PSHE

Intent

Personal, social, health and economic (PSHE) education is a planned, developmental programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future. It equips pupils to live healthy, safe, productive, capable, responsible and balanced lives.

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem. It also supports them to identify and manage risk, make informed choices and understand what influences their decisions.

At the BAWB Federation, we believe that PSHE education can help reduce or remove barriers to learning and significantly improve their capacity to learn and succeed. It makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and supports the schools’ statutory responsibility to promote pupil wellbeing. In addition, the learning provided within the PSHE programme of learning is essential to safeguarding pupils.

This policy should be read alongside our relationships, sex education policy (RSE). This sets out the ways in which our federation supports learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health.

Our PSHE programme is underpinned by our Christian ethos of ‘Love your neighbour as yourself’ and by our teaching of the core British Values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.

Our PSHE programme promotes the needs and interests of all pupils and teaching takes into account the age, ability, readiness and cultural backgrounds of children. We recognise the right of all pupils to have access to a PSHE education which meets their individual needs and we will ensure pupils with SEND receive access to PSHE through well-differentiated lessons that plan for their individual needs.

Child Protection and Confidentiality

To protect privacy and engender respect for all, teachers will be expected to develop ground rules with pupils at the onset of work. Pupils should be informed about the remit of confidentiality and that teachers cannot offer or guarantee pupils unconditional confidentiality.

If pupils ask particularly sensitive questions that appear to be inappropriate in the circumstances, teachers will deal with this outside the classroom on a one-to one basis. If the teacher judges it necessary the pupil could be advised to speak to the school nurse, provided with information about where to get further help or, if the matter is considered a potential Child Protection issue, the staff member responsible for this should be notified.

It is the responsibility of the school to support its pupils and to carry out its functions with a view to safeguarding and promoting the welfare of pupils. In fulfilling this duty, they must have regard to guidance around safeguarding. Whilst pupils have the same rights to confidentiality as adults, no pupil should be guaranteed absolute confidentiality. Staff will report any information or disclosure which raises concern that a child or children may be at risk of significant harm to the school’s senior member of staff, with designated responsibility for Child Protection. The designated person will then, in line with the School’s Child Protection policy and the North Yorkshire Safeguarding Children Board guidance and procedures, take action as appropriate. Pupils will be made aware of the law relating to sexual offences and of those circumstances where confidentiality cannot be maintained.  Staff should ensure when making notes that they are factual and based on evidence, in line with the Freedom of Information Act.

Implementation

Programme of Study

The BAWB Federation follows the programme of study developed by the PSHE Association, the national body for PSHE education which receives grant funding from the Department of Education.

This programme is based on three core themes, within which there is extensive overlap:

  • Health and Wellbeing
  • Relationships
  • Living in the Wider World

Each term, we focus on one of these core themes in order to ensure coverage of all three within the academic year.

There are nine overarching concepts developed through the programme of study:

  1. Identity
  2. Relationships
  3. A healthy, balanced lifestyle
  4. Risk
  5. Diversity and equality
  6. Rights
  7. Change and resilience
  8. Power
  9. Career

Core Theme 1 – Health and Wellbeing

Core Theme 2 – Relationships

Core Theme 3 – Living in the Wider World

Lesson Structure

PSHE lessons in all classes across the BAWB Federation take place on a weekly basis and typically last 45 minutes.

All lessons at the BAWB Federation begin with ‘Circle Time’ during which children:

  • play games that develop relationships, self-esteem and listening skills
  • share any concerns or worries and give peer-to-peer advice within a highly structure, respectful environment
  •  share positive experiences with one another.

The main part of the lesson may then go on to use a range of teaching methods, including drama, group discussion and focussed games that explore the learning objective. At the BAWB Federation, we always strive to ensure PSHE sessions, including those on risky behaviours, remain positive in tone by using highly interactive and engaging learning tools. We also support children to make connections between their learning and ‘real life’ behaviours, as well as making links to other areas of the curriculum.

Impact

Evidence and Assessment

Assessment in PSHE education should:

  • Be planned from the beginning as an integral part of teaching and learning
  • Provide regular opportunities for pupils to give and receive feedback on their progress and achievements, helping them to identify what they should do next
  • Involve pupils in discussion about learning objectives and desired outcomes

Teachers may use the following methods to assess learning:

  • Self-assessment with pupils writing and drawing an evaluation of their feelings about their learning
  • Teacher assessment with teachers observing and listening to the pupils’ responses, or assessing their written work, drawings, role play or drama

As PSHE is best taught using a highly interactive, engaging approach, teachers are encouraged to record drama, discussions etc using videos and photographs and to upload these onto MS Teams. They are then able to provide a detailed ‘learning journey’ over time.

Monitoring

PSHE will be assessed in accordance with the school’s policy for Assessment, Monitoring, Evaluating and Reviewing of Curriculum Subjects.

The school’s curriculum lead will be responsible for monitoring the provision of PSHE and for reporting the results to the Senior Leadership Team, and via the Headteacher to the Governors. The PSHE co-ordinator is responsible for evaluating the programme of work, reporting the findings on an annual basis, and for making recommendations for changes to the programme.

Review and Evaluation

Our policy review schedule will ensure that this policy is reviewed annually (or sooner where appropriate).

OfSTED is required to evaluate and report on the spiritual, moral, social and cultural of pupils. This includes evaluating and commenting on the school’s RSE Policy, and on support and staff development, training and delivery.

Resources

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PSHE KS1
PSHE KS2