PHSE

At Bridgelea primary school, we believe our PSHE teaching would give our children the skills and understanding to become healthy, secure, independent and responsible members of society. Our aim is to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and in society. We prepare our pupils for the opportunities, responsibilities and experiences of later life and give them the skills and understanding to become responsible citizens. Due to our setting being SEMH, PHSE is required to be embedded throughout the curriculum and used in a reactive and proactive way as and when incidents occur. 

Rationale: 

  • Ensure the school is meeting statutory responsibilities with regard to preparing pupils for life and providing for their spiritual, moral, social, cultural, mental and physical development.
  • Incorporate government initiatives into planning in all key stages.
  • Ensure the delivery and teaching of the PSHE/Citizenship key skills and learning objectives, outlined by the National Curriculum, the Jigsaw programme and Manchester Healthy Schools requirements. 
  • To embed PHSE within our Nurturing Schools and Rights Respecting curriculum. 
  • To ensure that there is a consistent whole school approach to teaching PHSE through curriculum and intervention across all classes and key stages
  • Provide guidance and support for staff.
  • Inform parents/carers to enable the whole school community to work as part of a collaborative team. 
  • Create a variety of meaningful and enjoyable activities to promote well-being and health in pupils, both in and out of school.
  • Develop the knowledge, skills and attributes needed by pupils to manage their lives and maximize the opportunities afforded them. 

Definitions and purpose 

‘Young people need the opportunity to receive high-quality PSHE and SRE at school. They have a right to information that will help keep them healthy and safe. PSHE also has a role to play in developing character and resilience, and has a positive effect on academic outcomes.’ (House of Commons Education Committee, Life lessons: PSHE and SRE in schools 2015) 

PSHE core curriculum is delivered by class teachers with support from the subject leader and the School Nurse, when appropriate, in carrying out health promotion across the school. Additional interventions, where appropriate, may be delivered by retreat team/class teams. 

Teaching and Learning will take place in three ways: 

Dedicated/discrete curriculum time, on Friday morning to complement timetabled music/nurture breakfast. This is non-negotiable and must take place weekly in order to cover the requirements of the curriculum. This is known as Core PHSE. A half termly assembly is to be delivered to introduce the new core topic at the start of each half term. This is reflected in the assembly rota. There will also be a number of themed weeks across the year such as Anti-Bullying Week and Health Week. These are included on the academic calendar and must be delivered as part of cross curricular opportunities (see below). 

There are opportunities within other parts of the curriculum which may be used to enhance the core curriculum and boost understanding of the PHSE topic. These are Cross Curricular Opportunities. Due to the limited space on timetable at Bridgelea, it is good practise not to overlap teaching and to find opportunities to build on learning taking place during Core PHSE.  PHSE topics may be used as learning vehicles linked to literacy, science or topic. 

  • English: skills in enquiry and communication; stories that illustrate aspects of personal and social development. This may be a Big Read/Literacy topic planned to fit around Bullying for example. 
  • Maths: counting, sharing and economics 
  • Science: Drugs, including medicine, sex, health, safety and the environment; 
  • Design and Technology: health and safety, healthy eating, realising that people have needs as they generate design ideas, use of technology; 
  • ICT: communicating with others via e-mail; finding information on the internet and checking its relevance; e-safety 
  • History: reasons for and results of historical events, situations and changes, events, ideas and experiences of people from the past; 
  • Geography: topical issues concerning environment, sustainable development, land use, study of pupils’ own locality and places in different parts of the world, including less economically developed countries; 
  • Art and Design: reflecting on and responding to ideas and experiences communicated through works of art, craft and design from different times and cultures; 
  • Music: making the most of abilities in playing or singing; issues of cultural diversity, their value and their expression; 
  • P.E: teaching and learning about health and safety, development of personal and social skills through team and individual activities, games and sports; importance of keeping healthy through physical activity 
  • R.E: religious and moral beliefs, values and practices that underpin and influence personal and social issues, and relationships. 

Where there is a specific need, such as bullying, racism, anger, sexualised language or bereavement, a referral may be made to retreat to deliver a specific PHSE intervention. This may be directed back to class teams to deliver in small groups or whole class setting. It is the responsibility of the class team to identify, through contextual information and recurring incidents, where there is a need for intervention. It may be that need becomes apparent through other events such as annual review or parental request.  This is known as Reactive PHSE.

Recording of learning

Core curriculum- Staff are to maintain a PHSE scrap book containing front sheets with objectives, a summary of each activity covered, examples of pupil work and/or photographs of activities.  There must be the date, learning objective (taken from the cover sheet) and initials of children present. 

Acceptable methods of recording are as follows-

  • Photographs with caption of children learning.
  • Photographs of displays
  • Paper copies of work.
  • Post it notes/written notes of verbal responses
  • Written summary of practical work undertaken. 
  • Photographs of children taking part in linked assemblies/themed week activities. 
  • Where cross curricular work has taken place-  do NOT duplicate work. A note to say “see science work dated 12/6” is acceptable. 

Reactive PHSE-  Staff are to record interventions delivered on CPOMs as a record of reactive PHSE taking place. This must include intervention delivered, reason for needing the intervention and a brief summary of engagement. To be filed under “Reactive PHSE” tab on CPOMs. 

Overview of curriculum content. 

  • See mapping document. 

Monitoring and accountability. 

The teacher with responsibility for PHSE is Molly Smith. Regular monitoring will take place of delivery of Core Curriculum and interventions prescribed and taking place. 

Support and guidance will be offered to staff initially if delivery is not taking place or being sufficiently evidenced. This could be email, telephone, face to face, or if necessary the opportunity to observe a peer delivering the subject. 

 

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