'We learn about how to keep healthy and safe.' Joseph, Year 4

Intent

We believe that successful PSHE and RSE supports children’s learning capacity and we that it promotes wellbeing and underpins children’s development as people. It is an important and necessary part of the pupil’s education. St. John’s has established and maintains a positive learning environment where the children have positive relationships with their peers and teachers. The PSHE curriculum equips the pupils with the knowledge and skills necessary to make safe and informed decisions. RSE allows children to learn about relationships, emotions, looking after ourselves, different families, sex, sexuality and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes.  As our PSHE and RSE curriculum promote the spiritual, moral, cultural, mental and physical development of pupils, it prepares them for the opportunities, responsibilities and experiences of later life as they to contribute to society. They allow pupils to develop a healthy, safer lifestyle and to develop good relationships whilst understanding and celebrating the differences between people.

We are fully committed to safeguarding our pupils through prevention, protection and support. We are also committed to actively promoting the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils are encouraged to develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Implementation
 

We follow the DfE funded PSHE association thematic-based framework which is structured around an overarching question for each half term. The three core themes covered are:
• Health and Wellbeing

• Relationships

• Living in the Wider World

Teaching builds throughout the primary phase according to the age and needs of the pupils, with developmentally appropriate learning objectives responding to each theme. This approach allows different year groups to work on similar themes at the same time, building a spiral programme year on year. We have also made adaptions to reflect the context of the school and local community.

We use a whole school approach to teaching the Equality Act 2010, which teaches our children that everyone is welcome at St. John’s- there are 'No Outsiders'. We respect one another’s race, religion, gender identity, age, disabilities, sexual orientation and gender. The use of a diverse range of age-appropriate texts support the teaching of our PSHE curriculum.
 

In EYFS, children’s personal, social and emotional development forms a key part of the curriculum. It develops the children’s wellbeing, helping them to know who they are, feel good about themselves and develop their identity. During KS1, pupils learn about themselves as developing individuals and as members of communities, building on their own experiences. In KS2, pupils learn about themselves as growing and changing individuals, with their own experiences and ideas. As members of communities, they become more mature, independent and self-confident; they learn about the wider world and the communities within it. To develop our RSE framework, parents were consulted to create a curriculum tailored to our pupils whilst also covering the National Curriculum.

PSHE and RSE are taught explicitly as part of a whole-school approach and cross curricular links are made where possible. PSHE is taught weekly in EYFS, KS1 and KS2 and also non-discretely across the curriculum as and when it is needed. Instant intervention occurs as teachers formatively assess each child during their PSHE lessons and intervene at the first instance in order to address any misconceptions the children may have.

Impact

We assess the impact of our PSHE/RSE curriculum through careful teacher assessment and analysis of this by the subject leader. Staff use observations, floor books, children’s responses, recordings of discussion and questioning evidenced on Seesaw to gauge a clear understanding of the children’s abilities. A range of assessment strategies are used to ensure that pupils, including SEN, are not disadvantaged by assessment. The PSHE/RSE subject leader is confident with the accuracy of the judgements made through moderation, observation, dialogue with staff and by reviewing video and photo evidence stored on Seesaw. The subject leader also speaks regularly to children about their work in PSHE/RSE and carries out a pupil voice each half term.

By the end of Key Stage 2, every child will have built their capacity for resilience and self-esteem, will be able to identify and manage risk, make informed choices and understand what influences their decisions. They will have the knowledge and skills to stay healthy, safe and prepared for life - and work- in modern Britain.