Curriculum: Christian Roots

We have deepened our Christian theological foundations under each curriculum theme, ensuring our school’s approach is not only educationally sound but spiritually grounded in the life and teachings of Christ:

1. A Curriculum That Enables Flourishing

Christian theology sees flourishing as living in right relationship with God, self, others, and creation. This is captured in Jesus’ promise of “life in all its fullness” (John 10:10), which our curriculum explicitly references. Flourishing is not limited to academic success—it includes spiritual growth, emotional well-being, and moral integrity. The Beatitudes (Matthew 5:1–12) offer a vision of blessedness that turns worldly success on its head, valuing humility, mercy, and peace-making. Our curriculum nurtures these qualities, helping pupils become not just achievers, but people of character and faith.

2. Personal Development and Cultural Capital

The Christian tradition has long emphasised the formation of the whole person—“Do not conform to the pattern of this world, but be transformed by the renewing of your mind” (Romans 12:2). Cultural capital, in this light, becomes more than exposure to the arts or experiences—it’s about equipping pupils with the wisdom, empathy, and discernment to navigate the world as image-bearers of God. Jesus’ parables, such as the Good Samaritan (Luke 10:25–37), teach values of compassion, justice, and cross-cultural understanding—precisely the kind of moral literacy our curriculum seeks to instil.

3. A Curriculum That Is Enjoyable, Relevant, and Inspiring

Joy is a fruit of the Spirit (Galatians 5:22), and learning that is joyful honours the God who delights in creation (Genesis 1:31). Jesus often taught through stories, questions, and experiences that engaged the imagination and heart. Our curriculum’s emphasis on relevance and inspiration reflects this incarnational approach—meeting pupils where they are and drawing them into deeper truth. As Proverbs 1:5 says, “Let the wise listen and add to their learning.” Learning becomes a sacred encounter, not just a task.

4. Creativity and Awe

The Bible opens with a Creator God who brings beauty and order from chaos (Genesis 1). Humans, made in God’s image, are invited to be co-creators—naming, shaping, and stewarding the world. Encouraging creativity in our curriculum honours this divine calling. Awe and wonder are theological responses to God’s majesty: “The heavens declare the glory of God” (Psalm 19:1). When pupils explore the arts, sciences, and humanities with curiosity and reverence, they are engaging in a form of worship—responding to the mystery and grandeur of God’s world.

5. A Curriculum Rooted in Relationships and Community

At the heart of Christian theology is relationship—God as Trinity, and humanity as a community of love. Jesus summarised the law as “Love God… and love your neighbour” (Matthew 22:37–39). Our curriculum’s relational focus reflects this commandment. The Church is described as the body of Christ (1 Corinthians 12), where each member is valued and interdependent. By fostering strong relationships, our school mirrors this ecclesial model—creating a space where pupils learn not only from books, but from one another, in a spirit of mutual respect and shared purpose.

Stmichael203 1194

Curriculum: What Ofsted Said

Our 2024 Ofsted report praised St. Michael’s for its transformational ethos, inclusive vision, and outstanding provision across all areas:

1. A Curriculum That Enables Flourishing

Theological root: Rooted in imago Dei (Genesis 1:27) and Jesus’ promise of life in all its fullness (John 10:10), our curriculum nurtures the whole child—spiritually, morally, emotionally, and intellectually.

Ofsted evidence: Inspectors noted that “an abundance of love, care and ambition are evident across this school” and that “the school is transforming the lives of families and pupils.” This reflects our commitment to holistic flourishing, especially for pupils who join mid-year or face barriers to learning. The report highlights “exceptional care” and “high levels of nurture and mentoring,” affirming your theological vision in action.

2. Personal Development and Cultural Capital

Theological root: Christian formation involves the renewal of the mind (Romans 12:2) and the cultivation of virtues like compassion, justice, and wisdom (Galatians 5:22–23). Cultural capital becomes a means of equipping pupils to live out their God-given identity with confidence and empathy.

Ofsted evidence: The report praises the “raft of additional opportunities” and “exciting offer” that enrich pupils’ lives—from ballet to biking, sailing to Supper Club. These experiences build cultural capital and reflect our theological commitment to justice and dignity for all. Inspectors also noted that “nothing is too much trouble for the school,” echoing the Christian ethic of service and generosity.

