Skip to content ↓

Spiritual Moral Social Cultural


Aims and Objectives 

Brentford School for Girls is committed to providing students with the opportunity to explore fully the spiritual, moral, social and cultural dimension of education with a view to developing in students the ability to be able to reflect, develop, and grow in self-confidence, becoming individuals who appreciate their own and others’ worth.

Brentford School for Girls aims to fulfil its Vision for the Brentford School Girl, developing the spiritual, moral, social and cultural development of all students.

We ensure that SMSC is promoted and developed suitably through:

  • the curriculum, including PSHCE, Citizenship and RE
  • extra-curricular activities, including sport clubs, subject clubs and revision classes
  • educational trips, visits and other enrichment opportunities
  • House and year group assemblies, including standards’ assemblies
  • pastoral care and support, including Student Services
  • opportunities for ‘student voice’, decision-making and student leadership, including Sixth form and Y11 prefects, the School Council and the Student Leadership Team

We seek to ensure that every student explores fully the SMSC dimension of education through an SMSC Charter.

Defining the SMSC Dimension 

To be a developed individual in relation to SMSC may be defined as, but not limited to, students being able to demonstrate the following attributes:


  • demonstrating beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
  • having a sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • using their imagination and creativity in learning
  • showing a willingness to reflect on their experiences


  • their ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
  • having an understanding of the consequences of their actions
  • developing an interest in investigating, and offering reasoned views about, moral and ethical issues


  • using a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds
  • being willing to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
  • demonstrating and interest in, and understanding of, the way communities and societies function at a variety of levels


  • having an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
  • being willing to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • fully exploring, understanding, respecting and celebrating cultural diversity as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

These aims are underpinned by our Vision for the Brentford School Girl and are supported through the curriculum, extra-curricular activities, assemblies, the House system and involvement in the wider community. All students are encouraged to participate in extra-curricular activities in order to enjoy enrichment beyond the curriculum.


SMSC provision is mapped to ensure that it fulfils its aims and objectives. This audit includes an examination of schemes of work across the curriculum, including PSHCE and RE, as well as extra-curricular activities. The impact of assemblies and evidence from learning walks will also be considered.

Parental responses to SMSC provision will also be reviewed through stakeholders’ questionnaires after events such as parents’ evenings and through stakeholder surveys.

 smsc cHARTER

In order to ensure that every student explores fully the SMSC dimension of education we have developed an SMSC Charter that outlines a student’s core entitlement to such activities that facilitate this aim.

The SMSC Charter has six elements: curriculum, extra-curricular activities, enrichment opportunities, assemblies, pastoral care and support, and student leadership and student voice. The grid below gives examples of how SMSC provision may be provided.

SMSC Charter Element

Example of SMSC Provision


  • All students will be taught a curriculum that is relevant, enriching and appropriate to their individual needs
  • All students participate in a weekly SMSC focus during tutor time
Extra-curricular Activities
  • All students will be given the opportunity to take part in a programme of extra-curricular activities
  • A suitable programme of academic, cultural and sporting activities will take place on a regular basis

  • All students will be expected to pursue at least one extra-curricular activity

Enrichment Opportunities
  • All students will be entitled to take part in at least one enrichment opportunity each year
  • These activities may take place during Activities’ Week or elsewhere during the school year

  • These activities include theatre trips, museum visits or other cultural events, etc

  • Sixth form opportunities include the opportunity to take part in Summer Schools, university visits, etc

  • All students will attend a weekly House or Year assembly, including standards’ assemblies
  • All students will be given the opportunity to attend special assemblies periodically, eg, internet safety, road safety, etc

Pastoral Care
  • All students are entitled to pastoral care and support, including the support of Student Services
  • All students will be part of a tutor group

  • All Y11 students will be entitled to a mentor

Student Leadership and Student Voice
  • All students will be given the opportunity to submit themselves for selection as prefects, Student Leaders, School Council, etc
  • All students will be able to submit ideas and  items for discussion by Student Leaders in their various forums

  • All students will be given the opportunity to submit feedback on curriculum and other matters via end-of-unit questionnaires, including the PASS survey