Spiritual, Moral, Social and Cultural Development is promoted across the entire school curriculum and all aspects of school life. Our full policy sets out our vision and practice in ensuring that all students have the opportunity to develop an understanding of right and wrong; an appreciation of the Arts in all their forms and practise the skills and attitudes required for them to participate fully in a democratic society. Spiritual, Moral, Social and Cultural Development is implicit within the school curriculum, school ethos and within day to day life at Hatch End High School, and is highly effective.

The school fully supports the embedding of British Values both within Spiritual, Moral, Social and Cultural Development provision and across the whole curriculum. Please click here for more details.

The school’s ‘We CARE’ ethos is strongly promoted resulting in a harmonious multicultural community. – External Review, 2013.

Students’ spiritual, moral, social and cultural development is promoted extremely well so that students respect each other’s views and say they feel safe. - OFSTED 2013

“Value of the Week” includes a range of stimuli to reflect our spiritual diversity, to encourage knowledge, understanding, reflection and curiosity. Assemblies reflect our spiritual diversity, as do our displays, artwork, clubs/ provision for faith groups to meet/pray and involvement in an excellent range of activities/competitions/events within the local area and beyond. (Christmas Tree Festival/ Artist in Residence/ Christian Union/ Muslim Prayer Room/ Assemblies/ Thought for the Day/ Debate Mate/ Charity Events).

Teaching promotes high levels of resilience, confidence, tolerance and independence for when students have to tackle morally challenging situations. We have strong links with the local Community Police, to present co-operation and unity in our quest to make students responsible citizens, enabling them to participate fully and positively in democratic modern Britain.

Students learn about:

  • Identity, diversity and human rights.  They consider how the rights of people are sacrificed through discrimination and bullying on a local, national and global scale.
  • The importance of democracy, focusing on local, national and world events. Students may write and distribute questionnaires to find out what needs changing in the local community as part of developing campaign skills through active citizenship.
  • Debating issues relevant to the current news.  They will learn and develop their speaking skills through identifying the needs, beliefs and opinions of others, as well as their own.
  • How the media influences the beliefs that people hold and what impact this has on society. 
  • Their role within society by examining rights and responsibilities of citizens through topics such as crime and justice, political participation and the economy.

View our Spiritual, Moral, Social and Cultural Development policy 


Latest News

Posted on: 4/02/2019

The Hidden World of the Atom

Last November, A Level Physics students from Hatch End High went to a lecture at the University College London. There, Dr. Robert Palgrave delivered a mesmerizing lecture on the Hidden World of Atoms. Dr Palgrave started the lecture by introducing the great Michael Faraday’s example of a burning candle flame to explain modern chemistry. That seemingly modest reaction is summarized here: CnH(2n+2) (s) + {(3n+1)/2}O2 (g) → n CO2 (g) + (n+1)H2O (g) Many of the students in the auditorium that evening were wondering, how do we know that atoms are structured and behave in the way we see them in textbooks? The lecture took us on a history tour starting as early as antiquity. Democritus, the ancient Greek philosopher, considered the fundamental question on the nature of matter. He imagined a very large block of gold, which he cut it into half repeatedly. The question he posed was: “Is there ever a point where the block of gold can’t be cut any further?”. The people who thought the block could not be divided were called atomists and thus, they called the smallest unit of matter “the atom” (Greek: a + tomos = not cut). On the other hand, those who disagreed with Democritus could not accept the fact that there were gaps between atoms, which contained nothing. Dr Palgrave then steered us into the 1880s, an era of rampant discovery in chemistry. Joseph Priestly discovered oxygen and nitrous oxide (commonly known as laughing gas). His contemporary and equal, Henry Cavendish would discover hydrogen in this period, calling it “inflammable air”. Astutely, Cavendish realized that no matter the amount of product made, the reactants always reacted in a certain proportion with each other. John Dalton (shown) lay down the foundations for modern atomic theory – his postulates said the states of matter (solids, liquids, and gases) are composed of discrete, indivisible units called atoms. Elements (like Cavendish’s hydrogen) are composed of atoms of the same mass and properties, and chemical reactions simply are the rearrangement of these atoms. Dr Palgrave then entertained us with the story of August Kekule, a German organic chemist, who was the first person to solve the structure of benzene - a problem which had been troubling chemists for decades. The legend goes that whilst Kekule was asleep in front of the fire, he had a dream of a snake devouring its own tail. Upon waking, Kekule had the idea of the circular structure of benzene (shown). As Dr Pelgrave brought his lecture to a close, he arrived at his conclusion. The truth about the hidden world of atoms becomes clear: the accuracy and usefulness of scientific models of atoms have improved over time. Science is the relentless and rigourous pursuit of better and better models to explain the natural world. Written by Monishka Sinha(6HME).
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