Spirituality

We encourage and support all learners to think deeply about themselves, their relationships, their sense of worth and identity, and their sense of well-being. All our subjects contribute to this search for meaning and a recognition of being part of something bigger and beyond oneself. Our shared language of ‘up, in, out’ enables staff and students to identify and embrace opportunities that allow for spiritual development.

Our School provides opportunities for the children to develop spiritually: respect, feelings and values, sense of enjoyment, fascination in learning, imagination and creativity and reflection. Students at our school understand other people’s kind of ways of thinking. Throughout their studies students will consider how they relate to the rest of the world and have a ‘deep sense of self’. Our curriculum provides opportunities for all students to understand, respect and celebrate difference and diversity.

In each subject area and year group there are hundreds of distinct opportunities for our community to grow spiritually. Some are distinct and others are shared, but all are acknowledged and valued.

The very art of being creative is a spiritual moment. The human history of art has always been closely linked to spiritual content, whether it be long forgotten, sacred ceremonies in caves deep underground or the close links between Islam or Christianity and the arts. In Latin, Spirituality means ‘to breathe’ with the idea of creativity in the art room linking directly to the breath; letting something out, expelling, freeing, literally to express before we breathe in again, absorbing fresh ideas and new knowledge (Up). In art, students are encouraged to express themselves through the art they make (Out), taking time to pause, reflect (In) and possibly recreate.

Spiritual development in art and design involves students acquiring insights into their own personal existence (In) and their place in the world through visual, tactile and experiential appreciation and analysis.

Students appreciate the work, the effort and creativity of their peers, often responding in awe (Up). Students assess and reflect on their own and others’ work in order to reflect, improve and progress (In). The sense of enjoyment and fascination in learning new techniques, ideas, concepts, coupled with the celebration of a finished piece, relates directly to our academy values of joy, hope, forgiveness, wisdom, and perseverance (Out).

In design and technology at Ian Ramsey we underpin all learning with an emphasis on pupils considering their personal life choices and decisions on themselves, others and the world around them (Up). We promote an ethos of questioning to challenge lifestyles of the here and now. What are the problems and how can we make them better? Who is making your products?  Where do the materials and ingredients come from? What impact does manufacturing have on our planet and people? Technological developments are rapid and have instant impact on the products and services we interact with. We give pupils a chance to explore the moral and ethical consequences of these developments on society on a personal, local and global level. We learn how technological advances, consumerism, global manufacturing and food production have affected the environment and what is being done to reverse the damage already done.

Pupils consider the social, moral and environmental impact of their everyday consumer choices, from the food they eat, the clothes they wear and the products they use (In). 

How do products make you feel? What choices does the pupil as the designer and maker of products make that can maximise the chance of positive products on society and the environment? Constant analysis and evaluation run through our curriculum giving pupils a chance to reflect on the choices they have made as designers and makers. Not only do they reflect on their own actions but that of global designers, engineers, and manufacturers in order to develop an informed personal opinion about who the winners and losers are in the products we use.

Having developed an awareness of the actions and consequences of designers, manufacturers, users in our everyday lives, pupils are given opportunities to become informed conscientious consumers which can lead them to consider their moral, social, and ethical viewpoints. Change happens, but is this better or worse for us, our communities and our planet (Out). Pupils are the future and we encourage them to be courageous advocates of the future. Sustainability at every level by asking Where do your products end up? Who is responsible? What will your future look like? 

We regularly develop our awareness of the following topics;

Social Responsibility

Ethical Design

Inclusive

Environmental Impact

New Technologies

Fair Trade

Food Miles

Working Conditions

Carbon Footprint

Co-operatives

Consumerism

Global Communities

Fast Fashion

Waste

Pollution

Financial Sustainability

Sitting in a space watching human beings tell us stories with their voices and bodies and faces and drawing from us emotional, psychological and often physical responses is at the heart of how Drama harnesses the spirit. The desire to either reveal or interpret meaning, to express or receive fragments of who we are as people is always alive in the Drama classroom and we are at our spirited best when we get excited by these things. It is often when they can’t explain ‘why’, that students have found something nourishing and visceral. A place where they are reminded that the human spirit moves and is moved in mysterious ways and Drama can help us share, if not solve the mystery. 

Drama provides opportunities to extract meaning beyond the literal and considers alternative interpretation and hidden meanings while thinking (up) devising (in) and developing ideas and thoughts (out) whilst often exploring historical context and fiction and non-fiction texts.

The drama curriculum also gives pupils the opportunity to develop empathy when exploring different characters. This supports pupils’ development and a growing understanding of how beliefs and decisions contribute to personal identity and the world in which they live. Pupils continue to grow spiritually through experiences with various stimuli to find their voice through which to express their unique creativity. Most lessons within the curriculum allow pupils to consider stimuli (up), respond creatively (in) and share their work and thoughts which gives pupils the opportunity to reflect, question further and shape their own personalised creative response (out). 

Example:

Year 7 – A Christmas Carol Script 

Up – Pupils are given the opportunity to analyse and consider Scrooge’s behaviour and lack of empathy for others.

