SMSC at Langley Park

At Langley Park Primary Academy, we have designed our SMSC curriculum with the intent that our children will become resilient, independent learners who are equipped with the necessary skills to be successful, moral adults that live healthy lifestyles and believe in their own abilities. This ties in with our Learner Profile Attributes which are used alongside the SMSC and FBV symbols both in lessons and around the academy.

We aim to deliver a curriculum that:

  • Enhances community and celebrates diversity within our academy.
  • Is inclusive, develops self-confidence and identifies that all children are unique.
  • Encourages children to be self-motivated, independent, resilient and open-minded by developing inquiry based skills that allow them to make mistakes and learn from them.
  • Promotes an equal value on physical and mental well being and ensures they are prepared for life in modern Britain.
  • Develops children’s knowledge of the world and the choice of careers available to them, whilst challenging stereotypes.

These are our SMSC symbols we use at LPPA. The children are able to identify with these and relate their learning to them. They act as conversation points throughout all learning opportunities.

These are our Fundamental British Values symbols. The children use these to identify which value they are demonstrating through our Primary years Programme.

SMSC Assemblies

Our Assemblies at LPPA link to our SMSC and Fundamental British Values. Rev. Mark and Captain Graham lead our assemblies once a week and promote our values through this collective community time. We collected food for Maidstone Day Centre as part of our Harvest celebrations at school. We can see the wider impact we have on our community.

Dog Mentoring at LPPA

Willow is our Dog Mentor at LPPA. She helps to promote children’s emotional wellbeing and resilience. Through the programme, our children build a unique bond with Willow which enables them to face whatever obstacles they may encounter as well as celebrating their individual success at school.

Willow promotes our SMSC values by teaching the children how to communicate effectively to express themselves, gain responsibility for looking after an animal and knowing that in order to look after her, they need to show her how to do the correct thing. 

Willow is a vital part of our school community, She works with all children over the week to ensure they can be the best version of themselves!

Panda Anti-Racism

Their mission is to work collaboratively with young people, parents, teachers and professionals to make a difference to people’s lives PART supports equality, embraces inclusion and educates others to do the same. PART works towards enhancing anti-racism education and supports a decrease in mental health issues, hate crimes and ignorance to effect positive change.

We have worked with Zara within her workshops and continue this learning throughout the year. She delivers workshops that are concentrated on specific issues relevant to the LPPA , these include; impact vs intent, stereotypes, mental health, biases, resilience and assertiveness. 

All children at LPPA that have taken part on these workshops thrive from being apart of this and allows children to ask questions, develop understanding and empathy.


Organised within the framework of the International Baccalaureate Primary Years Programme, the intent of the RE curriculum within Langley Park Primary Academy is to equip pupils with the necessary skills, knowledge and attributes to be lifelong learners and conscientious global citizens. This allows our children to develop as individuals under our Learner Profile Attributes.

At Langley Park Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of Religious Education is to engage pupils in an inquiry focused approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and the wider global community.

The teaching of skills and knowledge is thoroughly planned to ensure there is a clear sequence in learning across the subject. Although classes do not have a “subject” timetable, there are clear expectations for planning and delivery of Religious Education (RE)in each year group. Teachers plan to meet the needs of their pupils whilst still meeting the expectations of the National Curriculum. 

Through the Primary Years Programme, children are given opportunities to visit places which will enhance their understanding of the knowledge and skills taught, along with visitors to school to deliver workshops, assemblies and sessions in class which aim to challenge stereotypes and create ambitious learners with a drive to succeed in life.

In Key Stage 1, children begin to look at religions, focusing on celebrations and rituals. In Key Stage 2, we offer a wider range of learning opportunities about the world’s religions including deeper understanding of the origin of those religions and their key stories and teachings. Pupils explore aspects of Christianity, Hinduism, Sikhism and Judaism during their time at Langley Park Primary Academy.

High quality learning will be undertaken and evidenced, showcasing a deep understanding of the main religions of the world, their community and their future. This evidence will be seen through using the correct vocabulary, explanations and respectful opinions, as well as evidence of PYP elements and book scrutinies to ensure all pupils continue to progress. The children at Langley Park will demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own. The children will demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond.


School and physical education can provide:

  • A code of conduct for the school that permeates all subjects, including PE.  
  • Pupils are taught about the need for different roles and different responsibilities, including teamwork and decision-making. 
  • A pupil voice for PE & School Sport (e.g. re curriculum, extra curricular activities, kit).

Possible evidence:

  • A code of conduct for the school that permeates all subjects, including PE.  
  • Pupils are taught about the need for different roles and different responsibilities, including teamwork and decision-making. 
  • A pupil voice for PE & School Sport (e.g. re curriculum, extra curricular activities, kit).

School and physical education can provide:

  • Pupils are taught about age appropriate rules, fairness and respect, through a variety of PE activities. 
  • Pupils learn to work individually and in groups. 
  • An established ethos in PE with regard to how to win and lose fairly and understand good sportspersonship. 
  • Competition against oneself is encouraged in addition to competition against others.

Possible evidence:

  • Pupils can play within the rules in any activity. 
  • Pupils can understand the need for rules, adhere to them and can develop rules for activities that they create. 
  • Pupils adhere to and understand the rules of safety. 
  • All pupils can solve problems on their own or with others. 
  • Pupils demonstrate good social skills. 
  • Pupils know and adhere to the rules and social etiquettes related to any type of competition.

School and physical education can provide:

  • PE recognises individual differences 
  • There is an ethos where the views of individual pupils are listened to and respected within an acceptable framework. 
  • Pupils are taught safely and about safety. 
  • There is a buddy and mentoring system in PE.

Possible evidence:

  • Pupils respect individual differences and are confident express their opinions and respect others’ views. 
  • Pupils are able to make judgements about their own and others’ performances. 
  • Pupils feel safe in curricular and extra curricular activities and during off site visits. 
  • Pupils use the buddy and mentoring system to build confidence and this is apparent in how they work together.

School and physical education can provide:

  • Pupils are taught about historical, cultural and religious differences, through a variety of PE activities.  
  • The culture in PE respects cultural differences. 
  • Pupils are taught about the environment and different activity contexts. 
  • There are appropriate rewards and sanctions in PE for inappropriate behaviour. 
  • The school engages in competition and encourages competition within and across the community.

Possible evidence:

  • Pupils will know, understand and be able to articulate different styles of dance and the historical aspects of various activities. 
  • Pupils avoid stereotyping groups. 
  • Pupils can articulate their own beliefs. 
  • Pupils respect PE equipment and school buildings/facilities. 
  • Pupils respect the countryside and venues during off site visits. 
  • Pupils know the values  of the school and PE, contribute to their development, and accept rewards and sanctions. 
  • All pupils can access competition within and outside of the school and demonstrate appropriate behaviour and regard for rules and regulations.