A high quality school assembly is one of the most important aspects of a school's curriculum.

Its potential to nurture a positive school ethos that stresses care for the self, others and the pursuit of all forms of excellence should not be underestimated. It powerfully nurtures the development of intrapersonal intelligence. What follows illustrates how school assemblies, in all phases of schooling, can make a positive contribution to pupil self -development and therefore be at the heart of raising achievement and standards. The examples given are based upon a form of assembly that has been developed by planning to encourage pupils to reflect upon a set of universal values, such as love, peace, truth, co -operation and respect. These values act as the foundation not only for religious education (RE) but for the development of personal, social and health education (PSHE), citizenship and the spiritual, moral, social and cultural (SMSC) aspects of the curriculum. In other words they underpin the school's institut ional values and the whole of the curriculum! I acknowledge with deep gratitude the inspiration of many teachers who have so powerfully contributed to the ideas contained in this article. Particularly, thanks to the school community at West Kidlington Primary and Nursery School in Oxfordshire where I was headteacher for nearly seven years.
What is an Assembly?

An assembly is when the school community, or a part of it, meets together to share aspects of life that are of worth. It acts as a medium for communi cating matters of significance from one generation to another. In England, an act of collective worship is usually held as part of an assembly as it has been a legal requirement since the 1944 Education Act.
Role and Purpose of an Assembly

A school explain s the role and purpose of assembly in its documentation: Our assemblies, which include our Acts of Worship [the legal obligation], are an important feature of our school's life. They act as one of the main ways by which we create our positive reflective ethos and promote our values-based education. I am grateful to all colleagues who make a positive contribution to them. In fact, all colleagues make a tremendous contribution through their presence and active

participation. Pupils are very aware that all sta ff, by their positive attitude, involve themselves in assemblies, acting as role models for the pupils to emulate. Assemblies contain times of quiet reflection that enable pupils to develop the deepest values and aspirations of the human spirit . Underlying the above is the assumption that all who lead an assembly understand the term spiritual. To come to an understanding of this term is essential in -service education for the whole staff. This is necessary because developing and deepening the spiritual dimen sion of life is key to ensuring that assemblies are powerful vehicles for establishing schools of excellence.
Morning Assemblies

Monday morning assembly is particularly important, as it should bring the whole school back together again after the weekend br eak, to re-focus upon the week in view, on its objectives and the tools that will be used to achieve them. Other assemblies during the week build on the standards that are set at the beginning of the week. Schools should develop their own pattern of assemb lies that will include whole school, key stage, year group and class assemblies. Also the time of assembly will vary with purpose. What should be demonstrated in an assembly is a reiteration of the value of each individual pupil including their individual thoughts and abilities. There should be a reiteration of the importance of those elements to the community and the secure place of each pupil within the school. Finally, at a subtle but powerful level, a reminder of the importance to each pupil and adult i n the assembly of the school itself. Indeed a very complex web of ideas, observations and intentions should be woven if the assembly is to be one of excellence. The pupils should be invited to consider their inner capabilities, their positive worth, their place in the community and their purpose for the week, and to do it from the touchstone of that month's positive value. Pupils respond in the affirmative, so that they are focused, positive, calm, and ready to start. The school community starts from the individual pupil and the value of each one, and allows them to see their part in their own world.

The Role of Reflection

Careful thinking about the physical setting for an assembly leads on to the consideration of its form and content. The practice of reflection, sometimes known as creative visualisation or stilling, is probably at least as rare in schools as it is in the larger world. Reflection helps pupils focus upon the positive aspects of themselves that they can value and build on. Incidentally, the use of the word meditation is deliberately avoided because is can create an impression, to the world at large, of images of cross-legged gurus reciting mantras! Reflection, on the other hand, is not so open to misinterpretation. Silent reflection should be a key element in an assembly. It has several crucial elements that include:
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creating an appropriate atmosphere in the ass embly that is conducive to leading the pupils in a reflective exercise;

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encouraging pupils to sit in a relaxed, comfortable and still manner; developing the ability to use the inner eye of imagination; the person conducting the assembly using appropriate w ords to stimulate the creation of a picture on the screen of the minds of the pupils; pupils developing the skills necessary to go within themselves, thus being observers of their thoughts in order to nurture positive images that support positive behaviour.

The ability of the leader of the assembly to be able to set high expectations in terms of appropriate pupil behaviour and attitude cannot be over emphasised. The pupils will model themselves on this person whose behaviour must be sincere and authentic. Pupils are quick to spot inconsistencies in adult behaviour. They will avoid entering into the reflective spirit of an assembly taken by an adult whose own inner world is unstable. (Some may say that this is an unrealistic expectation, as each adult is on their own path of spiritual development. However, the crucial aspect is to maintain an honest approach that avoids making any pretence at what is untrue in terms of personal beliefs and values.)