In – The opportunity is given to practically explore these behaviours and the impact such behaviour can have.

Out – Pupils share their interpretations and are left to question their own actions and feelings within their own lives, communities and world in which they live.

The English curriculum at Ian Ramsey Church of England Academy fosters spirituality as it presents pupils with guided opportunities to explore themes such as moral reflection and insight, redemption, and social responsibility, whilst analysing a nuanced exploration of faith and belief.

We encourage students to understand and consider characters from diverse backgrounds and across the decades, indeed centuries. During their deeply personal reading experience, our students empathise with, and relate to, characters, characters’ circumstances and their context, thus allowing our students to develop, curiosity and compassion for them. Simultaneously, they are supported in exploring characters’ plights, circumstances, and choices. In doing so, our students develop and engage in a spiritual experience, as they can then also reflect on the texts they study, as well as their own writing and speaking, to engage in enriching self-reflection. We lose and find ourselves in texts – their worlds, characters, issues, contexts – which is a deeply spiritual experience.

In the process of cultivating and crafting language, our students also further their spirituality as they learn to value and comprehend the gradations and importance of language, as well as how this can be used for meaningful self-expression and the communication of self-perception. The process of writing is a deeply personal one, through which we use language to express our inner thoughts and feelings, which in itself is a spiritual experience.

The study of Geography is not limited to merely the physical environment, but also includes the social, cultural and spiritual aspects of our world. In Geography, pupils examine how spirituality has governed attitudes towards natural resources and the environment, including the practices of environmental conservation and preservation. Real people in real places, and our relationship with the environment, is at the heart of the subject. 

The study of Geography is about promoting a sense of wonder and fascination with the physical and human world, and how small changes can have far-reaching consequences. Our overarching themes including ‘Becoming a Geographer,’ ‘Challenging Misconceptions’ and ‘Global Issues’ allow for an environment where pupils have the opportunity to stop and think to enable them to make sense of a complex and changing world.These are our ‘up’ moments and it is hoped that these will inspire pupils to take responsibility as environmental stewards of the world around them.

There are many occasions when we can give pupils the opportunity to reflect on their own values and beliefs about the people, places and environments they are studying. Our curriculum follows an enquiry-based approach which allows pupils to address ‘big questions’ about the complexities arising from the interactions between the physical and human world. These questions seek to promote a sense of awe and wonder to engage them in higher-level thinking such as ‘Where did we come from and where are we going?’, ‘Are natural disasters always ‘natural’?’, ‘Is ‘power’ always positive?’ and ‘Is it too late to save Planet Earth?’ This will provide pupils with a sense of self-awareness and to naturally reflect upon the impact of their actions. These are our ‘in’ moments.

Finally, the Geography curriculum at Ian Ramsey allows pupils to develop their spirituality by allowing them to grow as global citizens who are inquisitive and informed as agents of change. The inclusion of extra-curricular experiences such as fieldtrips and engagement in international efforts such as the ‘Earthshot Prize’ allow pupils to put their learning into action at a number of different scales. With a curriculum that focuses on a diverse and ever-changing global society, and explicitly highlights the impact of our actions on our relationships with the physical and human world around us, pupils are inspired to take action and go forward in life as environmental stewards of the environment around them. These are our ‘out’ moments.

Spiritual development in Health and Social care encourages deep thinking and questioning the way in which the choices we make about our lifestyle can affect our health and how we can take charge of the decisions we make in the world around us. Through a variety of scenarios and real life examples students are given the opportunity to be amazed by the awe and wonder of what their body can do and realise the consequences simple life choices can have on our amazing bodies. Our curriculum encourages our students to push themselves out of their comfort zones both socially and emotionally, aiming to inspire students through gaining an understanding of what they are capable of. Students are encouraged to be inspired by the beauty of positive physical, intellectual, social and emotional health through their own individual experiences and through observation of their peers but also through an exposure to a variety of care employment roles and responsibilities and perhaps be inspired to pursue a career in care or discover a desire to make a difference to others through health and social care roles. These are our ‘up’ moments.

Students are given opportunities to express their feelings and emotions in a range of scenarios. We encourage pupils to develop a personal response, analysing and reflecting upon their personal experiences as well as considering their relationship with others and the impact they can have on others around them. Through collaborative activities and responding to different lifestyle factors presented to them students can gain an appreciation of the joy of how humans can work together to create a more positive life for individuals, their families and the society we live in.  We ask pupils to examine and reflect upon their part within these situations. We actively encourage students in Health and Social care to develop an appreciation of our school values and a self-awareness of these within themselves; joy through working together to find solutions to problem scenarios presented to them and the learning of new experiences such as giving a presentation to their peers, wisdom through making good choices for others and sharing this with their peers to bring about positive change, forgiveness when they learn about how others actions can negatively affect other individuals life chances and perseverance to evaluate and reflect on experiences but continue to revisit and improve possible solutions. These are our ‘in’ moments.

