PSHE at Freezywater St Georges Cof E Primary School
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Intent
PSHE teaching aims to give children the knowledge, skills and understanding to lead confident, healthy and independent lives. PSHE underpins life at Freezywater St George’s connecting to our School Vision, School Values and the British Values.
Our vision is: Through God’s grace all members of our community will grow in heart, mind and spirit. We believe in ourselves, others and our faith which will allow us to reach our full potential and achieve our dreams and aspirations.
“But as for you, be strong and do not give up, for your work will be rewarded.” 2 Chronicles 15:7
The Department for Education (DfE) is clear that PSHE is an ‘important and necessary’ part of children’s education. ‘Children with higher levels of emotional, behavioural, social and school well-being on average have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.’
Implementation
PSHE is delivered implicitly as well as explicitly, through many areas of school life including but not exclusively collective worship, circle time, buddies, year group helpers, class discussion, extracurricular activities and campaigns like Anti-Bullying Week, lessons and activities on different world religions. These all support teaching children the principles of PSHE.
Teachers and Teaching assistants are confident to identify when opportunities for a ‘teaching moment’ arise and flexible in ensuring time is made within the curriculum to meet the needs of all the children.
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The PSHE Association has a recommended PSHE Programme of Study with 3 core themes for Primary PSHE:
1. Health and Wellbeing
2. Relationships
3. Living in the Wider World: economic wellbeing and being a responsible citizen.
Core theme: Health and well being
This area of PSHE teaches children:
- What is meant by a healthy lifestyle
- How to maintain physical, mental and emotional health and wellbeing
- How to manage risks to physical and emotional health and wellbeing
- Ways of keeping physically and emotionally safe
- How to manage change, including puberty, transition and loss
- How to make informed choices about health and wellbeing, and where to get help with this
- How to respond in an emergency
- To identify different influences on health and wellbeing
Pupils will learn things like the importance of personal hygiene; the physical differences between boys and girls; road safety, cycle safety and online safety; people who help us; how to talk about their feelings; and the benefits of physical activity. This is just a snapshot of the many elements that the Health and Wellbeing core theme covers.
Core theme: Relationships
This theme includes:
- How to develop and maintain a variety of relationships, within a range of social and cultural contexts
- How to recognise and manage emotions within relationships
- How to respond to risky or negative relationships, including bullying and abuse
- How to respond to risky or negative relationships and ask for help
- How to respect equality and diversity in relationships
Among other things, children will learn to recognise that their behaviour can affect other people; to listen to other people and work and play cooperatively; to identify special people in their lives (parents, siblings, friends) and how they should care for each other; what physical contact is acceptable; and what to do if they’re being bullied.
Core Theme: Living in the wider World
Through this theme, children learn:
- About respect for themselves and others, and the importance of responsible actions and behaviour
- About rights and responsibilities as members of families, other groups and citizens
- About different groups and communities
- To respect equality and diversity, and how to be a productive member of a diverse community
- About the importance of respecting and protecting the environment.
- About where money comes from, keeping it safe, and the importance of managing it effectively
- The part that money plays in people’s lives
- A basic understanding of enterprise
Some of the things your child will learn include how to make and follow group, class and school rules; what protects and harms the environment; how to make choices about spending or saving money; ways in which we are all unique and the things we have in common; about basic human rights; and to respect national, regional, religious and ethnic identities.
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Teaching Methods and Approaches
In the Early Years Foundation Stage, teachers will plan from children’s own experiences through the seven areas of learning. Children are supported to progress their Personal, Social and Emotional Development on a daily basis through play based activities and role play. Play is an important vehicle for learning and appropriate resources are provided both within and outside the classroom. Adults in the EYFS are able to have numerous opportunities daily to link PSED cross curricular.
In KS1 and 2, teachers will teach PSHE throughout the curriculum and in relation to the PHSE Programme of Study three core themes. Teachers will use a range of learning styles including class discussions, hot seating, sharing time, stories and role-play to deal with issues that are planned or arise naturally.
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Additional PSHE throughout the school
Provision is made to support children who may have particular or specific needs. The school have a sensory room and smaller working areas where children can be supported individually or in small groups to develop their social skills, understanding their emotions and anger management with adult support and peer role modelling. Some children take part in functional life skill sessions, preparing them for life beyond home and school and how to cope with everyday activities and tasks. We have a school counsellor to support specific children with talking and play therapy. The school have an open door policy and regular contact with parents to encourage working in partnership with the school. Trusting relationships are built with adults throughout the school and all staff are trained in Child Protection and safeguarding, enabling children to have choice and a variety of people to talk to. Resources are age appropriate, non-discriminatory and in accordance with the values of the school. Where some resources chosen will appear discriminatory - these are used to challenge misconceptions, negative images, messages and stereotypes.
IMPACT
The first line of pastoral response is in the classroom with the class team; both teacher and teaching assistants. Our school has an ethos where pastoral care and the whole children are at its centre and staff are encouraged to provide social and emotional support to the children. Teachers use teaching assistant time flexibly so children’s social and emotional needs are supported as this is key for effective learning so as needs arise children will be given time and space to work through problems with trusted adults. The school has developed an effective nurture room, called The Nest, which further supports the social and emotional needs of children. We are committed to developing the whole child and continue to build up resources and adult time to help children’s social and emotional needs.
