PSHE
Intent
At Gorseland Primary school, we intend to deliver a curriculum which is relevant to the needs of pupils, both now and in the future. It will enable pupils to develop knowledge, skills and attitudes which enhance their personal development and wellbeing. This will have a direct, positive effect on their progress and achievement in school. PSHE is embedded in all that we do to enable our children to become independent, responsible, healthy and confident members of society. Our PSHE curriculum has been built with the aim to support the development of the ‘whole child’, by helping them to understand how they are developing personally and socially as well as promoting their social, mental and physical development. Children will be able to tackle the moral, social and cultural issues that are part of growing up. Through regular PSHE lessons, assemblies, class meetings and cross curricular learning, children are taught how to keep themselves safe, physically and emotionally and to appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing in school life and the wider community. Our vision is for all children to be… confident individuals, successful learners and responsible citizens … who are well equipped for future life, whatever that may hold.
Implementation
At Gorseland Primary School, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity. To facilitate this learning development, we use the Jigsaw Programme, which offers us a comprehensive, carefully thought-through scheme of work that brings consistency and progression to children’s learning in this vital curriculum area.
We have made slight adaptations to the full Jigsaw Programme in order to meet the needs of Gorseland pupils. This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
Statutory Relationships and Health Education
As a maintained primary school, we must provide relationships education to all pupils as per section 34 of the Children and Social Work Act 2017.
Our PSHE policy is informed by existing DfE guidance:
Relationships Education, Relationships and Sex Education, and Health Education in England (statutory guidance).
Keeping Children Safe in Education (statutory guidance).
Respectful School Communities: Self Review and Signposting Tool (a tool to support a whole school approach that promotes respect and discipline).
Behaviour and Discipline in Schools (advice for schools, including advice for appropriate behaviour between pupils).
Equality Act 2010
SEND code of practice: 0 to 25 years (statutory guidance).
Alternative Provision (statutory guidance).
Mental Health and Behaviour in Schools (advice for schools).
Preventing and Tackling Bullying (advice for schools, including advice on cyberbullying).
Sexual violence and sexual harassment between children in schools (advice for schools).
The Equality and Human Rights Commission Advice and Guidance (provides advice on avoiding discrimination in a variety of educational contexts).
Promoting Fundamental British Values as part of SMSC in schools (guidance for maintained schools on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC).
SMSC requirements for independent schools (guidance for independent schools on how they should support pupils' spiritual, moral, social and cultural development).
What do we teach?
The Gorseland curriculum incorporates most elements of the Jigsaw programme to cover the statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.
Term
Puzzle (Unit)
Content
Autumn 1
Being Me in My World
Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Autumn 2
Celebrating Difference
Includes anti-bullying (cyber and homophobic bullying included) and understanding.
Spring 1
Dreams and Goals
Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society.
Spring 2
Healthy Me
Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise.
Summer 1
Relationships
Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss.
Summer 2
Changing Me
Includes Relationships and Sex Education in the context of coping positively with change.
At Gorseland Primary School, pupils will receive regular PSHE lessons that are reinforced and enhanced in many ways including:
Assemblies, class meetings, cross curricular learning, e.g. Computing, PE and Science, praise and our behaviour reward system, Gorseland School Charter, through relationships child to child, adult to child and adult to adult across the school. We aim to live what is learnt and apply it to everyday situations in the school community.
Relationships Education
Relationships Education covers ‘Families and people who care for me’, ‘Caring friendships’, ‘Respectful relationships’, ‘Online relationships’, and ‘Being safe’.
It is important to explain that whilst the Relationships unit in Jigsaw covers most of the statutory Relationships Education, some of the outcomes are also taught elsewhere in Jigsaw e.g. the Celebrating Difference unit helps children appreciate that there are many types of family composition and that each is important to the children involved. This holistic approach ensures the learning is reinforced through the year and across the curriculum.
Health Education
Health Education covers ‘Mental wellbeing’, ‘Internet safety and harms’, Physical health and fitness’, Healthy eating’, ‘Drugs, alcohol and tobacco’, ‘Health and prevention’, ‘Basic First Aid’, ‘Changing adolescent body’.
It is important to explain that whilst the Healthy Me Puzzle (unit) in Jigsaw covers most of the statutory Health Education, some of the outcomes are taught elsewhere in Jigsaw, e.g. emotional and mental health is nurtured every lesson through the Calm me time, social skills are grown every lesson through the Connect us activity and respect is enhanced through the use of the Jigsaw Charter.
Also, teaching children about puberty is now a statutory requirement which sits within the Health Education part of the DfE guidance within the ‘Changing adolescent body’ strand, and in Jigsaw this is taught as part of the Changing Me Puzzle (unit).
