"Love your neighbour as you love yourself."

Spirituality

Our staff and governors have discussed and agreed a definition of spirituality that is attached here. The overall definition of spirituality is as laid out below:

’For a human being, especially a child or young person, to have a full quality of life, spirituality in all its aspects must be nurtured and affirmed’ . 

It includes a sense of connection to something bigger than ourselves and it typically involves a search for meaning in life.

What is spirituality?

Spirituality concerns a person’s relationship with themselves, with others, with God (or the transcendent) and with nature and the environment. These four elements form the basis of our work with children in developing a strong sense of spirituality.

Transcendent – beyond or above the range of normal or physical human experiences e.g. talking to God

Self

  • Awareness of feelings; ability to reflect and express
  • Awareness of our uniqueness; happiness with who we are
  • Gratitude for the things we have and the person we are
  • Curiosity and discovery of our own faith
  • Development of imagination and creativity

 Others

  •  Empathy and understanding; respect, tolerance
  • To love and be loved (loving your neighbour)
  • Making a difference; duty

Transcendence (Beyond)

  • Encountering/experiencing God (having a sense of what lies beyond the material/physical)
  • Ability to think and ask ‘Big Questions’ (e.g. about life,    death, suffering, nature of God).           
  • To take risks and ask challenging questions that sometimes can’t be answered
  • Opportunities for prayer, connecting with God
  • Making sense of the world

Beauty

  • Developing a sense of awe and wonder
  • Enjoying the miracles of everyday life
  • Taking time for what really matters
  • Appreciating beauty in art, music, nature and science

Impact: how do we know this is being effective?

Our pupils’ behaviour reflects the impact of our provision. They care about each other, showing kindness, empathy, compassion and a desire to do what is right, working harmoniously in our school community. They trust the adults around them and feel trusted to lead around the school. They show imagination and excitement about their learning and a curiosity to explore.