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St Nicolas' Church of England Infant School

Living life in all its fullness

Home Page

St Nicolas' Church of England Infant School

Living life in all its fullness

Spirituality and Spiritual Development

At St Nicolas’ Infant School we describe spirituality as:

  • Being reflective and feeling comfortable to explore our own beliefs in a safe environment with a family feel*
  • Being appreciative of others’ beliefs and perspectives.
  • Developing respectful relationships with others and the natural world which help us to think beyond ourselves.
  • Thinking deeply and wondering about inspiring ideas and big questions as we learn together.

* We acknowledge that the word ‘family’ does not always have positive, loving associations for everyone, but we have made a deliberate choice to use the word to demonstrate that families are intended to love, care for and help each other. School may be some children’s only experience of a positive family environment. In these cases, our definition may prompt conversations or disclosures which reveal safeguarding issues that need action.

 

 

Aim

Our aim is to establish a learning environment which enables and encourages the spiritual development of all our children and adults through:

 

Reflection ~ We encourage deep thinking and wondering about life and reflecting on our own beliefs and provide a rich curriculum with frequent opportunities for experiencing awe, wonder and fascination in all areas of learning as well as an appreciation and enjoyment of nature. We teach and demonstrate the skills and vocabulary needed to engage with higher order thinking to enable children to become more reflective thinkers. We develop an understanding of our school vision and values by teaching their Biblical basis and exploring how they are lived out in the daily life of our school community, including through our strong links with the Church.

 

     

    Respect ~ We place a great emphasis on respecting and appreciating the beliefs and perspectives of others as well as respect for ourselves and for the world. We provide opportunities across the curriculum for children to be inspired by the lives of others, particularly those who highlight diversity in our society and who may challenge preconceptions and cause us to think more deeply and reflectively and to appreciate the richness that diversity brings to our society and to our own lives. We value the natural world highly and develop the responsibility of each person to be a steward of the Earth, caring for and protecting our world for our own enjoyment and for future generations.

    Relationships ~ We believe in the benefits of developing healthy, understanding relationships between ourselves and others and create an environment where children and adults feel safe and happy learning together. We have a focus on emotional literacy, to enable children to think more deeply about their own experiences and emotions and to develop a healthy self-image and build good mental health.

    Responding ~ We know that in order to enable children to engage with and process new concepts and embed learning, they need time to respond. This happens in a wide variety of ways, for instance: quiet, reflective time in the classroom or playground Peace Corner; reading a Bible or other book; through creative arts  (visual artwork, music, dance or drama); in discussion with adults or peers; by asking and seeking answers to their questions; by spending time in nature; through physical activity; by taking part in activities that benefit others (fundraising or collecting items to donate to a charity, writing messages of support or encouragement, making signs or posters, making video messages for other classes; or by joining or launching a campaign to make a change). Children’s curiosity, creativity and imagination is fostered and valued in the school, resulting in children who demonstrate these traits and have a love of learning.

    We believe that this will help to enable the children and adults in our school community to live ‘life in all its fullness’ (John 10:10).

    For more information, please read these documents:

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