine Letter 211, c. 424 
  • “I believe that unarmed truth and unconditional love will have the final word in reality. This is why right temporarily defeated is stronger than evil triumphant.” -Martin Luther King 
Language of Spirituality & Learning: 

  • We stress to the children that we should see everyone as our neighbour, to love ‘everybody, always’- Bob Goff 
Vision statement 16 

a culture of caring, of listening; of empathy; a place of safety, where everyone has the best chance at self -regulation 

Core teachings of Jesus/ extracts from the Bible: 

  • Everyone should be quick to listen, slow to speak and slow to become angry  (James1:19) 
Language of Spirituality & Learning: 

  • Many children would be able to tell you the difference between empathy and sympathy 
  • We encourage our children to think before they speak– ‘is it true? is it helpful? Is it inspiring? Is it necessary? Is it kind? 
  • We emphasize to the children, “Everyone you meet is fighting a battle you know nothing about. Be kind. Always.” (B. Meltzer) 
  • Through Zones of Regulation we talk about our feelings   
  • Staff talk about PACE when approaching children who are struggling- it stands for Playfulness, Acceptance, Curiosity and Empathy.  
  • During Philosophy for Children we talk about conducting ourselves in a caring way 
Vision statement 17 

a place full of giving.  We aim to think more about others than we think about ourselves.   

Core teachings of Jesus/ extracts from the Bible:  

  • We use the words of John Wesley as a school prayer: ‘Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, at all the times you can, to all the people you can, as long as ever you can.’ 
  • We revisit the parable of ‘The rich man and the widow’ 
  • ‘For to the one who has, more will be given, and from the one who has not, even what he has will be taken away.’ 
Language of Spirituality & Learning: 

  • We often come back to the truism, ‘Everyone you meet is fighting a battle you know nothing about- be kind’ 
Vision statement 18 

a place full of compassion. Compassion is one of our 6 core values 

Core teachings of Jesus/ extracts from the Bible: 

  • We often revisit the Parable of the Good Samaritan 
  • Everyone should be quick to listen, slow to speak and slow to become angry’-James 1:19  
  • Who is our neighbour? (Luke 12:36) 
Language of Spirituality & Learning: 

  • Some of our children would be able to explain to you the root of the word compassion- that passio in Latin means suffering; that com-passion means a willingness to suffer with another. 
  • We encourage our children to ‘Have Compassion’ 
  • We have a school prayer devoted to compassion 
Vision statement 19 

we work hard to appreciate difference, not simply accepting it.  

Core teachings of Jesus/ extracts from the Bible: 

  • We revisit the Parable of the Speck and the Log 
  • We might refer to John 13:34: “A new command I give you: Love one another. As I have loved you, so you must love one another.’ 
  • We might refer to Thessalonians 5:16-18- ‘Give thanks in all circumstances for this is God’s will for you in Christ Jesus.’ 
Language of Spirituality & Learning: 

  • We would all say, ‘We look to appreciate each other’s differences’ 
  • Appreciating difference is one of our Curriculum Threads 
Vision statement 20 

to staying humble- humility is one of our 6 core values 

Core teachings of Jesus/ extracts from the Bible etc: 

  • Pride leads to disgrace but with humility comes wisdom (Proverbs 11:2) 
  • ’He who desires to be the greatest, let him be the least among you’’ (Mark 9:34)  
  • ‘For our entire being is founded purely on a process of becoming nothingness.’ Meister Eckhart  
  • Jesus: ‘But when you are invited, go and sit in the lowest place, so that when your host comes he may say to you, ‘Friend, move up higher. ‘ Then you will be honored in the presence of all who sit at table with you. For everyone who exalts himself will be humbled, and he who humbles himself will be exalted.” Luke 14 7:11 
  • Be the valley of the universe’ (not the mountain) Tao Ch Ching 
  • And how does a person benefit if he gains the whole world and loses his soul in the process? 
  • We revisit the parable, The Spec and the log’ -Let the one who is without sin be the first to throw stones 
Language of Spirituality & Learning: 

  • We encourage our children to Show Humility 
Vision statement 21 

community and a sense of belonging, of solidarity; to friendship and democratic participation; to promoting willing reciprocity.     

Core teachings of Jesus/ extracts from the Bible: 

  • As the world will know that we are His disciples by our love for one another (John 13:35).  
  • The attitude of love a the essence of true belonging. Jesus desired to make a space at the table for everyone.  
  • Love one another as I have loved you 
  • Share with one another:  loaves and fishes 
Language of Spirituality & Learning: 

  • A sense of community is one of our core curriculum threads 
  • We are all important in this community but no one person is any more important than the next person. 
Vision statement 22 

taking responsibility for ourselves and others. We look to run a school and teach a curriculum that practices responsibility; that emotionally engages people in their learning; that acquires knowledge that is powerful because it helps to socially connect people; because it is used compassionately to help make the world a better place. Responsibility is one of our 6 core values 

Core teachings of Jesus/ extracts from the Bible: 

  • ‘None of us lives to himself and none of us dies to himself’ (Romans 14:7). 
  • ‘be an example…with your words, your actions, your love, your faith and your pure life.” (1 Timothy 12:4) 
  • Forgive others who have wronged you. 
  • Love your enemies. 
  • Ask God for forgiveness of your sins 
Language of Spirituality & Learning: 

  • We encourage our children to ‘Take Responsibility’ 
  • We talk about taking responsibility for our planet 
  • Teachers would say, ‘We teach a curriculum that practices responsibility; that emotionally engages people in their learning; that acquires knowledge that is powerful because it helps to socially connect people; because it is used compassionately to help make the world a better place.’ 
Vision statement 23 

committed to the common good -an education that encourages and enables all students and adults to contribute to the common good.  