Within Health and social care we strongly believe in students developing the ability to act upon what they have learned and consider the impact they can have upon the world around them. This can be through developing their skill set to enable others to make positive changes to their lifestyle choices and consider the affect their own choices have on others physical, intellectual, social and emotional development.  This might be through visiting care settings and spending time with vulnerable children and adults at a variety of life stages and appreciating that taking on a role in the health and social care industry can bring about really positive life changing experiences for those individuals, their families and the society we live in as a whole.  These are our ‘out’ moments.

The History Curriculum at IRCEA allows pupils to develop their spirituality by allowing them to consider and reflect on the wider world by engaging with and exploring the past to develop pupils into agents of social change.  The history curriculum encourages pupils to reflect on pivotal events and significant individuals which allows them to ascertain how history has affected their lives, their community, and how it stills impacts their world to this day. Pupils study key themes such as conflict, religion, turning points, migration, civil rights etc. which expose them to a rich tapestry of events, individuals and concepts via sources and opinions that highlight the vibrance and diversity of our ever-evolving planet. Pupils engage with these ‘up moments’ that can spur them on to become stewards of change.

Our inquiry-based approach in the history curriculum which threads throughout the 5-year study enables pupils to naturally reflect on ‘big questions’ from the past (which incorporate moral and social issues) and how this is relevant to their lives and individual identities. Pupils will learn about challenging concepts in history (e.g. genocide, conflict, migration, injustice etc.) and how this affects their own lives, their choices, beliefs, and moral position in current society. This very much forms the ‘in moments’ as the wide variety of stimuli in our enquiries and curriculum allows for a strong sense of reflection for the individuals we teach. 

Finally, our curriculum is strongly centred on producing future members of the local, national, and international community. With a curriculum focused on diverse cultures, local history and varied narratives, pupils can reflect on these concepts and understand the individuals, events and processes that have shaped their lives today. Pupils can truly ‘learn the lessons of the past’ and go out into the world wiser because of the lessons from the past. This enables pupils to demonstrate our ‘out moments’ as the lessons of the past, the extra-curricular experiences (field trips to historical sites, residential visits such as the battlefields) and the concepts we explore allow them to appreciate our past and take action to improve the future.

In mathematics, we aim to foster an appreciation for the awe and wonder of the universe. We connect the abstract realm of mathematics with the tangible reality students inhabit. We deal with the microscopic and macroscopic, covered in standard form and linked to the astronomical dimensions of the cosmos, lifting us “Up” spiritually. We explore the patterns, connections and symmetry in the natural world, covered in the Fibonacci sequence and its link to the golden ratio as well as the Vitruvian man. We connect mathematics, looking “In” to the practical world the students will inhabit by showing them links to everyday and global finance, statistics with gathering information from our community and comparing to global averages and allow us to focus “Out” by having the problem-solving skills and resilience to be an asset to society. This will involve making positive contributions to the world around us, allowing our pupils to serve others with their gifts that they have been given, and transferring this into their future chosen careers.

The Media Studies curriculum nurtures spirituality by providing students with the opportunity to be exposed to a wide range of media texts created by individuals from diverse backgrounds and cultures. By engaging with these texts, students can gain insight into different spiritual perspectives and worldviews, fostering empathy, tolerance, and a broader understanding of spirituality beyond their own beliefs. The wide range of media texts that are studied by pupils helps broaden their critical thinking and inspires students to challenge and question what they read, see and hear about in ways that they didn’t quite understand before. These are our ‘up’ moments.

Media Studies involves critical analysis of various media forms, including films, television shows, advertisements, and news articles. Through this analysis, students can develop critical thinking skills that encourage reflection on deeper themes and messages embedded within media content, including themes such as morality, purpose, and existential questions. Our Media Studies coursework involves creative endeavours  such as magazine production, advertising and marketing publications and the creation of multimedia projects. Engaging in these creative endeavours allows students to express themselves artistically and explore personal themes and ideas through their own creative work. This process of self-expression and reflection is inherently spiritual and contributes to personal growth and development. These are our ‘in’ moments.

Finally, Media Studies involves discussions about ethical issues related to media production, consumption, and representation. By critically examining the ethical implications of media content, students can develop a sense of social responsibility and ethical decision-making skills that are integral to spiritual development. This helps them consider their own impact on themselves and the wider world. These are our ‘out’ moments. 

The nature of learning another language, and exploring global cultures, allows for ample opportunities for our pupils to spiritually flourish. Our MFL curriculum at Ian Ramsey CE Academy is designed to enable pupils to gain a deeper and more meaningful understanding of different cultures around the world, as well as the languages that reflect them. Those moments, and wider topics, where we explore more significant cultural differences often elicit a sense of awe and wonder within our pupils.  We encourage our pupils, within the scope of our curriculum, to become more accepting and tolerant of other cultures and traditions, even when they push us out of our comfort zones. These are our ‘up’ moments. 