3. A Curriculum That Is Enjoyable, Relevant, and Inspiring

Theological root: Learning is a joyful response to God’s world (Psalm 111:2). Jesus taught in ways that were engaging and relevant, using stories and real-life experiences to inspire transformation.

Ofsted evidence: Pupils are described as “strongly committed to their learning,” and the curriculum is praised for being “carefully structured” to meet the needs of all learners, including those new to the country or with disrupted education. This reflects our aspiration to make learning not only rigorous but deeply meaningful and inclusive.

4. Creativity and Awe

Theological root: Creativity reflects the image of God as Creator (Genesis 1). Awe and wonder are spiritual responses to the beauty and complexity of creation (Psalm 19:1).

Ofsted evidence: St. Michael’s “exciting offer” and wide-ranging enrichment activities foster a sense of wonder and possibility. The inclusion of unique experiences like the urban farm and food cupboard shows how our curriculum invites pupils to engage with the world imaginatively and compassionately—mirroring the Creator’s joy in creation.

5. A Curriculum Rooted in Relationships and Community

Theological root: Christian theology is inherently relational—God is Trinity, and the Church is the body of Christ (1 Corinthians 12). Jesus’ command to “love one another” (John 13:34) underpins a vision of education grounded in belonging and mutual care.

Ofsted evidence: The report repeatedly highlights the strength of relationships: “We live, love and learn together as a family and as a community.” Inspectors observed that “behaviour is notably praiseworthy,” and that “staff give their best to help pupils to be their best.” This reflects a deeply relational ethos where community is not just a value but a lived reality.

These connections between your curriculum, Christian theology, and Ofsted’s findings provide compelling evidence of a school where vision and practice are beautifully aligned.

Stmichael204 1196

Curriculum: Rich and Varied Evidence

1. A Curriculum That Enables Flourishing

The following examples, drawn from daily life at the school, illustrate how this vision is not only spoken but lived:

Dedicated Family Support Worker, Learning Mentor, and Student Social Workers

The presence of a full-time family support worker and learning mentor ensures that pupils and families are known, valued, and supported. These roles are not peripheral—they are central to the school’s mission of holistic care. Hosting student social workers annually also reflects a commitment to sustainability and capacity-building in pastoral care. This provision echoes the Christian call to “carry each other’s burdens” (Galatians 6:2) and reflects the Church’s historic role in healing and advocacy. It ensures that no child or family is left to struggle alone.

The Community Hub: Built by the Community, for the Community

The 2025 opening of the community hub is a powerful expression of koinonia—Christian fellowship in action. That the community raised the funds and provided the labour to build it speaks to the school’s deep relational trust and shared purpose. The hub now serves as a sacred space of welcome, where parents can access support, attend workshops, and build relationships. It embodies the biblical vision of the Church as a place of refuge and empowerment (Isaiah 58:6–12), and mirrors the early Christian community in Acts 2:44–47, where resources were shared and needs met.

Removing Barriers: Going Above and Beyond for Families

From painting walls to preparing CVs, the school’s commitment to practical service is extraordinary. These acts of kindness are not random—they are rooted in the Christian ethic of diakonia (service). Jesus washed his disciples’ feet (John 13:14–15) and taught that greatness is found in serving others. By helping families secure housing or prepare for job interviews, St. Michael’s lives out this servant-hearted theology, ensuring that dignity and hope are restored where they may have been lost.

Welcoming Over 90 Mid-Year Entrants with Home Visits

The school’s practice of visiting every new family—especially those joining mid-year—demonstrates radical hospitality. This echoes the biblical principle of welcoming the stranger (Matthew 25:35) and affirms that every child is known by name and story. These visits allow staff to understand each family’s context, strengths, and challenges, building trust from the outset. It also reinforces the message that St. Michael’s is not just a school for children, but a community for families.