Core teachings of Jesus/ extracts from the Bible: 

  • John Wesley: ‘Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, at all the times you can, to all the people you can, as long as ever you can.’ 
Language of Spirituality & Learning: 

  • We use the word ‘bothered’ to describe how we want our children to feel about their learning 
Vision statement 24 

committed to social justice… we are committed to an education that benefits us all, to a socially just, more equal society.  

Core teachings of Jesus/ extracts from the Bible: 

  • Matthew 7:12 – “All things, therefore, that you want men to do to you, you also must do to them”  
  • We don’t have to let the world squash the call of God on our lives. Christ has removed all inequalities. “There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus” (Galatians 3:28). For there is no partiality with God” (Romans 2:11,   
  • We look to consider how Jesus encountered people- often people on the fringe, on the periphery of society- how he showed compassion towards (the face of God)- how he challenged injustice; accepted and appreciated difference.  
  • We are inspired by many great leaders, like Jesus, who have always taught us to be radically humane; to celebrate the worth of everyone; to make space for hope, to avoid comparison and condemnation and to look beyond existing rules and conventional wisdom to do what is right and good. Jesus’s teachings require us to teach from the heart; to maintain a sense of awe and of limitless possibilities; to persevere in humility 
Language of Spirituality & Learning: 

  • We talk to the children about all of us being equal…that we all have rights 
Vision statement 25 

to relationships which are respectful and positive and constructive. We recognise emotional intelligence and relationships lie at the heart of a healthy human existence. 

Core teachings of Jesus/ extracts from the Bible: 

  • We look to follow Jesus’s command to ‘Love one another. As I have loved you, so you must love one another.’ ‘Let us love not in word and speech, but in action and truth.’ (John 3:18)  
  • We recognise that not all members of our school community are Christian and follow the model of Jesus in embracing and including all members of our community, celebrating the message he gave both in his life and his parable of ‘The Good Samaritan’; that all people are our neighbours.  In doing so, we aim to encourage a community who are articulate advocates of justice, equality and change towards a world where every person is valued as unique. 
Language of Spirituality & Learning: 

  • We employ PACE as a way of thinking, feeling, communicating and 
  • behaving in order to foster positive relationships. PACE  stands for Playfulness, Acceptance,Curiosity and Empathy.  
  • We have a Relationships Policy 
  • We have a Relationships Charter 
  • We use Restorative Practices to‘find and fix as opposed to name and blame. 

 

A journey of spiritual growth should in its essence include a search for meaning and purpose and in that the destination of spiritual growth should generally include that recognition that we are part of something bigger than ourselves. 

BEYOND US:  

Vision:  

‘People who take a delight in learning and feel part of something bigger than themselves.’ 

We are committed to:- 
Vision statement 26 

knowledge that is inspiring: that is relevant and transformational; that gives joy, awe and wonder. “Wonder is the feeling of a philosopher, and philosophy begins in wonder.” –Dialogs of Plato, Theaetetus, 155d 

Core teachings of Jesus/ extracts from the Bible: 

  • May the God of hope fill you with all joy (Romans 15:13) 
Language of Spirituality & Learning: 

  • We all say, BE CURIOUS’ 
  • Teachers would say ‘we aim to inspire botheredness in our pupils’ 
Vision statement 27 

instilling a reverence for learning. When you stop learning, you stop living 

Core teachings of Jesus/ extracts from the Bible: 

  • We sometimes use the Trust prayer- ‘Almighty God,,who came to share our lives through Jesus. Bless the families of the Diocese of Gloucester Academies Trust grant us a passion for learning inspiration in our teaching and enjoyment in sharing the gifts with which you have blessed us so that together we may come to know the fullness of life Jesus comes to bring who is alive and reigns with you and the unity of the Holy Spirit one God now and forever.’ Rt Revd Robert Springett, Bishop of Tewkesbury 
  • The highest activity a human being can attain is learning for understanding, because to understand is to be free.’ Spinoza 
Language of Spirituality & Learning: 

  • We all say, BE CURIOUS’ 
Vision statement 28 

nurturing active, inquiring, attentive learners who go on to devour everything that this beautiful world can offer them;  

Core teachings of Jesus/ extracts from the Bible: 

  • Ask and it will be given, seek and you will find, knock and the door will be opened 
  • This is the day the Lord has given.  Let us rejoice and be glad in it. (Psalm 118) 
Language of Spirituality & Learning: 