Within our MFL curriculum, pupils are given the chance to reflect on their own culture, identity, and their place within the global community. As they progress through their language-learning journey, pupils are encouraged to reflect on the impact of their language choices; how they speak to people, how it can be beneficial to speak to someone in their native language, and what it means to us when someone speaks to us in our native language. These moments of self-reflection where our pupils can consider what languages truly mean to us, those are our ‘ins’. 

During their MFL lessons, pupils are regularly given time to consider ‘what now?’ in response to what we are learning, either linguistically or culturally, these are our ‘out’ moments. We have embedded content throughout our curriculum where pupils discuss their impact on the ever-changing world around us and how they can take what they have learned within our lessons and become good stewards and agents of change.

Up

In music our big moments of inspiration come from experiencing and feeling music.  We encourage pupils in lessons to listen to music outside of their comfort zone, to take off their blinkers and allow themselves to experience new genres.Through exposing pupils to a large variety of new sounds we hope that they will find something that they connect with and that will inspire them. It might be that the new sounds themselves are inspirational, or that hearing a piece of music brings back memories of a particular time, place or person, or pupils may have feelings of connection with the themes a piece of music explores. Whenever pupils make a connection with a genre or a piece we ensure that we encourage that inquisitiveness and encourage pupils to further explore that connection.

In

The exploration of our connections with music happens in lessons in a variety of ways.  The first way is usually the conversation that follows the experience of hearing a new piece of music. This conversation focuses on a number of factors including what the music is about and how it is supposed to make us feel.  We then explore how the music does this by discussing what compositional and stylistic features have been used in order to encourage the listener to feel a certain way.

Another way we explore connections in music is through practical activities. Pupils engage in music making opportunities that encourage exploration of feelings such as joy, celebration, sadness, frustration etc.Through ensemble performing pupils build both overt and covert connections with peers. These connections can lead to a mutual respect between peers and even friendships.

As well as exploring feelings, music is an outlet for exploring themes.  Music has been written to express opinion on every subject imaginable and it is important that pupils have the opportunity to discuss the themes behind the songs we listen to in music. 

Out

Through studying music we encourage pupils to grow as a whole person with the ability to think for themselves, have empathy and understanding, build opinions and then express them in a healthy and artistic way.  We aim to develop not only a tolerance of multiculturalism, but a celebration of the wealth of culture we have at our fingertips in this modern age, and the creative possibilities that fusions of different genres of music can produce. We also hope that some of our pupils will make connections so strong that they are compelled to make music a bigger part of their life going forwards either as a participant or a creator.

Example:

Samba drumming – Y8 term 1.

Up

We explore the roots of Samba music, how the fusion of different cultures brought together has created this unique sound and how it is used in a joyful way to celebrate life.  We watch a variety of clips of Samba music being played and enjoyed, including the awe inspiring spectacle of Carnival in Rio de Janeiro.

In

We play Samba music together in class.  The music is upbeat and lively and we encourage pupils to open up and enjoy themselves while playing the infectious rhythms.  We play together, everyone as a class, and the process of playing drums together bonds us and creates a sense of community.

Out

Pupils leave the lesson feeling energised having had an hour of stress release in the form of beating big, loud drums. Pupils have had a cultural experience and broadened their understanding of music from around the world.  Pupils have built rapport and reinforced relationships with the teacher and each other.

Personal Development at Ian Ramsey is an all – encompassing curriculum that covers health and well-being, relationships, careers, and citizenship, all which nurtures pupils’ spirituality by giving pupils opportunities to reflect on their place in the wider world as global stewards.

At the heart of personal development is the chance to grow their self-awareness, reflect on their unique potential and understand their God given gifts as well as their areas for development. The consideration of life’s big issues and the pupils place within them aims to nurture a sense of awe, inspiring the pupils to become good stewards. These are our ‘up’ moments. It encourages all students to develop tolerance and respect towards others and learn about oneself, their peers, and the surrounding world. 

At Ian Ramsey relationships and sex education is placed in a context of Christian teaching and spiritual development, with sexual relationships being understood in the context of loving, faithful relationships. This is the essential focus for what it means to be ‘respecting the religious ethos’ of our schools and it is a vital element of what makes RSE in our religious school distinctive. Relationships and sex education promotes healthy resilient relationships set in the context of character and virtue development. It will reflect the vision and associated values of the school, promote reverence for the gift of human sexuality and encourage relationships that are hopeful and aspirational. These lessons allow pupils to reflect and give personal responses to develop self-awareness and are our ‘in’ moments.

Finally, through Personal Development pupils are actively encouraged in their citizenship lessons to consider the impact of their personal reflection and the consequences of their actions in the wider world. We encourage pupils to be agents of change, and these are our ‘out’ moments. Ultimately, PD is a subject that pushes all students to develop an overall understanding of spirituality and perspective on life.

Spiritual development in Physical Education encourages deep thinking and questioning in the way in which the body works and how we can take charge of our body in the world around us. Through a variety of sporting and physical activities students are given the opportunity to be amazed by the awe and wonder of what their body can do and the skills they are capable of learning. Our curriculum encourages our students to push themselves out of their comfort zones both physically and mentally, aiming to inspire students through gaining an understanding of what they are capable of. Students are encouraged to be inspired by the beauty of sport through their own individual performance and through observation of their peers but also through an exposure to major sporting events and perhaps be inspired to become athletes or discover a desire to make a difference to others through sport. These are our ‘up’ moments.

