PSHE

Personal, Social, Health & Economic Education (PSHE)

Intent

At Radford Semele, we believe that PSHE education is a crucial part of a child’s education. Our intention is that when children leave Radford Semele, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. Across our school we promote the importance of emotional wellbeing, self-regulation and positive mental health through the use of ‘The Zones of Regulation’, a lunchtime wellbeing area and celebrating national mental health awareness days, anti-bullying week, autism awareness day and children’s mental health week.

Our PSHE curriculum, aims to develop key character skills, including decision making, informed risk taking, good communication, and self-regulation strategies. Our aim is to promote children’s knowledge, self-esteem, emotional wellbeing and resilience, and to help them to form and maintain worthwhile and positive relationships. It teaches our children to have respect for themselves, and for others, within our local, national and global communities. Through our RE and PSHE lessons, we encourage the exploration of, and respect for, values held by different cultures and groups within our local community, and promote the development of positive attitudes. We promote and encourage respect and understanding of the universal rights of the child, as articulated in the UNCRC. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. The information provided will be relevant and appropriate to the age and maturity of pupils.

Implementation

PSHE is taught by the class teacher following the Cambridgeshire PSHE scheme from years 1 to 6. We believe it should be taught by a familiar adult and in a respectful and safe environment which promotes and encourages respect and understanding of different views and beliefs. In addition to the Cambridgeshire scheme, we also teach Protective Behaviours, the Universal Rights of the Child and regularly acknowledge national events to discuss and promote positive mental health and anti-bullying policies.

The curriculum is progressive and so allows the children to build on skills, knowledge and understanding. There are six strands taught per year and these are revisited and build upon every other year. All year groups are taught Sex and Relationship education each summer term at a level that is appropriate to both the age and maturity of the cohort.

Years 1, 3 and 5 follow the themes of ‘Beginning and Belonging’, ‘Family and Friends’, Diversity and Communities’, ‘Personal Safety’, ‘Sex and Relationships Education’ and ‘Managing Risks’.

Years 2, 4 and 6 follow the themes of ‘Rights, Rules and Responsibilities’, ‘My Emotions’, ‘Working Together’, ‘Managing Risk’, ‘Sex and Relationships Education’ and ‘Healthy Lifestyles’.

Impact

The impact of our PSHE curriculum is continually assessed to allow us to identify any misconceptions, extend children’s understanding and identify particular year groups or individuals who have not met age related expectations.

Class teachers also monitor the impact of the children’s understanding and will teach ‘one-off’ lessons when and if issues within their class occur. Each class also has a ‘Worry Monster’ and these are monitored by the class teacher and as a result discussions take place with either individuals, small groups or with the whole class.

Our PSHE Lead completes a range of monitoring activities throughout the year to identify the impact of the children's learning. This includes analysing data across the themes to ensure year group progression and pupil voice after the completion of a theme. The PSHE lead also asks the children to reflect upon what they have learnt by looking through the class book and gauging the depth of their understanding against the learning objectives of the theme. Individuals are also asked for their opinions on what they have learnt, how they feel about the lessons and what they think they need to learn more about in order to be a confident and respectful citizen.