Moral development is concerned with a pupil’s knowledge, understanding, intentions, attitudes and behaviour in relation to what is ‘right’ and ‘wrong’. Moral development then is concerned with fundamental judgements and precepts about how people should behave and act and reasons for such behaviour. The intention at Holme Grange is that pupils, as they develop a sense of morality, will be invited to explore the place of reason in ethical matters and, as autonomous moral agents, acquire value systems which are their own, together with an understanding that their behaviour and actions should be derived from a moral set of beliefs and values. It is crucial for the School to expect high moral standards from all members of its community and it is in this context that it is felt important that teachers explore the basis of moral behaviour. It is important for boys and girls to understand that any social grouping depends for its continued existence on the broad acceptance of rules and laws.
In the classroom situation, in consistency with the purpose of developing pupil autonomy and personal responsibility, moral education focuses on values clarification. It is important, however, to be clear and consistent when dealing with matters of morality, especially where there is a high degree of consensus in society.
- To follow an agreed set of values led by the Holme Grange Way, sharing a set of values which pupils’ can intrinsically regulate through their behaviours.
Pupils enter school with degrees of moral understanding defined by their families and friends. They should be encouraged to take personal responsibility for their words and actions. They should be expected to reject any form of bullying, discrimination or cruelty. They should be helped to deal with any moral dilemmas they may face.
To help them develop a clear and positive moral code at school and in the wider world they should be led to respect:
- the importance of respect to others within and outside the school community;
- the importance of observing rules and undertaking responsibilities;
- the importance of compassion and of tact;
- the positive beliefs and feelings, and the property and rights, of others;
- their environments – both at school, home and in the wider world.
We encourage respect for others paying particular regard to the protected characteristics set out in the 2010 Act.
As part of our Behaviour Policy our school believes that all children and adults have the right to live in a supportive, caring environment in which pupils feel safe and free from bullying and harassment that may include cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability (as defined in the Equality Act 2010), and the use of discriminatory language. Bullying can occur through several types of anti-social behaviour.