Students are given opportunities to express their feelings and emotions in both individual and team situations. We encourage pupils to develop a personal response, analysing and reflecting upon their strengths and weaknesses as well as considering their relationship with others and the impact they can have on others around them. Through collaborative activities and team sports students can gain an appreciation of the joy of how humans can work together in harmony towards a common goal and we ask pupils to examine and reflect upon their part within these situations. Throughout our curriculum students are taught to accept and rise to challenges and to reflect on the values of empathy, equality and respect within the dynamics of a successful team. We actively encourage students in PE to develop an appreciation of our school values and a self awareness of these within themselves; joy through success in sport and the learning of new skills, wisdom through making good choices for our team and our peers, forgiveness when things go wrong and perseverance through the development of resilience and determination to keep going when the body is tired and are experiencing difficulty. These are our ‘in’ moments.

Within Physical Education we strongly believe in students developing the ability to act upon what they have learned and consider the impact they can have upon the world around them. This can be through developing their sporting performance further by means of extra curricular activities and clubs in the local community, by undertaking further study at Key Stage 4 and 5 but also through students ‘giving back’ and acting as sports leaders both in school and with our local primary schools. These are our ‘out’ moments.

The Religious Education curriculum nurtures spirituality by giving students opportunities to stop and think about their place in the wider world. At times our topics and discussions may force students out of their comfort zone (in a safe space) whilst considering complex beliefs and worldviews. The study of beliefs, art, and scripture, concerning the value of the universe and human life will not only nurture a sense of awe and wonder but will hopefully inspire students to become good stewards and agents of change. These are our ‘up’ moments. 

Throughout the curriculum students will have opportunities to reflect on their relationship with themselves, others, the world, and God. Within our context as a fully inclusive school, all students are encouraged to reflect on their own uniqueness and intrinsic value as individuals made ‘in the image of God’. Students will encounter both religious and non-religious ideas related to the value of humanity. On analysing this fundamental belief further, students will be given the chance to appreciate its implications in terms of the way they view others; reflecting on the values of empathy, equality, justice, and peace that are found in both religious and non-religious belief systems. These moments of reflection, opportunities to give a personal response and to develop a sense of self awareness are our ‘in’ moments. 

Finally, as a department we believe that a rigorous study of religion will enable students to understand their faith, beliefs, or worldviews more deeply, and to encounter either God or a sense of ‘the beyond’ intellectually. We also encourage students to consider the impact of their personal reflections and studies on themselves and the wider world. When we consider the impact of our personal beliefs and actions on the wider world, these are our ‘out’ moments. 

We believe that science and spirituality complement each other. Both are about seeking the truth and grasping the essential nature of reality, where both focus on our life and our existence, on the universe, our place within it, matters related to birth and death and evolution. 

There is a synergy that exists between spirituality and science, where our goal is to gain a complete understanding of the fundamental principles underlying the physical universe in all its diverse forms.

Our curriculum includes  many examples of in, up and out moments.  These ensure that we encourage our students to become critical thinkers, to be intrigued about the world around them and to ensure that they ask questions. We want our students to be in awe and wonder of the universe.

One such example of where this applies, is what spirituality would call immortal power, in science we refer to as energy. Science would admit that it does not even know about 1% of what energy and over 99% of the unknown energy exists in the cosmos, which science calls black matter. 

This energy is a supreme immortal power that cannot be explained by science and has to be experienced to be defined.

Studying computer science at Ian Ramsey is different to studying computer science at another school.  We bring the subject to life through the magic of physical computing.  We live in an immersive technological world and we provide pupils the opportunity to look ‘in’, and think about the power and control over their own lives that is gained by learning to program proficiently. Pupils look ‘out’ by being able to think about the efficiencies they can gain in their working life to being able to contemplate writing software for the next generation of self-driving cars.   Pupils also have time to look ‘up’ when asking themselves thought provoking questions such as “What might happen if I program the system wrong?”, or “How many lives could the collision detection system I design save?”.  These concepts come to life in our lessons, with more ‘up’ moments, when pupils actually program robotic vehicles to play out these concepts through their own programming, solving real life problems on a smaller scale. 

‘Artificial intelligence’ is the new buzz word in the media because of the advancements in the technology available to the public.  We support pupils to look ‘in’ and explore the benefits of these systems on themselves, but also look ‘out’ and contemplate the possible negative effects of this technology on society and how we can mitigate these risks to make the world a better place.