The Nurture Farm: A Sanctuary for Healing and Growth

In the heart of inner-city Birmingham, St. Michael’s nurture farm is a living parable of care, stewardship, and transformation. According to BBC reporting, the farm provides therapeutic benefits for children with social, emotional, and mental health (SEMH) needs. Pupils learn to care for animals, develop empathy, and experience the calming rhythms of nature. One child shared, “When I’m with the animals, I feel calm and safe.” This aligns with the Christian call to “tend the garden” (Genesis 2:15) and reflects Jesus’ own use of nature and animals in his teaching. The farm becomes a sacred space where children learn responsibility, compassion, and the joy of nurturing life.

Transforming Lives Through Faith-Inspired Care and Community Action

St. Michael’s commitment to championing justice and inspiring service is powerfully expressed through our deep partnerships with local community organisations, charities, and activists. These relationships are not incidental—they are intentional, strategic, and theologically grounded in the Christian call to love our neighbour (Luke 10:27) and seek the peace and prosperity of the city (Jeremiah 29:7).

By working closely with groups such as Newbigin Community Trust, Humanify, Nishkam, Legacy West Midlands, and the Handsworth Association of Schools, we extend the reach of our care and ensure that families receive holistic, culturally sensitive, and timely support.

Theological and Practical Benefits of These Partnerships

  • Newbigin Community Trust is rooted in the local neighbourhoods of Winson Green and Handsworth and specialises in reducing isolation, supporting vulnerable families, and empowering residents through advocacy, creative projects, and inclusive community hubs. Our collaboration with them reflects our shared belief in using what’s strong to fix what’s wrong—a principle that echoes the Christian ethic of asset-based community development (1 Corinthians 12:4–7).
  • Humanify and Legacy West Midlands bring expertise in trauma-informed care, cultural heritage, and community empowerment. Their work helps us support families navigating complex challenges, including housing insecurity, mental health, and intergenerational trauma. These partnerships allow us to live out the biblical call to bind up the brokenhearted (Isaiah 61:1) and to walk alongside those in need with humility and hope.
  • Nishkam, with its Sikh ethos and multi-faith, virtues-led approach, models a vision of education and community life that aligns beautifully with our own. Their emphasis on humility (man neeva), wisdom (mat uchi), and service (seva) enriches our interfaith dialogue and strengthens our shared commitment to moral and spiritual formation.
  • Handsworth Association of Schools (HAoS) provides a powerful platform for collaboration across local schools, offering curriculum enrichment, youth social action, and family wellbeing initiatives. Through HAoS, we participate in shared learning, resource pooling, and community events that build cohesion and amplify our collective impact.
  • St. Michael’s is deeply grateful for the generous support of Taraki and the Grimmett Trust, who have each made a two-year funding pledge to support the creation of a Community Hub Manager role. This financial commitment reflects a shared belief in the power of community-led transformation and the importance of wraparound care for families. The Community Hub Manager plays a vital role in coordinating services, building partnerships, and ensuring that the hub remains a welcoming, responsive, and empowering space for all. From hosting parenting workshops and wellbeing sessions to connecting families with housing, employment, and mental health support, the role has become a cornerstone of our mission to embody the love of God through justice and service. Thanks to this post, the hub is not just a building—it’s a lifeline, a meeting place, and a beacon of hope for the wider Handsworth community.

Why This Matters

These partnerships allow us to:

  • Respond quickly and effectively to family needs, from food insecurity to immigration support.
  • Offer culturally relevant services that reflect the lived experiences of our diverse community.
  • Model unity and mutual respect across faiths and sectors, reflecting the body of Christ working together (Romans 12:4–5).
  • Empower families to become agents of change in their own lives and communities.

In short, our work with local partners is not just practical—it is prophetic. It embodies our vision in action and ensures that no family walks alone.

Together, these examples show that St. Michael’s is not simply a place of learning—it is a community of love, justice, and service. The school’s Christian vision is not confined to mission statements or displays; it is embodied in every act of care, every relationship nurtured, and every barrier removed.