Sex Education
The DfE Guidance 2019 (p.23) recommends that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils’. However, ‘Sex Education is not compulsory in primary schools’ (p. 23).
At Gorseland Primary School, the curriculum includes lessons that ensure that both boys and girls are prepared for the changes that adolescence brings as covered within the National Curriculum Science objectives.
Impact
Children are assessed in each PHSE session on the extent to which they have met the intended learning outcome. This is recorded by the teacher and feedback/next steps are provided accordingly. These ongoing formative assessments feed into termly teacher judgements for each child based on the knowledge and understanding they have acquired and displayed.
Equality
The DfE Guidance 2019 (p. 15) states, ‘Schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect.
At Gorseland Primary School, these areas of learning are taught within the context of family life, taking care to ensure that there is no stigmatisation of children based on their home circumstances. Families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers).
Roles and responsibilities
The Governing Body
The Governing Body will approve the RSE policy, and hold the Headteacher to account for its implementation.
The Headteacher
The Headteacher is responsible for ensuring that RSE is taught consistently across the school.
Staff
Staff are responsible for:
Delivering RSE in a sensitive way.
Modelling positive attitudes to RSE.
Monitoring progress.
Responding to the needs of individual pupils.
Responding appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE.
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Headteacher.
Pupils
Pupils are expected to engage fully in RSE and, when discussing issues related to RSE, treat others with respect and sensitivity.
Parents’ right to withdraw
Parents do not have the right to withdraw their children from relationships education. Parents do have the right to withdraw their child from non-statutory sex education, but at Gorseland we are not covering anything outside of the statutory National Curriculum. Parents are encouraged to meet with the senior leadership team and subject leader to discuss any concerns.
Training
Staff are trained on the delivery of RSE as part of their induction and it is included in our continuing professional development calendar.
The Headteacher will also invite visitors from outside the school, such as school nurses to provide support and training to staff teaching RSE.
Monitoring arrangements
The delivery of RSE is monitored by the Headteacher through monitoring arrangements, such as planning scrutinies, learning walks, etc.
Pupils’ development in RSE is monitored by class teachers as part of our internal assessment systems.
Long Term Plan
Reception
Autumn
Being Me in My World
Self-identity
Understanding feelings
Being in a classroom
Being gentle
Rights and responsibilities
Celebrating Difference
Identifying talents
Being special
Families
Where we live
Making friends
Standing up for yourself
Spring
Dreams and Goals
Challenges
Perseverance
Goal-setting
Overcoming obstacles
Seeking help
Jobs
Achieving goals
Healthy Me
Exercising bodies
Physical activity
Healthy food
Sleep
Keeping clean
Safety
Summer
Relationships
Family life
Friendships
Breaking Friendships
Falling out
Dealing with bullying
Being a good friend
Changing Me
Bodies
Respecting my body
Growing up
Growth and change
Fun and fears
Celebrations
Year 1
Autumn
Being Me in My World
Feeling special and safe
Being part of a class
Rights and responsibilities
Rewards and feeling proud
Consequences
Owning the Learning Charter
Celebrating Difference
Similarities and differences
Understanding bullying and knowing how to deal with it
Making new friends
Celebrating differences in everyone
Spring
Dreams and Goals
Setting goals
Identifying successes and achievements
Learning styles
Working well and celebrating achievement with a partner
Tackling new challenges
Identifying and overcoming obstacles
Feelings of success
Healthy Me
Keeping myself healthy
Healthier lifestyle choices
Keeping clean
Being safe
Medicine safety/safety with household items
Road safety
Linking health and happiness
Summer
Relationships
Belonging to a family
Making friends/being a good friend
Physical contact preferences
People who help us
Qualities as a friend and person
Self-acknowledgement
Being a good friend to myself
Celebrating special relationships
Changing Me
Life cycles - animal and human
Changes in me
Changes since being a baby
Differences between female and male bodies (correct terminology)
Linking growing and learning
Coping with change
Transition
Year 2
Autumn
Being Me in My World
Hopes and fears for the year
Rights and responsibilities
Rewards and consequences
Safe and fair learning environment
Valuing contributions
Choices
Recognising feelings
Celebrating Difference
Assumptions and stereotypes about gender
Understanding bullying
Standing up for self and others
Making new friends
Gender diversity
Celebrating difference and remaining friends
Spring
Dreams and Goals
Achieving realistic goals
Perseverance
Learning strengths
Learning with others
Group co-operation