When pupils study business they start to look ‘in’ and realise the real life impact on the decisions that business owners have to make.  We encourage pupils to explore their own thoughts and feelings around this by relating it to real life examples.  “Do I source my materials from a location that would cause damage to the planet in the interest of increasing my profit margin?”.  Pupils are provided with opportunities for an ‘up’ moment, for example, when they realise the increased carbon footprint of sourcing materials from the other side of the world. They may start to look ‘out’ when we ask them “How can I make sure I sell enough products to my target market so that I can pay my staff this month”; the real hard decisions that entrepreneurs operating our local community make day in and day out.  “What type of business owner will I become?” – This could be seen as the biggest ‘in’ of all.

The Special Educational Needs (SEN) department supports all pupils, across the 5 year groups, who need additional support accessing their learning or with their social, emotional and mental health needs.  Students are supported at a spiritual level by giving young people the opportunity to think about their place in school, the community and the wider world. When working with students 1:1, as part of a small group, in the classroom or through sen support meetings, the team aims to inspire students to become reflective learners, good stewards and agents of change. We develop support in line with the ‘whole child’ and the development of their self-confidence, enabling them to reflect on their God given gifts. Pupils are encouraged to discover and value their own special gifts, be they academic, artistic, musical, sport, for example. In our quiet spaces within the Academy, we provide an opportunity for reflection to give a personal response and to develop a sense of self awareness and responsibility. These opportunities remind our pupils that spirituality is something that we can all experience in our own individual and special way. We provide a supportive environment, where pupils learn to develop mutual trust between themselves and with the staff in the Department. We support students in accessing all aspects of the curriculum and inspire them to be the best version of themselves. These are our ‘up’ moments. 

SEN support is embedded within all aspects of education at Ian Ramsey. We coordinate and support the academic and holistic development of students through a range of supportive strategies where student voice is integral to ensuring we meet individual needs. We provide opportunities for them to understand feelings and emotions and develop understanding and empathy. Together we support our children to grow and flourish, respect others and to be respected by others.  It is an approach that seeks to create a supportive environment where students can learn, grow and serve themselves as well as others. We enable our children to make sense of what is offered to them, understand the impact, and make connections that are relevant to them. Pupils are encouraged to become self-reflective as part of this support, and consider how they impact the world through the opportunities offered through the whole school curriculum and enrichment activities.   Reflection is part of the intervention programme, sen support meetings and daily interactions with students.  These are our ‘in’ moments. 

This work also nurtures our students’ gifts and develops their understanding of what they know they can contribute to the wider world. As a Team we seek to provide a safe and supportive learning environment where we can support our pupils in becoming ready for Post16 education. SEND Support is a vital aspect of education at Ian Ramsey Academy. We focus on the cognition and learning, SEMH, Communication and Interaction and sensory needs and wellbeing of our pupils. We aim to increase resilience, build stronger relationships, and see the impact of making wise choices. We support our pupils to complete and understand the work in the classroom helping them prepare for their GCSE examinations. We work with outside agencies and seek various advice and therapists to help our pupils overcome the challenges they are presented with.   We give individuals the opportunity to think about their place not only within Ian Ramsey, but also within the community and the wider world. We aim for our pupils to leave The Academy, to go out into the wider world with their special unique gifts which they can contribute to future communities. These are our ‘out’ moments.

In summary, the SEN support aims to inspire students to be the best version of themselves (up), develop the ability and opportunities to self-reflect (in) and shape our students so they know what they are capable of contributing to the world (out).  

The ASPIRE alternative curriculum is a unique specialist curriculum for those students who find the demands of school (and at times life) extremely challenging. It is a curriculum built around the needs of the students themselves and aims to give them life skills and ready them for adulthood. At the heart of the ASPIRE curriculum is ‘the whole child’ and the development of their self confidence, self esteem, self awareness and enabling them to reflect on their unique potential and God given gifts. Students are offered opportunities outside of the classroom to discover their gifts, gifts they ordinarily do not see in themselves within the school environment. Our curriculum pushes our students out of their comfort zones in a way that is not possible in the classroom and this encourages pupils to develop their potential gifts and realise just what they are capable of. We offer ASPIRE students the chance to experience the world outside of the school gates, encouraging active engagement within their local (and wider) community through a wide range of activities and volunteering. This aims to inspire and encourage an appreciation of the awe and wonder of the wider world and the possible place they may find in it. These are our ‘up’ moments.

An integral element of the ASPIRE alternative curriculum is self reflection. Our curriculum asks students to reflect upon the challenges placed in front of them and how these impact them personally. Students can then consider how they can and have had an impact on the world and those people within the community they have engaged with. ASPIRE encourages our students to have self-awareness and develop tolerance and respect for others. These moments of reflection are integral to students building self confidence and resilience and helps them to consider their place in the world and their value to it. These are our ‘in’ moments.

The core and ultimate aim of the ASPIRE curriculum is to develop our students into well rounded individuals who are prepared to face the challenges of adult life. We strongly believe in developing our students into young people who are self aware and who consider the consequences of their actions. Through our work outside of the classroom nurturing our students’ gifts and their awareness of them we encourage the use of their reflections to demonstrate ‘out’ moments. Students go out into the world knowing they are able to contribute and will be valued for their gifts and with this self awareness, self confidence and resilience act as agents of change.