2. Personal Development and Cultural Capital

Ballet to Biking, Sailing to Supper Club: A Curriculum of Dignity and Delight

At St. Michael’s, enrichment is not a luxury—it’s a right. Every pupil, regardless of background or ability, is given access to experiences that build confidence, creativity, and joy:

  • Ballet and Dance: Delivered by professional instructors from Birmingham Royal Ballet, these sessions help children develop poise, discipline, and self-expression. For many pupils, it’s their first exposure to the performing arts—an opportunity to discover hidden talents and feel celebrated. This reflects the Christian belief that each child is “fearfully and wonderfully made” (Psalm 139:14).
  • Biking: Pupils learn to ride safely and confidently, often overcoming fear or inexperience. For some, it’s their first time on a bike. This builds resilience and independence—qualities that echo the biblical call to “run with perseverance the race marked out for us” (Hebrews 12:1).
  • Sailing: Through partnerships with local provider Edgbaston Sailing Club, pupils experience the thrill of navigating open water—an extraordinary opportunity for inner-city children. Sailing fosters teamwork, courage, and awe at the beauty of creation, aligning with the Christian call to stewardship and wonder (Psalm 8:3–9).
  • Supper Club is a monthly gathering that turns our school dining hall into a warm, welcoming space where pupils, families, and members of the wider community can enjoy a free hot meal together. More than just a dinner, it’s an act of hospitality inspired by the example of Jesus, who so often taught and built community around shared meals (Luke 24:30). The heart of Supper Club lies in fellowship—offering everyone, regardless of background, the chance to connect, belong, and be nourished in body and spirit.

Courageous Advocacy and Character Formation

St. Michael’s doesn’t just teach values—it cultivates them through action:

  • Pupils have led campaigns for local food banks, organised anti-bullying initiatives, and taken part in environmental clean-ups. These acts of service reflect Micah 6:8 and show pupils that their voices matter.
  • Pupil leadership roles—from school council to eco-champions—give children real responsibility. They learn to listen, lead, and advocate for others, echoing the servant leadership of Christ (Mark 10:45).
  • Character education is woven into daily life. Weekly challenges based on school values (community, aspiration, learning, love) help pupils reflect on their behaviour and choices. Staff model forgiveness, empathy, and integrity, creating a culture where children are not just taught what is right, but shown how to live it.

Spiritual and Social Growth

Spiritual development is nurtured through:

  • Collective worship that invites reflection, prayer, and celebration of diverse faiths.
  • Opportunities for awe and wonder—from rambling in woodland to splashing on a beach — that help pupils connect with something greater than themselves.
  • Big questions explored in RE and PSHE, encouraging pupils to wrestle with meaning, purpose, and identity.

Socially, pupils are taught to build healthy relationships, resolve conflict, and celebrate difference. Adults model these behaviours, creating a school culture where every child feels safe, seen, and supported.

These aren’t just activities—they are sacred opportunities. They reflect a theology of education that sees every child as a gift, every moment as a chance to grow, and every experience as a step toward flourishing.

Learn more about our personal development offer here: https://stmichaelsb21.bdmat.org.uk/personal-development/

3. A Curriculum That Is Enjoyable, Relevant, and Inspiring

St. Michael’s bespoke and ambitious curriculum is a living expression of our Christian vision. The curriculum is not only academically rigorous but also spiritually and culturally responsive, ensuring that every child is seen, valued, and empowered to flourish.

A Bespoke and Ambitious Curriculum

Our curriculum is intentionally designed to go beyond the National Curriculum, offering pupils a rich, coherent, and sequenced body of knowledge that enables them to thrive in body, mind, and spirit. For example:

  • In history, pupils explore the experiences of the Windrush generation, connecting national narratives to the lived experiences of their own families and communities.
  • In geography and via our Green Influencers pupil leadership group, children study global citizenship and environmental justice, linking stewardship of creation (Genesis 2:15) with real-world action.
  • In English, texts are chosen to reflect diverse voices and moral complexity, encouraging empathy and critical thinking.
  • In RE, pupils engage with big theological questions and explore Christianity alongside other world faiths, fostering respect and spiritual depth.

This curriculum is underpinned by high expectations and a belief that every child—regardless of background or starting point—can achieve excellence. It is particularly responsive to the needs of pupils who are new to the country or have experienced disrupted education, offering tailored support and inclusive pedagogy that reflects our theological commitment to justice and dignity for all (Micah 6:8).

