At Loxley C of E Community Primary School, we believe that spiritual development is not a subject to be taught, but a dimension of life to be nurtured — in every child, in every lesson, and in every moment of every day.

We understand spirituality to be about a child's growing sense of meaning, wonder, identity and connection: with themselves, with others, with the wider world, and — for many — with God. It is not limited to religious experience. It is the spark of curiosity when a child gazes at the night sky. It is the stillness of a child listening to music. It is the feeling of belonging when we pray together. It is the fire of moral outrage when something seems unfair.

Spiritual development is woven into the fabric of life at Loxley — through our curriculum, our Collective Worship, our outdoor learning, and the reflective spaces that exist in every classroom.

We use the Windows, Mirrors and Doors model to support consistent spiritual development across the whole school.

• Windows are moments when children look outward — encountering new ideas, experiences, beliefs and perspectives, experiencing awe and wonder, and asking big questions about life and the world.
• Mirrors are moments when children look inward — reflecting on their own thoughts, feelings, values and identity, developing self-awareness and exploring what they believe.
• Doors are moments when children act — responding to what they have encountered and reflected upon, expressing ideas and beliefs, showing empathy and compassion, and taking positive action in the world.

Teachers plan for Windows, Mirrors and Doors moments across all subjects — not as an additional task, but as part of the natural flow of excellent teaching. A thoughtful question at the end of a History lesson. A moment of quiet wonder during a Science investigation. A decision to write a letter or take action after a Geography unit about the rainforest. These are all expressions of spiritual development at Loxley.

We have mapped spiritual development carefully across our curriculum, ensuring that every child has rich and regular opportunities to encounter, reflect and respond throughout their time at Loxley. In every subject, teachers identify the spiritual opportunities within their units and plan questions that go deeper — beyond the factual and into the meaningful.

In History and Geography, for example, children might ask: "What is worth protecting?" after learning about Loxley's war memorial and the lives of those commemorated there. Or: "Why do humans always seem to want to communicate their ideas across time?" in a unit about how communication has changed over the centuries.

In Art and Design Technology, children explore questions such as: "How can art speak up for justice?" when creating artwork inspired by important causes, or "What does it mean to create something that brings joy to others?" in design projects.

These are not add-ons. They are the moments that make learning at Loxley genuinely transformative.

Reflection Spaces and Collective Worship Journals

Every classroom at Loxley has a dedicated reflection space — a quiet, purposeful corner where children can be still, think, pray or simply pause. These spaces are connected to the current Collective Worship theme and value, and they include the class Collective Worship Journal.

Each week, children record their responses to the Big Question from Collective Worship in their class journal. This might be a written reflection, a drawing, a question of their own, or simply a word. Over the course of the year, these journals become a beautiful record of each class's spiritual journey — a testament to children's growing depth of thought, faith and self-awareness.

Forest School and the Natural World