Contributing to and sharing success
Healthy Me
Motivation
Healthier choices
Relaxation
Healthy eating and nutrition
Healthier snacks and sharing food
Summer
Relationships
Different types of family
Physical contact boundaries
Friendship and conflict
Secrets
Trust and appreciation
Expressing appreciation for special relationships
Changing Me
Life cycles in nature
Growing from young to old
Increasing independence
Differences in female and male bodies (correct terminology)
Assertiveness
Preparing for transition
Year 3
Autumn
Being Me in My World
Setting personal goals
Self-identity and worth
Positivity in challenges
Rules, rights and responsibilities
Rewards and consequences
Responsible choices
Seeing things from others' perspectives
Celebrating Difference
Families and their differences
Family conflict and how to manage it (child centred)
Witnessing bullying and how to solve it
Recognising how words can be hurtful
Giving and receiving compliments
Spring
Dreams and Goals
Difficult challenges and achieving success
Dreams and ambitions
New challenges
Motivation and enthusiasm
Recognising and trying to overcome obstacles
Evaluating learning processes
Managing feelings
Simple budgeting
Healthy Me
Exercise
Fitness challenges
Food labelling and healthy swaps
Attitudes towards drugs
Keeping safe and why it's important online and offline scenarios
Respect for myself and others
Healthy and safe choices
Summer
Relationships
Family roles and responsibilities
Friendship and negotiation
Keeping safe online and who to go to for help
Being a global citizen
Being aware of how my choices affect others
Awareness of how other children have different lives
Expressing appreciation for family and friends
Changing Me
Outside body changes
Inside body changes
Family stereotypes
Challenging my ideas
Preparing for transition
Year 4
Autumn
Being Me in My World
Being part of a class team
Being a school citizen
Rights, responsibilities and democracy (school council)
Rewards and consequences
Group decision making
Having a voice
What motivates behaviour
Celebrating Difference
Challenging assumptions
Judging by appearance
Accepting self and others
Understanding influences
Understanding bullying
Problem solving
Identifying how special and unique everyone is
First impressions
Spring
Dreams and Goals
Hopes and dreams
Overcoming disappointment
Creating new, realistic dreams
Achieving goals
Working in a group
Celebrating contributions
Resilience
Positive attitudes
Healthy Me
Healthier friendships
Group dynamics
Smoking
Alcohol
Assertiveness
Peer Pressure
Celebrating inner strength
Summer
Relationships
Jealousy
Love and loss
Memories of loved ones
Getting on and falling out
Girlfriends and boyfriends
Showing appreciation to people and animals
Changing Me
Being unique
Confidence in change
Accepting change
Preparing for transition
Environmental change
Year 5
Autumn
Being Me in My World
Planning the forthcoming year
Being a citizen
Rights and responsibilities
Rewards and consequences
How behaviour affects groups
Democracy, having a voice, participating
Celebrating Difference
Cultural differences and how they can cause conflict
Racism
Rumours and name calling
Types of bullying
Material wealth and happiness
Enjoying and respecting other cultures
Spring
Dreams and Goals
Future dreams
The importance of money
Jobs and careers
Dream job and how to get there
Goals in different cultures
Supporting others (charities)
Motivation
Healthy Me
Smoking, including vaping
Alcohol
Alcohol and anti-social behaviour
Emergency aid
Body image
Relationships with food
Healthy choices
Motivation and behaviour
Summer
Relationships
Self-recognisation and self-worth
Building self esteem
Safer online communities
Rights and responsibilities online
Online gaming and gambling
Reducing screen time
Dangers of online grooming
SMARRT internet safety rules
Changing Me
Self and body image
Influence of online and media on body image
Puberty for girls
Puberty for boys
Growing responsibility
Coping with change
Preparing for transition
Year 6
Autumn
Being Me in My World
Identifying goals for the year
Global citizenship
Children's universal rights
Feeling welcomed and valued
Choice, consequences and rewards
Group dynamics
Democracy, having a voice
Anti-social behaviour
Role-modelling
Celebrating Difference
Perceptions of normality
Understanding disability
Power struggles
Understanding bullying
Inclusion/exclusion
Differences as conflict, differences as celebration
Empathy
Spring
Dreams and Goals
Personal learning goals, in and out of school
Success criteria
Emotions in success
Making a difference in the world
Motivation
Recognising achievements
Compliments
Healthy Me
Taking personal responsibility
How substances affect the body
Exploitation, including 'county lines' and gang culture
Emotional and mental health
Managing stress
Summer
Relationships
Mental health
Identifying mental health worries and sources of support
Love and loss
Managing feelings
Power and control
Assertiveness
Technology safety
Take responsibility with technology use
Changing Me
Self-image
Body image
Puberty and feelings
Reflections about change
Physical attraction
Respect and consent
Boyfriends/Girlfriends
Transition