Curriculum Drivers: Cultural Heritage, Excellence, and Faith

Our three curriculum drivers shape every subject and learning experience:

  • Cultural Heritage ensures that pupils see themselves and their communities reflected in what they learn. It affirms identity and builds pride, while also encouraging curiosity about others. This is rooted in the Christian belief that all people are made in the image of God (Genesis 1:27) and that every culture bears the imprint of divine creativity.
  • Excellence reflects our aspiration for every child to reach their God-given potential. It is not about elitism, but about stewardship—using our gifts fully and faithfully (Matthew 25:14–30). We teach pupils that striving for excellence is an act of worship and service.
  • Faith is the golden thread that runs through all we do. It shapes our understanding of purpose, morality, and community. Whether pupils are exploring parables in RE, ethical dilemmas in PSHE, or awe and wonder in science, they are invited to reflect on deeper truths and spiritual meaning.

The Importance of Weaving Cultural Heritage into the Curriculum

We believe that embedding cultural heritage into our curriculum is not just enriching—it is essential. The Macpherson Report (1999), published in the wake of Stephen Lawrence’s murder, criticised the National Curriculum for failing to reflect the diversity of British society. It called for a more inclusive curriculum that would help combat institutional racism and promote understanding across communities.

At St. Michael’s, we have taken this call to heart. By weaving cultural heritage into every subject, we:

  • Affirm identity: Pupils see their histories, languages, and traditions valued in the classroom.
  • Promote justice: We challenge dominant narratives and ensure that all voices are heard.
  • Foster unity: By learning about each other’s stories, pupils build empathy and shared purpose.

This approach is deeply theological. It reflects the Christian vision of the Church as a diverse body united in love (1 Corinthians 12:12–27) and honours the biblical call to “do justice, love mercy, and walk humbly with your God” (Micah 6:8).

Learn more about our curriculum offer here: https://stmichaelsb21.bdmat.org.uk/curriculum-intent-and-implementation/

4. Creativity and Awe

St. Michael’s curriculum is intentionally designed to awaken awe, cultivate compassion, and reflect the joy of the Creator—a vision that Ofsted recognised in its praise for our “exciting offer” and “wide-ranging enrichment activities.” These experiences are not peripheral; they are central to how we live out our Christian vision.

Residential Visits to The Brighouse and Grendon Woods

Every pupil at St. Michael’s visits The Brighouse in Atherstone, and all Key Stage 2 pupils take part in an overnight residential. Nestled in the Warwickshire countryside, surrounded by the ancient beauty of Grendon Woods, these visits offer children a rare chance to experience stillness, wonder, and connection with the natural world. Whether it’s spotting deer at dawn, walking beneath cathedral-like canopies of trees, or stargazing far from city lights, pupils encounter the majesty of creation firsthand. These moments echo Psalm 19:1—“The heavens declare the glory of God; the skies proclaim the work of his hands.” For many, it’s their first time away from home, and the experience builds resilience, independence, and spiritual reflection.

Nurture Farm and Hand-Rearing Spring Lambs

Our urban nurture farm is a sanctuary of care and connection. Each spring, we welcome lambs from Southfields Farm in Coleshill—lambs that have been rejected by their mothers and need round-the-clock bottle feeding. Pupils take on this responsibility with tenderness and commitment, feeding the lambs hourly, keeping them warm, and watching them grow strong enough to return to the farm. This experience teaches empathy, patience, and the sacredness of life. It mirrors the parable of the Good Shepherd (John 10), reminding children that every life matters and that love is shown through care and constancy.

Artist in Residence: Weekly Creative Encounters

Our artist in residence works with pupils one day a week, offering every child—from Reception to Year 6—the chance to explore their creativity in a dedicated art studio. These sessions are not just about technique; they are about expression, identity, and wonder. Children experiment with colour, texture, and form, often inspired by scripture, nature, or their own lived experiences. This reflects the Christian belief that we are co-creators with God (Genesis 1:27), and that creativity is a divine gift to be nurtured and celebrated.

