INTENT
In line with the National Curriculum 2014, all schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
• Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
• Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The National Curriculum advises schools to make provision for personal, social, health and economic education (PSHE), drawing on good practice. PSHE is considered across the curriculum and is a fundamental part of the children’s school experience. They have access to positive role models from the community and this supports their learning in many areas, including religious education. We believe that successful PSHE supports children’s learning capacity and promotes wellbeing, underpinning children’s development as people.
The school is a member of the DfE funded PSHE association. We aim to ensure that all children:
• Develop confidence and responsibility and to make the most of their abilities
• Prepare to play an active role as citizens in Britain
• Develop a healthy, safer lifestyle
• Develop good relationships and to understand and celebrate the differences between people.
IMPLEMENTATION
We follow the SCARF Programme, which offers a comprehensive, carefully thought-through scheme of work which brings consistency and progression to our children’s learning in this curriculum area. Scarf covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. Each year group covers the following areas: Me and My Relationships; Valuing Difference; Keeping Myself Safe; Rights and Responsibilities; Being my Best; Growing and Changing.
PSHE lessons are taught every week. These explicit lessons are reinforced and enhanced in many ways which include: School Assemblies; School Values; Praise and reward systems including The Gem Project; Emotional Coaching; Positive respectful relationships across the school. We aim to apply what is learnt to everyday situations in the school community.
Furthermore, the school offers mental health and well-being support to families and children through signposted organisations and organised workshops involving the Educational Psychology Service and the Emotional Health Academy. School has a trained ELSA (Emotional Literacy Support Assistant) who provides additional support to children.
IMPACT
The school has established and maintained a positive learning environment where the children have positive relationships with their peers and teachers. The children are able to share with adults and their peers important life skills and emotions within a safe environment. The School Council are encouraged to make decisions on behalf of their peers to help improve the school environment and fund raise through charities to help others who are less fortunate than themselves. Activities are always organised for national events such as Children in Need and Comic Relief. Some of the children organise a regular Food Bank collection. As part of the Sandwell Project (organised with the EP Service) the children, parents, staff and other stake holders participated in prioritising projects within the school to promote well–being e.g. playground quiet area, inviting parents to assemblies when their children were receiving Head teacher’s Certificates, class responsibilities for organising lunchtime toy-shops.