  • When practicing mindfulness we look to be present 
  • We expect our pupils to behave like theologians, constantly searching, constantly questioning.  
  • During Philosophy for Children we talk about conducting ourselves in a critical way 
  • We say to the children ‘Be Curious’ 
  • We all say, ‘ALWAYS PERSEVERE 
Vision statement 29 

people feeling like anything is possible, that their lives are full of possibility, that there is hope. “Stop acting so small. You are the universe in ecstatic motion.”- Rumi 

Core teachings of Jesus/ extracts from the Bible: 

  • Give thanks in all circumstances for this is God’s will for you in Christ Jesus -Thessalonians 5:16-18 
  • Rise up, take courage and do it -Ezra 10:4  
  • May the God of hope fill you with all joy and peace in believing, so that by the power of the Holy Spirit you may abound in hope. –Romans 15:13 
  • Love prospers when a fault is forgiven, but dwelling on it separates closest friends (Proverbs 17:9). 
  • Forgive others who have wronged you. 
  • Love your enemies. 
Language of Spirituality & Learning: 

  • We all say, ‘have courage’ 
  • We all say, TRY FORGIVENESS 
  • Thankfulness is one of our 6 core values 
Vision statement 30 

the love of books“To learn to read is to light a fire; every syllable that is spelled out is a spark.” -Victor Hugo 

Core teachings of Jesus/ extracts from the Bible: 

  • the knowledge of truth makes us free (John 8:32) 
Language of Spirituality & Learning: 

  • We encourage a love of books and reading. 
Vision statement 26 

a wealth of learning opportunities. We recognise how just important new and interesting opportunities are for enriching the lives of the people in our school. 

Core teachings of Jesus/ extracts from the Bible: 

  • What you have learned and received and heard and seen in me—practice these things, and the God of peace will be with you. 1 Corinthians 6:19 
  • Ecclesiastes 1:16; I communed with mine own heart, saying, Lo, I have gotten me great wisdom above all that were before me in Jerusalem; yea, my heart hath had great experience of wisdom and knowledge. 
Language of Spirituality & Learning: 

  • We all say, CHALLENGE YOURSELF 
  • Teachers would talk about the curriculum thread, ‘Eco-activism. 
Vision statement 27 

giving people autonomy in their learning and the confidence to take responsibility 

Core teachings of Jesus/ extracts from the Bible: 
Language of Spirituality & Learning: 

  • We talk to the children about the choices they/ we make 
  • We tell the children to ‘stop…think…choose.’ 
Vision statement 28 

appreciating the thrill and beauty of creation; To see a World in a Grain of Sand, And Heaven in a Wild Flower, Hold Infinity in the palm of your hand, And Eternity in an hour.’ -William Blake 

Core teachings of Jesus/ extracts from the Bible: 

  • This is the day the Lord has given.  Let us rejoice and be glad in it. -Psalm 118 
  • ‘…we too should consciously look for our Lord in all things….find him equally everywhere.’ Eckhart 
  • Give thanks in all circumstances for this is God’s will for you in Christ Jesus (Thessalonians 5:16-18) 
Language of Spirituality & Learning: 

  • Teachers would talk about the curriculum thread, ‘Appreciating Beauty.’ 
  • During Philosophy for Children we talk about conducting ourselves in a creative way 
  • We encourage our children to ‘Feel Grateful’ 
Vision statement 29 

reflecting deeply about the big questions in life as well as about ourselves and others; 

Core teachings of Jesus/ extracts from the Bible: 

  • As evidence of Christ’s contemplative nature, see the various times Jesus goes off to pray either alone or with a few of his disciples (e.g., Lk 6:12, 9:18, 22:39), perhaps teaching us that “religion without contemplation lacks an essential part of holiness” . 
  • Jesus summarized his view of questions when he told his disciples specifically to “ask, and you will receive, seek, and you will find, knock and the door will be opened to you., for whoever asks receives…” (Matt. 7:7-8). Jesus could not have been more clear in sharing the priority of asking questions and seeking. 
Language of Spirituality & Learning: 

  • Everyone would say ‘We like to ask questions 
  • We encourage children to listen actively 
Vision statement 30 

spirituality and wisdom borne out of knowledge of the world within as well as the world without; 

Core teachings of Jesus/ extracts from the Bible: 

  • A prayer we sometimes use: ‘Be still and know I am God, Be still and know I am, be still and know, be still, be’ 
  • Blessed is the one who finds wisdom, and the one who gets understanding –Proverbs 3:13 
  • People who seek peace in external things — be it in places or ways of life or people or activities or solitude or poverty or degradation — however great such a thing may be or whatever it may be, still it is all nothing and gives no peace.’ Meister Eckhart 
  • “After three days they found Him in the temple, sitting among the teachers, listening to them and asking them questions. And all who heard Him were amazed at His understanding and His answers.” 
Language of Spirituality & Learning: 

  • We would say we recognise we are part of something bigger than ourselves; 

 

 

 

 

 

 

 

 

 

 

 

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