See also: Definitions of spiritual development : spiritual development provision : the policy document

What does a spiritually aware school look like? The following are seen as the indicators of effective spiritual development (OFSTED Guidance 2004, augmented ):

Pupils who are developing spiritually are likely to be developing some or all of the following characteristics:

a set of values, principles and beliefs, which may or may not be religious, which inform their perspective on life and their patterns of behaviour

an awareness and understanding of their own and others’ beliefs

an ability to understand the notion of community and to see themselves in relation to a variety of communities

a respect for themselves and for others

a sense of empathy with others, concern and compassion

an increasing ability to reflect and learn from this reflection

an ability to show courage and persistence in defence of their aims, values, principles and beliefs

a readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination

an appreciation of the intangible – for example, beauty, truth, love, goodness, order – as well as for mystery, paradox and ambiguity

a respect for insight as well as for knowledge and reason

an expressive and/or creative impulse

an ability to think in terms of the ‘whole’ – for example, concepts such as harmony, interdependence, scale, perspective

an understanding of feelings and emotions, and their likely impact, and an ability to talk about feelings

Schools that are encouraging pupils’ spiritual development are, therefore, likely to be:

giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives

where pupils already have religious beliefs, supporting and developing these beliefs in ways which are personal and relevant to them

listening schools where people matter

supportive environments in which each and every individual feels themselves to be an important part of the school

encouraging pupils to explore and develop what animates themselves and others

encouraging pupils to empathise with others

encouraging pupils to reflect and to learn from reflection

giving pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful

developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected

accommodating and celebrating difference, and respecting the integrity of individuals

opening up pupils to the possibility of working for a greater cause - peace, justice, a care for the earth

living out their school aims (Ethos Statement) in a real way.

and promoting teaching styles which:

value the whole child as a person of infinite worth and untold potential

encourage and value pupils’ questions, and give them space for their own thoughts, ideas and concerns

create opportunities to listen, to reflect and to puzzle

enable pupils to make connections between aspects of their learning

encourage pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’

open up deep questions about the meaning and mystery of life, change and death

encourage creativity and creative responses

explore and value diversity and difference, yet challenge prejudice

monitor, in simple, pragmatic ways, the success of what is provided.