Many pupils who are involved in our Anti-Bullying Ambassadors and Peer Mentors experience an ‘up’ moment which inspires them to want to help and support their fellow pupils or to become an agent change within our community. When discussing Anti-Bullying with pupils and staff, we use a range of scenarios which may shock, surprise, and inspire them. 

Our ‘in’ moments within Anti-Bullying are when pupils are given the opportunity to reflect on their behaviours and how they may be perceived by others. We give pupils the opportunity to explore our definition of bullying and what it means to each of us as individuals. We ask pupils to question their behaviours and to choose to be kind. 

We ask all members of our community to be good stewards within our community, to support each other with kindness and care for one another. Our pupils are encouraged to consider their impact upon our wider school community, through their words and actions.

The careers programme encourages students to look ‘up’ and be inquisitive about their futures. Throughout the programme students develop an aspirational and curious nature about the opportunities open to them. At the core of this is the careers curriculum, in which students explore a range of career options, working environments and the pathways to success (including apprenticeships, A Levels, BTEC and T Level qualifications). We create ‘up’ moments for students through exploring emerging industries in year 9 to show students how new technologies are shaping workplaces around the globe. Also, the curriculum utilises the Unifrog platform, providing students with a virtual space to create ‘up’ moments of wonder as they discover career opportunities that could take them anywhere in, or even out of, our world. 

Importantly, the programme encourages students to be open to new experiences of workplaces and educational settings, creating ‘in’ moments to reflect curiously about their post-16 education, employment, or training and their working lives beyond this. Interactions with employers and further/higher educational organisations are ‘up’ moments created for students through career fairs, visits to school and the work experience programme all students complete in year 10. These enriching experiences also encourage students to look ‘in’ and be self-insightful by completing evaluations of their own skills, experiences, and motivations for work. This is done cyclically throughout the curriculum – students complete a lesson titled ‘Who am I?’ at the beginning of year 7 and then reflect on how they have changed over the last 5 years in the year 11 lesson titled ‘Who am I now?’. 

Providing many opportunities to look inwards and reflect, leads to each student developing individual ideas of what a successful career will involve. This in turn creates many ‘out’ moments as students consider the impact their working careers can have on others. An example of this is in the year 8 lesson ‘What are my motivations for work?’ where students evaluate which careers match up to their most significant reasons for working – students are then encouraged to think about the differences their working lives can make to the economy, environment, and people in the wider world. This empowers students to then look ‘out’ and pursue appropriate and ambitious career opportunities, meaning students use their knowledge, skills, and experiences to serve others in their immediate and wider communities. Students’ understanding of issues such as discrimination and stereotyping at work is developed in years 8 and 11. This encourages students to look ‘up’ at the social challenges of workplace environments, look ‘in’ and think about their own prejudice and stereotypes, and then ‘out’ by considering the effects of their actions on others.

Students who show an interest in STEM careers participate in the ‘Big Big Project’, led by Tees valley combined authority. This develops students’ understanding of STEM industries, advances their employability skills, and showcases how their creative thinking can be used to improve their local area. The final part of this project is an ‘out’ moment as students think deeply about the impact their actions had on their community, enabling them to think how their actions and career choices will affect others in the future too. 

In summary, the careers programme aims to ignite an interest for a vast array of career opportunities (up), develop the ability and opportunities to self-reflect (in), and shape our students so they are determined and capable of making a positive difference as they pursue their goals in the world of work (out).

Year 7 is the starting point and pivotal time for pupils to gain new experiences, a change in environment, develop and unearth new skills that will serve the community of Ian Ramsey and Stockton. These are traits that act as our ‘in’ moments when becoming part of the Ian Ramsey community. Students transition from primary to secondary school with a strong emphasis on the personal and spiritual development. There is a holistic approach taken to the student’s development when they enter the year whilst the school’s vision ‘to learn, to serve, to grow’ underpins what is expected from each student. Students of Year 7 are introduced to the school values, with a particular emphasis on the values of joy, kindness, inclusivity, and respect. These values that are embedded throughout the five years and serve the students well throughout their time at Ian Ramsey and as they reach adulthood.

Students attend weekly collective worships delivered by heads of year and members of the senior leadership team where the delivery of the schools core values reinforced alongside, key messages and the opportunity to share and praise students performance. This is an ideal opportunity for the year group to celebrate individual and group ‘up’ moments and take pride and inspire one another. The weekly theme is a time for inward reflection and an encouragement to display the traits associated with the school and how they can use their gifts to serve one another throughout the week ‘out’ moment. This gives them confidence and a sense of pride when contributing to whole year group worship and allows them to express themselves.

The students take part in various charitable pursuits, including the reverse advent calendar, Rudolph run for the Butterwick hospice. During the period of advent students brought in assorted items for the Stockton foodbank and then these were delivered to the food bank in the lead up to Christmas. These iniatives created a sense of community spirit and an opportunity to showcase an OUT moment in our year group and school.

Opportunities for spiritual development are embedded into tutor routines each morning.   Students can experience, create, inquire, and enjoy things beneficial to life’s meaning and purpose. Which is exercised and advanced through experience and reflection.

