PSHE and Relationships (British Values and 'The Hanningfield Ethos')

East Hanningfield CE Primary School 

How do we teach PHSE, SMSC and Emotional Wellbeing?

 

Intent:

At East Hanningfield Primary School we aim to create a happy, purposeful and supportive environment where children are enabled to become successful learners, develop their full potential and achieve the highest educational standards they can. We have a  complete commitment to learning and recognising the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents, Governors and the local community.

 

We believe a collaborative culture is fundamental in enabling children to develop personally and emotionally, and as young citizens. Children grow up in a complex and ever changing world and are exposed to an increasing range of influences. As a school we aim to build on and complement the learning that has already started at home to provide the knowledge, understanding and skills that children need to lead healthy, fulfilling and meaningful lives, both now and in the future. Personal, Social, Health and Economic Education (PSHE) are central to our school’s ethos, commiting to our Christian Values and supporting children in their development, underpinning learning in the classroom, school, and in the wider community.

 

Values are fundamental expressions of what we think and believe. As a school we encourage children to think about personal and social values, to become aware of, and involved in the life and concerns of their community and society, and so develop their capacity to be active and effective future citizens. Personal, Social, Health and Economic (PSHE) education equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices, and in achieving economic wellbeing.

 

A critical component of PSHE education is providing opportunities for children to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE education is taught as a planned, developmental programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Further it can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. PSHE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety, and to their emotional wellbeing. PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

 

The aims of teaching PSHE, SMSC and Emotional Wellbeing and the overarching aim for PSHE education is to provide pupils with:

· Accurate and relevant knowledge.

· Opportunities to turn that knowledge into personal understanding.

· Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities.

· The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.

 

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

 

Implementation:

Following the Government guidance that from September 2020 RSE (Relationships and Sex Education) will be compulsory in all Primary schools, we have written a new SRE policy in which we have consulted parents, pupils and governors to ensure that the coverage and resources used are right for our pupils and community. Our teaching structure in PSHE is based on that recommended by The PSHE Association. The Framework identifies the key concepts and skills that underpin PSHE education and help us to fulfil our statutory responsibility to support children’s spiritual, moral, cultural, mental and physical development, and prepare them for the opportunities, responsibilities and experiences of life. PSHE education is integrated into curriculum plans for science, computing, citizenship and physical education; and is taught as a spiral programme based on three core themes to ensure learning in PSHE is revisited, reinforced and extended in age- and stage-appropriate contexts.

 

Impact:

Our school uses the PSHE Association’s three core themes as the basis for curriculum planning. PSHE education is taught by class teachers who take responsibility for planning, resourcing and delivering the curriculum. Beyond the planned programme for PSHE education, the curriculum provides children with a variety of experiences that have the potential to promote their personal, social development and economic education. These include:

· Assemblies of Celebration

· Circle time

· Sports clubs and participating in inter-school and county tournaments & competitions

· Drama and music activities and productions

· Residential visits and day trips

· Clubs - singing, drama, art & craft, mindfulness, first aid, yoga & active citizens

· Social and fund raising events

· Theme days/events, for example World Book Day, B Kinder Week, Subject days

· Mini enterprise projects

· Charity events

· Leadership opportunities, for example Playground Leaders, representatives on our School Council, Eco-school Council, PE & Sports Council, Safeguarding Council & Peer Mentors

 

Early Years Foundation Stage:

Personal, social and emotional development (PSED) supports children to learn to get on with others and make friends, understand and talk about feelings, learn about 'right' and 'wrong', develop independence and ultimately feel good about themselves.

Special Educational Needs:

PSHE education is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.

Spiritual, Moral, Social & Cultural Development:

PSHE education gives children specific opportunities to explore the range of attitudes and values in society, and to consider the kind of society they want to live in. Through exploration and discussion of topical political, spiritual, moral, social and cultural issues they develop skills and attitudes that promote:

· Empathy and a willingness to perceive and understand the interests, beliefs and viewpoints of others.

· A willingness and ability to apply reasoning skills to problems and to value a respect for truth and evidence in forming or holding opinions.

· A willingness and ability to participate in decision-making, to value freedom, to choose between alternatives and to value fairness as a basis for making and judging decisions.

These attributes also contribute to our understanding of British Values.

We measure the impact of our curriculum through the following methods:

· Children’s knowledge and understanding, for example, information on health, understanding of rules, understanding of health and safety procedures, and the meaning of ideas including democracy.

· How well children can use their knowledge and understanding in developing skills and attitudes, for example through participating in discussions, group task and activities, managing conflict, making decisions and promoting positive relationships. Assessment in PSHE education should be active and participatory, helping children to recognise the progress they are making in developing and taking part, as well as in their knowledge and understanding. Children should learn to reflect on their experiences, ask questions, make judgements about their strengths and needs, and begin to plan how to make progress and set personal targets. Teachers assess children’s work in PSHE education by making informal judgements as they observe them during lessons and at other times during the school day. Progress in PSHE education should be recorded and reported to parents as part of the child’s annual school report.

 

 

 

Please see our Relationships and Sex Education Policy (found in the policies section) written in consultation with Parents, Governors and Pupils 2019.