Spirituality

The sparkle that helps us notice, wonder and care

At this school, we understand spirituality to mean the sparkle that lives inside us that helps us notice, wonder and care so that children take an interest in things they might usually overlook and then turn inward to reflect on what these experiences can teach us. The purpose of including spirituality in the curriculum is to encourage children to develop a deeper and more thoughtful appreciation of themselves, each other and the world in which they live. It  helps children to look beyond themselves and recognise the deeper connections between all living things so that they are more likely to act with empathy, gratitude, and respect and build strong, positive relationships and communities.  At this school we use the framework of  Windows, Mirrors and Doors as a vehicle to help adults frame and capture moments for spiritual development.

Windows

We think of a window as an opportunity to look outward into the world. A stimulus chosen by an adult to encourage children to look out into the world and notice what they might otherwise pass by.  For example, the window might be a carefully chosen picture, photograph, video clip or even a piece of music or a photograph that  may stir a child emotionally and encourage them to notice the unnoticed, wonder at the ordinary and care with commitment.

Wows and ows

A wow moment are the things that take our breath away and help us develop a sense of appreciation such as watching a butterfly emerge from its chrysalis, a spider spinning a web, catching a snowflake and watching it melt in our hands or lying on our back watching the clouds changing shape and imagining what they look like. It could be looking at an insect under a microscope in a far away galaxy through a telescope or  listening to our heartbeat or a piece of music that stirs us emotionally.  These experiences help children appreciate the non materialistic aspect of nature and humankind and get the essence of who we really are and can achieve. Or it could be the beauty in a simple photograph that asks to look beyond the superficial. At face value, the photo below is of two children hugging but at a deeper level, its endearing beauty challenges us to hold it up to a mirror and asks us to consider society’s prejudices. 

In contrast, the ‘ows’ are things that ground us in reality and move or stir us emotionally because life is not always a bed of roses. This might be watching a video clip of the floods in a geography lesson that sweeps away people's homes, images of poverty or watching a lion capture its prey in a science lesson. These experiences make us wonder and ask questions about our response to such challenges. 

Capturing moments for spirituality

Spiritual growth is fostered across four key areas: through the curriculum, within the environment, during collective worship, and in everyday interactions, allowing pupils to explore meaning, purpose, and their connection to the world around them.

The Curriculum

Every subject provides opportunities to develop spiritual awareness and a deeper understanding of ourselves and the world around us. In geography, for example, children learn how volcanoes are formed and erupt. To introduce a spiritual dimension, we incorporate the human element: a video showing molten lava slowly approaching a family’s home can evoke powerful emotions. This “wow” moment allows children to experience awe and empathy, recognising that what is extraordinary for some may be life-changing for others.

Similarly, in science, when learning about the function of the heart, children may hear or feel their own heartbeat for the first time. This simple yet profound experience reminds them that they are living, breathing beings, sustained by the steady rhythm of their own heart—a personal and reflective “wow” moment.

Across the curriculum, subjects encourage children to look both outward and inward through philosophical questions. Whole-class discussions provide space for reflection on big ideas, broaden horizons, and foster thoughtful responses that can shape actions and attitudes. Examples of questions explored include:

• What makes someone a true friend? (PSHE)

• Can you be kind without saying anything? (PSHE)

• Can you love someone and still be angry with them? (PSHE)

• Is being honest always the same as being kind? (PSHE)

• If no one remembered something from the past, would it still matter? (History)

• How does remembering the past help us today? (History)

• Is it better to remember sad events or forget them? (History)

• Is zero a number or not? (Maths)

• Can a number ever be too big to imagine? (Maths)

• What makes something beautiful? (Art)

• Does art have to look realistic to be good? (Art)
  
  

The Environment

The school environment plays a vital role in promoting spiritual growth, providing daily opportunities for reflection, curiosity, and wonder. Classroom and school displays can serve as windows to the world and mirrors for self-reflection. Thoughtfully framed questions encourage children to look inward and engage with ideas in a curious and contemplative way. For example, on a maths display about clocks and time, an “I wonder” question might prompt reflection:

• What would life be like without time?

• Where does the past go when it’s gone?

• Did time exist before the world began?

• Does time ever end?

• If time had a colour, what would it be?

• Can time be fast or slow, or does it always stay the same?

• How did the inventor of the first clock know what time it was?

Such questions invite children to pause, think deeply, and consider perspectives beyond the purely academic.

Reflection spaces are carefully designed areas, either within the school building or outdoors, where children can pause during a busy day to experience quiet and contemplation. Some schools refer to these as Prayer Spaces, Soul Spaces, or Reflection Gardens. These spaces offer children the opportunity to be still, consider their thoughts, and reconnect with themselves and the world around them.

Interest tables provide a constantly changing focus for reflection, usually centred around a simple stimulus and a prompting question. For example, during Autumn, a small collection of conkers or leaves might be displayed alongside the question:

• If you were a leaf, which one would you be?
  
  

Collective Worship

Collective worship provides a unique and regular opportunity for pupils to engage with spiritual ideas, reflect, and consider their place in the world. It fosters spirituality by offering moments of stillness, contemplation, and shared experience that encourage children to look both inward and outward. Through stories, music, visual aids, or moments of silence, collective worship allows pupils to pause and reflect on big questions about life, purpose, and human experience. These moments can inspire awe, wonder, and a sense of connection beyond the immediate classroom or school environment.

Spirituality encourages the development of the whole person; mentally, emotionally, and morally. It fosters a sense of interconnectedness and purpose, promoting children's overall well-being. It also addresses existential questions about purpose and meaning in life and provides space for children to explore these questions contributing to their sense of fulfilment and direction, and connection with something beyond themselves. For those with faith, this can mean a connection and relationship with God.