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:

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:

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