Theme of the week: Students are given the chance to reflect about their own beliefs (religious or otherwise) and their perspective on life through a different theme each week. This is followed throughout the week. 

Collective worship: Upholds Christian values by developing interest in, and respect for, different people’s faiths and feelings. Also, providing opportunities for prayer including silence, stillness, and reflection.

The Year 8 team do their upmost to model the school values and virtues daily in the way we talk and discuss matters with students. Year 8 students are given the opportunity to explore and express feelings and emotions and to celebrate diversity. 

All Students are encouraged to take part in a extra curricular activites which are offered daily to all students whatever their personal interests.  This helps students to build on their strengths or learn new ones, whilst developing socially with their peers. 

The Year 9 team work towards the holistic development of the student so that they are able to offer not only their academic achievements to future employers but also a well-rounded individual as well.  We therefore encourage students to take an active role in school life through becoming Student House Captains, Sports Leaders, Worship Leaders, Anne Frank Ambassadors, joining the Anti-bullying group and participating in the wide variety of extra-curricular activities on offer. This gives pupils the opportunity to develop their team spirit, perseverance and to make new friends in different classes and year groups. The pastoral team promote the core value of forgiveness by providing opportunities to enhance social skills, make positive choices and improve mental health. We aim to support students to become good agents of change and global citizens, these are our ‘up’ moments.

Spirituality is embedded into the tutorial programme that students follow each week.  Students attend two year group collective worships by SLT and the HOY. This provides a quiet, calm opportunity for pupils to reflect on the weekly theme and to develop their empathy and awareness of the world. These are our ‘in’ moments. During tutor led worship, pupils are encouraged to discuss the weekly themes and give personal responses to reflection questions in a familiar setting. This develops their ability to be tolerant and respectful towards each other. 

In Year 9 students start their journey of becoming a young adult and thinking about their future.  This is the year in which they make their choices of what they want to study at KS4 and beyond. During this year students are given a great deal of information and support about choosing their options.  This takes the form of outside speakers, school organised subject fayres for parents and pupils to speak to subject staff, and talks outlining the subjects on offer at KS4.  It is anticipated that through the information the students receive and the support and guidance they are given students are able to make informed choices about the subjects they would like to study at KS4. It is anticipated that by the end of Year 9 students understand the importance of being a well-rounded person who is able to contribute to the life of the school to fulfil their own goals and dreams. These are examples of our ‘out’ moments.

The Pastoral Team supports our pupils in Year 10 at a spiritual level by giving individuals the opportunity to think about their place in the community and in the wider world. When offering 1:1 support, addressing the year group as a whole, or having those every day supportive conversations, the team aim to inspire students to become good stewards and agents of change, these are our ‘up’ moments. 

Pastoral care is an essential aspect of education at Ian Ramsey, where we focus on the holistic development of students, including their emotional, social, and spiritual well-being. It is an approach that seeks to create a safe and supportive environment where students can learn, grow, and serve others.  

The support provided to students extends beyond academic learning. It involves a range of activities that foster students’ physical, emotional, social, and spiritual wellbeing. These activities may include providing counselling services, promoting mental health and wellbeing, facilitating peer support, and creating a safe and inclusive environment. The tutor team, SLT and HOY worships, provide an opportunity for reflection, to give a personal response and to develop a sense of self-awareness, these are our ‘in’ moments. 

In Year 10, we promote this through the Christian Value of ‘Wisdom’. We aim to develop better mental health, enhance social skills, increase resilience, build stronger relationships, and see the positive impact of making wise choices. Is an important year where pupils engage in work experience, college visits, and GCSE study programs which can be challenging, daunting and exciting prospects. Pastoral care can make a significant impact on students’ lives, helping them overcome these challenges and reach their full potential, these are our ‘out’ moments. 

Year 11 builds on the student’s perseverance so that they focus on preparing themselves for their GCSE exams and their next steps as they leave school. Students will be given the opportunity to reflect on their own strengths and needs as they consider what will best serve them as they prepare to take important exams, but more importantly, their place in society and the world of work or further education.  

Students will have the chance to explore these avenues in tutor time, worship and PHSE through targeted sessions, and talks from colleges, sixth forms and apprenticeship providers. There will also be a focus on revision and exam tips, mental health and emotional wellbeing, healthy relationships, British values and human rights, all of which are crucial parts of developing students spiritually as young adults.

Year 11 can be one of the most stressful for our students and their strength and resilience will be tested. Students will receive support from their Head of Year, Tutors, SLT and Learning Mentors, as well as utilising outside support agencies as and when support is needed. Students will also be supported through the Christian values and ethos at Ian Ramsey Academy and given opportunities to reflect on their faith, growth and personal spirituality.

Throughout year 11, students will continue to learn, to work, to grow together to serve their community. There will be prom fundraising, charity drives, youth parliament and prefect roles that will help to enrich their time here at Ian Ramsey Academy as well as extra curriculum activities within the Academy.