Creating an Assembly of Excellence

Outstanding assemblies occur when a positive connection is established between the leader of the assembly and those taking part. This includes both pupils and staff! The content of the assembly must be both relevant and appropriate to the age and stage of the pupils. The leader should consciously work to enable all to be focused and in a frame of mind that is conducive to a spiritual awareness. Spirituality is here defined as, that which is concerned with the inner personal world of thoughts, feelings and emotions. Spiritual awar eness is achieved through a process of establishing rapport with each person attending the assembly. How this is done is both subtle, complex and requires good quality teaching skills. Some of the crucial elements that are needed for a successful assembly are noted below.

Before the beginning of an assembly, the person leading it arrives early to ensure that the room is properly prepared. Preparation includes ensuring that appropriate music will be played. That is, music that will assist the process of he lping everyone to be reflective. The school hall, in terms of cleanliness, display, heating, ventilation and tidiness creates an atmosphere that is conducive for ensuring a successful assembly. Coloured spot lighting, if available can be used to help creat e a special warm atmosphere. The leader of the assembly sits down and models the behaviour expected of everyone coming to the assembly. A relaxed, friendly yet serious attitude is adopted. This is not a time for exaggerated smiles or gestures. These can ac t as a signal that social interaction is expected and therefore should only be used when interactions between people are expected. Pupils are taught that assemblies are about developing inner thoughts and so they become used, and indeed, look forward to a quiet reflective atmosphere. It is often a mistake to look on assembly as a time to entertain the pupils. Teachers sometimes fall into the trap of trying to entertain pupils in order to hold their attention. Poor behaviour and inappropriate responses can often follow! The leader models stillness as the pupils enter the hall. Staff model the expected behaviour too, as do pupils. Members of staff avoid interacting with each other or acting to police the behaviour of the pupils. Such action is inappropriate a s it creates a negative perception about what assembly is about. A key strategy that the leader

of the assembly uses is eye contact. He or she tries to have eye contact with as many pupils and staff as possible during these first few minutes. This connecti on is so very important as it demonstrates that each person is valued and held in respect. (However, it should be noted that in some cultures direct eye contact between adults and pupils is considered disrespectful. Sensitivity is necessary in employing th is technique. For instance, by explaining to the pupils what eye contact is for and why it is used.) This moment of eye contact is very powerful and demonstrates that connections can be established between people without the need for exaggerated gesture. It is also a highly effective way of establishing discipline, as each pupil is aware that they are being actively observed. The leader maintains control in subtle ways, such as through self-confidence. A held look to a pupil who is not focused is usually all that is needed to check inappropriate behaviour. The pupils are reminded in this way that assembly is a time for reflective thought. It is vital that an assembly has an enriching quality. This can be accomplished by associating the theme of the assembly with the experience of the pupils. This makes the experience relevant and real to them. Telling an inspiring story, such as the one by Oscar Wilde about The Selfish Giant, enables pupils to make connections with their own attitudes and behaviour. Also, rel ating your own personal experience to the theme of the assembly and drawing in other members of staff to comment can be enriching. Relating exciting experiences, such as being taken on the back of a modern motorbike dressed in appropriate kit, grabs the fu ll attention of everyone. Describing the journey with all its thoughts, feelings and emotions uses a personal story to illustrate a theme that relates to real experiences. Such communication techniques help to connect the subject matter with the pupils own lives. Such connections are needed if they are to grasp the relevance to them of the values and principles discussed during assembly. We need them to say, Yes, I'll try that, I'll change to-day! Thus guidance and encouragement are prerequisites for enabli ng pupils to have that inner debate that modifies behaviour through self -regulation and self-discipline.

The leader of the assembly may also usefully reinforce the concept of the school as a community by telling groups that they have done well. Referring to positive examples of good behaviour or work creates a culture of success and high pupil self -

esteem. By involving the pupils, by changing the tone of voice or one's physical position pupil interest is maintained. For staff too the assembly is importa nt, as they appreciate assemblies that are spiritually nourishing. The prayer or reflection, at the end of assembly, should encapsulate the learning objective of the assembly. Time is well spent working out appropriate wording. It need not be long! For ins tance: Help us to make our love unconditional and give it to others often. (The story would have explained the meaning of unconditional.) When the spiritual content of the assembly is present and relevant then the adults are affected positively too. The benefits of an assembly of excellence to both individuals and the school in general are enormous. Effects can include:
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heightened awareness of the needs of others; greater sensitivity to the feelings of others; raised self-esteem; good behaviour based on self-discipline; potential to heighten consciousness; development of spiritual intelligence; generating an ethos that is calm, happy and purposeful; raising achievement and standards; contributing to developing personal autonomy and contentment.

Such positive effects speak powerfully for the future development of assemblies. I do hope that the thoughts contained in this article will act as inspiration for others to explore the full educational potential of the assembly.