PSHE

At Leighterton Primary School, we see PSHE Education as central to all that we do – a planned and developmental programme of learning designed to help learners develop the knowledge, understanding and skills they need to manage their lives now and in the future. The promotion of pupils’ personal development (which includes their social development) is a fundamental aspect of education and underpins all other learning.

‘To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help, and to know where to access support.

‘High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society.’ (Relationships Education, Relationships and Sex Education (RSE) and Health Education, February 2019)

Our overarching aim for PSHE is to enable children to make informed choices to keep them safe and healthy in the future. Whilst this subject is not statutory, we recognise its importance within our curriculum. The National Curriculum 2014 states that all schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.

Through our curriculum, our school environment and our school ethos, we promote pupils’ self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, at school, at work and in the community.

We aim to promote the spiritual, moral, cultural, mental and physical development of children at the school and in society, as well as to prepare them for the opportunities, responsibilities and experiences of later life. We ensure that the children experience the process of democracy through participation in the School Council. We teach children about their rights and their responsibilities.

We aim to enable the children to:

• Know and understand what constitutes a healthy lifestyle, including healthy eating
• Be aware of safety issues, including drugs and online safety
• Understand what makes for good relationships with others
• Have respect for others regardless of race, gender, ethnicity, sexuality, family background, mental health and physical disability
• Be independent and responsible members of the school community
• Be positive and active members of a democratic society
• Play an active part in decision making
• Develop self-confidence and self-esteem and make informed choices regarding personal and social issues
• Develop good relationships with other members of the school and the wider community
• Appreciate and inherit the Avening Primary School core values into their own philosophy – Respect, Engage, Aspire, Collaborate, Hope
• Develop positive learning behaviours

The PSHE curriculum at Leighterton Primary School is built around the content of the SCARF curriculum.

At our school, the content of the curriculum is taught around a two-year rolling programme.  Careful planning, following SCARF content, ensures that each theme challenges the children and that there is progression in content and skills throughout the school.

In addition, PSHE is also taught through value led Collective Worship, as well as other activities or school events (residential visits, enrichment, special activities planned to allow children to work together under different circumstances) and the School Council.

The children are taught the four key components of PSHE:

• Developing confidence and responsibility and making the most of their abilities (having high aspirations and being the best they can be)
• Developing a healthy, safer lifestyle – this includes drugs, healthy eating and online safety
• Developing good relationships and respecting the differences between people
• Preparing for the opportunities, responsibilities and experiences of later life

Whole school themed days or weeks may be offered, e.g. Anti-Bullying, Internet Safety Day and Health, and Well-being days such as Hello yellow Day..

Life Education visits are arranged annually to enrich learning further, covering topics such as drugs, peer pressure and healthy eating. Other visitors include the police, local clergy and health workers.

Early Years Foundation Stage

Within the Early Years Foundation Stage, the prime area of ‘Personal, Social and Emotional Development’ is recognised as one of the building blocks of success in life. It supports children’s development by helping them to interact effectively and develop positive attitudes to themselves and others. However, this does not happen in isolation and relies on influential adults such as parents and carers providing them with positive feedback and modelling appropriate behaviour.

In the EYFS, PSED is broken down into three aspects:

1. Self-regulation The Early Learning Goal requires children at the expected level of development to:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
• Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

2. Managing self The Early Learning Goal requires children at the expected level of development to:

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
• Explain the reasons for rules, know right from wrong and try to behave accordingly;
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.

3. Building relationships The Early Learning Goal requires children at the expected level of development to:

• Work and play cooperatively and take turns with others;
• Form positive attachments to adults and friendships with peers;
• Show sensitivity to their own and to others’ needs.

Learning in the EYFS is resourced and facilitated to ensure that opportunities for PSED skills and knowledge are continually developed.

Teaching and Learning

During timetabled PSHE time, an emphasis is placed on active learning through planned discussions, circle-time, investigations, role-play activities, puppets, group-work and problem-solving, as set out in SCARF planning. All teachers will endeavour to provide a safe learning environment through the establishment of clear ground rules which are made explicit to the children and reinforced consistently.

Beyond timetabled PSHE lessons, pupils are supported in applying the skills they are learning, in real life situations as they arise: e.g, resolving conflicts (Year 5 children train to be playground buddies), mental health and welling (Happiness Heroes responsible for promoting My Happy Minds and zones of regulation) and the School Council working as part of a group, sharing their thoughts on school matters.

Children are encouraged to take part in a range of practical activities to promote active citizenship, e.g. charity fund-raising; the planning of special events at school; School Council meetings; and by taking on roles of responsibility for themselves, for others and for the school.

There is a range of resources to support the teaching of PSHE across the school. These online resources are accessed via the SCARF curriculum website. Further support can be found on the Ghll website, ELSA resources, books and technology.

Visits and visitors may be planned to enhance learning experiences, e.g. during Anti-Bullying week/ visit from NSPCC and the Life Bus.