Musical Performance and Cantatas

Music is woven into the fabric of life at St. Michael’s. Every child from Year 2 to Year 6 receives weekly music lessons from a specialist teacher, and three times a year, pupils perform cantatas to packed audiences of families and community members. These performances are joyful, polished, and deeply moving—whether it’s a retelling of the Easter story, a celebration of harvest, or a winter concert filled with light and hope. Children learn to sing in harmony, play instruments, and perform with confidence. These moments reflect Psalm 98:4—“Make a joyful noise to the Lord, all the earth; break forth into joyous song and sing praises.” They also build self-esteem, teamwork, and a sense of belonging.

Playing with Purpose: Celebrating Sport as a Pathway to Flourishing

Taking part in inter-school sport at St. Michael’s is a joyful expression of our Christian commitment to human flourishing, unity, and honouring God through the gifts we’ve been given. Whether it’s football, athletics, basketball, or triathlon, our pupils embrace the challenge of competition as an opportunity to grow in confidence, resilience, and character. For many, this is their only experience of organised sport—something all too rare in Handsworth. Yet here, children discover not only their physical potential but the joy of belonging and representing something bigger than themselves. It echoes Paul’s words in 1 Corinthians 9:24, “Run in such a way as to get the prize,” reminding us that effort, discipline, and teamwork are ways of glorifying God and serving others. Each match is more than just a game—it’s a celebration of fellowship, courage, and the dignity of every child to compete, contribute, and shine.

Together, these experiences form a curriculum that is not only rich in content but radiant with meaning. They invite pupils to engage with the world imaginatively and compassionately, just as Ofsted observed—and just as our Christian vision calls us to do.

5. A Curriculum Rooted in Relationships and Community

St. Michael’s lives out its Christian vision through a culture of deep, authentic relationships. Ofsted’s observation that “we live, love and learn together as a family and as a community” is not just a sentiment—it’s a daily reality. The following examples show how this relational ethos is embedded in the life of the school and how it powerfully fulfils this responsibility.

Peer Mediators: Building Peace Through Pupil Leadership

At St. Michael’s, pupils are trained as peer mediators to support positive relationships during playtime and dinnertime. These children are equipped with conflict resolution skills and act as trusted listeners and problem-solvers among their peers. This initiative fosters empathy, responsibility, and reconciliation—echoing Jesus’ teaching, “Blessed are the peacemakers” (Matthew 5:9). It also empowers pupils to take ownership of their community, creating a playground culture where every voice is heard and every conflict is an opportunity for growth.

Community Allotment: Growing Together in Shared Purpose

Our community allotment, funded and built by local residents and families, is a living symbol of unity and shared stewardship. Located within the St. Michael’s site, it brings together pupils, parents, and neighbours to grow food, share skills, and nurture wellbeing. The act of “allotmenting” becomes a spiritual practice—rooted in Genesis 2:15, where humanity is called to “work and take care of the garden.” It’s a space where relationships blossom alongside vegetables, and where the school’s commitment to community is literally cultivated from the ground up.

School of Sanctuary: A Safe Haven for All

As a proud School of Sanctuary, St. Michael’s is committed to being a place of welcome, safety, and inclusion for those seeking refuge. Many of our pupils arrive from countries affected by conflict or hardship, and we ensure they are met with compassion, understanding, and practical support. Children are taught about the experiences of refugees and the importance of hospitality, echoing the biblical call to “welcome the stranger” (Matthew 25:35). This status is not symbolic—it shapes our curriculum, our ethos, and our relationships, making St. Michael’s a true sanctuary in every sense.

UN Rights Respecting School: Embedding Dignity and Justice

St. Michael’s is also a UNICEF Rights Respecting School, which means children’s rights are woven into every aspect of school life. Pupils learn about the UN Convention on the Rights of the Child and are encouraged to reflect on their responsibilities to uphold these rights for themselves and others. This aligns beautifully with our Christian vision, particularly our commitment to justice and love. Articles such as the right to education (Article 28), the right to be heard (Article 12), and the right to be safe (Article 19) are not abstract—they are lived out in classrooms, assemblies, and everyday interactions.

Together, these initiatives show that St. Michael’s is not just a school—it is a community of care, courage, and compassion. Relationships are not an outcome of our work; they are the foundation of it.