Cultural Capital

At St. James Lanehead we are passionate and driven to equip pupils with the knowledge and cultural capital they need to succeed in life. Our understanding of ‘knowledge and cultural capital’ is derived from the following wording in the national curriculum: ‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’

At St James’ Lanehead Primary School, the children benefit from a curriculum that builds on what they understand and know already. We believe that exposure, not only to culture but also to situations in which the children might not have previous experiences of, is of paramount importance to their ongoing successes. Developing cultural capital within a school setting can give exposure to children to experiences that they may otherwise not have had. Therefore, at St. James Lanehead we have devised a plan for them to experience during their 7-year journey. 

We recognise that for our pupils to aspire and be successful academically and in the wider areas of their lives, they need to be given rich and sustained opportunities to develop their cultural capital. We have devised milestones for the pupils to have the opportunity to experience. Subject leaders have carefully looked at their subject area and applied these.

Cultural capital gives power. It helps children achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give children the desire to aspire and achieve social mobility whatever their starting point. 

Ofsted define cultural capital as… 

“As part of making the judgement about the quality of education, inspectors will consider the extent to which schools are equipping pupils with the knowledge and cultural capital they need to succeed in life. 

Gradually widening children’s experiences as they progress through school is an important step in providing rich and engaging learning across the curriculum. We plan carefully for children to have progressively richer experiences during their seven-year journey with us. 

Summary of the key areas of coverage for each area of Cultural Capital Development:

Personal development:

• Citizenship, Personal, Social and Health Education provision;
• The school’s wider pastoral framework;
• Metacognition and self regulation - Resilience development strategies;
• Transition support;
• Work to develop confidence e.g. public speaking in SWAT
• Activities focused on building self-esteem;
• Mental Health & well-being provision.

Social Development:

• Citizenship, Personal, Social and Health Education provision;
• Student charitable works;
• Student Voice – Worship Team and School Council;
• Nurture Group Access;
• Provisions linked to the school’s Healthy Schools’ Accreditation;
• Provisions linked to the school’s support of Mental Health;
• In school and wider community engagement programmes;
• Access to counselling.

Physical Development:

The Physical Education curriculum;

• Healthy Eating policies and catering provision;
• Anti-bullying and safeguarding policies and strategies;
• The extra-curricular programme related to sports and well-being;
• The celebration of sporting achievement including personal fitness and competitive sport;
• Cycling proficiency training - Bikability;
• Activities available for unstructured time, including lunch and break times;
• Activity-based residentials;
• The curricular programme related to food preparation and nutrition;
• Advice & Guidance to parents on all aspects of student lifestyle;
• The promotion of walking or cycling to school.

Spiritual Development:

• The Religious Education Curriculum;
• Our collective acts of worship and reflection;
• Support for the expression of individual faiths;
• Inter-faith and faith-specific activities and speakers;
• Visits to religious buildings and centres;
• Classes with speakers focusing on spiritual issues;
• School-linking activities – locally, nationally and internationally;
• The Assembly programme.

Moral Development:

• The Religious Education Curriculum;
• The Behaviour Management policies;
• Contributions to local, national and international charitable projects

Cultural Development:

• Citizenship Education;
• Access to the Arts;
• Access to the languages and cultures of other countries through the curriculum and trips and visits;
• Promotion of racial equality and community cohesion through the school’s ethos, informing all policy and practice.
• SWAT