Pupils’ understand that we are caring school who will listen and know they can talk to a wide range of adults because all relationships are based on trust and mutual respect. Children feel secure in coming and talking to the Senior Leadership Team, teachers or teaching assistants when they need to talk. Parents have close relationships with the school and the open door policy ensures parents share relevant information which may be affecting children’s personal, social and emotional behaviour.
The children also have access to support from the school welfare officer who is available to support the children daily.
Working together to support your child at home
How can you practise PSHE at home?
- From a young age, encourage your child to dress and undress independently and manage their own hygiene, such as by washing hands after using the toilet.
- Provide a role play area resourced with materials reflecting your child's interests.
- Encourage your child to help you plan and cook healthy recipes.Take them shopping and involve them in decision making.
- Make time for simple activities such as board games to encourage teamwork and help children learn to take turns.
- With older children, use documentaries and other media to discuss issues around our place and responsibilities in society.
- Give plenty of positive encouragement and praise to build self-esteem, and when they do something wrong, help them reflect on why their behaviour was naughty/unkind/selfish/rude and think of how they could have handled the situation instead.
Confidentiality
Confidentiality for young people cannot and must not be guaranteed by staff. The boundaries of confidentiality should be made clear to pupils. Please refer to the Child Protection Policy for further detail.
RELATIONSHIPS, SEX AND HEALTH EDUCATION
RSHE (Relationships, sex and health education) is taught in each year group at an age appropriate level through the Christopher Winter Project. There are 3 explict lessons in each year group Rec - Yr 5 and 4 lessons for Yr6. Lessons are taught by class teachers and the Welfare officer ensuring that children feel safe and secure with people they trust and can speak freely with. The Lesson titles for each year group and RSHE Policy are available here…
RSHE at Freezywater St Georges
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Reception |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Lessons |
1. Caring Friendships 2. Being Kind 3. Families |
1. Different friends 2. Growing and changing 3. Families and care |
1. Differences 2. Male and female animals 3. Naming body parts |
1. Body differences 2. Personal space 3. Help and support |
1. Changes 2. What is puberty? 3. Healthy Relationships |
1. Talking about puberty 2. The reproduction system 3. Puberty help and support |
1. Puberty and reproduction 2.Communication in relationships 3. Families, conception and pregnancy 4. Online relationships |
Answering difficult Questions
Teachers are careful to ensure that their personal beliefs and attitudes do not influence the teaching of RSHE and PSHE. There must are clear parameters within the class as to what will be taught in whole class setting and what will be dealt with on an individual basis.
Dealing with sensitive questions
• Clear parameters about what is appropriate and inappropriate should be discussed whole class.
• Teachers should set the tone so that issues are discussed in a sensitive, sensible and matter-of-fact way.
• Children should be encouraged to write down questions anonymously and post them in a question box; the teacher will have time to prepare answers to these before the next session.
• Teachers should not be drawn into providing more information than is appropriate to the age of the child.
• Teachers should listen to children but not lead or further question the child, in line with the school’s child protection guidelines.
• If a teacher is concerned that a pupil is at risk of abuse this needs to be noted down and the usual child protection procedures followed.
Group agreements and distancing techniques
• Pupils will be given preparation so that they will know how to minimise any embarrassment they feel.
• No one (teacher or pupil) should be expected to answer a personal question.
• No one will be forced to take part in a discussion.
• Meanings of words will be explained in a sensible and factual way.
Staff Professional Development
Teachers training needs are determined at reviews meetings during the performance management cycle. Whole school training needs are planned into action plans. The school ensures they are kept informed of relevant changes to aspects of PSHE by attending Training and meetings on Healthy Schools and PSHE. Staff are encouraged to access appropriate school based INSET or external CPD opportunities. We encourage peer observation and peer support from our team to offer further CPD opportunities.
Assessment and Reporting on Learning
In PSHE and RSHE there are two broad areas for assessment:
1. Children’s knowledge and understanding, for example, information on health and nutrition, understanding codes of conduct, understanding health and safety procedures, and the meaning of ideas including democracy e.g. the nature of co-operation and competition.
2. How well children can use their knowledge and understanding in developing skills and attitudes, for example through discussions, group tasks, and learning challenges, managing conflict, making decisions and promoting positive relationships.
Whole School
• PSHE is reported to parents in the end of year record of achievement where personal, social and the child as a learner are a main focus.
• Termly teachers update their class profile for SEN children where needs are highlighted in learning but also personal, social and emotional needs are highlighted with actions to support these children.
Foundation Stage
• Staff will make observations of children using the Early Years outcomes and Early Learning Goals in the three areas of PSED (Personal, Social and Emotional Development) – Making relationships, Self-confidence and self-awareness, Managing feelings and behaviour
Links with School Policies
PSHE links to Behaviour policy, RSHE policy, Anti- bullying policy, Safeguarding policy, Cultural Diversity policy, Equal opportunities policy, Online safety policy.