PSHE Policy January 2022
PSHE Policy
Name of school |
Ashcombe Primary School |
Date of policy |
11.01.22 |
Member of staff responsible |
Mrs N Wilson (PSHE Co-ordinator) |
Review date | 11.01.23
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Introduction
All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
- Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
- Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The Government’s PSHE education review of PSHE Education (March 2013) stated that the subject would remain non-statutory and that no new programmes of study would be published. The DfE specified as part of its National Curriculum guidance that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. The review also detailed:
“PSHE remains an important and necessary part of all pupils’ education. We believe that all schools should teach PSHE, drawing on good practice, and have outlined this expectation in the introduction to the new National Curriculum” (Written Ministerial Statement: Review of Personal, Social, Health and Economic education, March 2013).
This PSHE policy is informed by existing DfE guidance on Relationship and Sex Education (Sex and Relationship Education Guidance), RSE supplementary guidance ( Sex Education Forum/ Brook/ PSHE Association, March2014) preventing and tackling bullying (Preventing and tackling bullying: Advice for head teachers, staff and governing bodies, July 2013), Drug and Alcohol Education (DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies, September 2012), safeguarding (Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children, March 2013) and equality (Equality Act 2010: Advice for school leaders, school staff, governing bodies and local authorities, revised February 2013).
Links to these documents:
http://www.pshe-association.org.uk/uploads/media/17/7910.pdf
https://www.gov.uk/government/publications/dfe-and-acpo-drug-advice-for-schools
http://www.education.gov.uk/aboutdfe/advice/f0076899/preventing-and-tackling-bullying
http://www.education.gov.uk/schools/guidanceandadvice?f_category=Safeguarding&page=1
http://www.education.gov.uk/aboutdfe/advice/f00215460/equality-act-2010-departmental-advice
Aim of the PSHE programme
To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Objectives/Pupil learning intentions:
PSHE curriculum will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
- Have a sense of purpose
- Value self and others
- Form relationships
- Make and act on informed decisions
- Communicate effectively
- Work with others
- Respond to challenge
- Be an active partner in their own learning
- Be active citizens within the local community
- Explore issues related to living in a democratic society
- Become healthy and fulfilled individuals
Content
PSHE for the primary phase, as the table below shows:
Term | Puzzle name | Content |
Autumn 1: | Being Me in My World | Includes understanding my place in the class, school and global community as well as understanding the Ashcombe 3 B’s and building relationships within their class |
Autumn 2: | Celebrating Difference | Includes anti-bullying (cyber and homophobic bullying included) and diversity work |
Spring 1: | Dreams and Goals | Includes goal-setting, aspirations and overcoming obstacles |
Spring 2: | Healthy Me | Includes drugs and alcohol education, road safety, self-esteem and confidence as well as healthy lifestyle choices |
Summer 1: | Relationships | Includes understanding friendship, family and other relationships, conflict resolution and communication skills |
Summer 2: | Changing Me | Includes Sex and Relationship Education in the context of looking at change |
Sex and Relationships Education
Definition of RSE:
‘RSE is lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings’ (Sex Education Forum, 1999).
Effective RSE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being.
It is important to note that the RSE at our school sits within the school’s values framework and that we consider it vital to do this work in partnership with parents and carers.
We are mindful that parents/carers do have the legal right to withdraw their children from the RSE that is part of the PSHE Programme, whilst we hope they do not feel the need to do so.
SRE Content
The grid below shows specific learning intentions for each year group in the ‘Changing Me’ and theme. These specific lessons looks at change and coping with change in lots of contexts, so changes as we grow up and enter puberty are seen as one sort of change that we can all cope with.
Year Group | Changing me | Learning Intentions ‘Pupils will be able to…’ |
YR | Growing up
| Understand how we have changed since being a baby.
Identify when they are feeling worried and know the people who can help us. |
1 | Boys’ and Girls’ Bodies
| identify the parts of the body that make boys different to girls and use the correct names for these: penis, testicles, vagina
respect my body and understand which parts are private |
2 | Boys’ and Girls’ Bodies | recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate that some parts of my body are private
tell you what I like/don’t like about being a boy/girl |
3 | How Babies Grow | understand that in animals and humans lots of changes happen between conception and growing up, and that usually it is the female who has the baby
express how I feel when I see babies or baby animals |
Babies | understand how babies grow and develop in the mother’s uterus and understand what a baby needs to live and grow
express how I might feel if I had a new baby in my family | |
Outside Body Changes | understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies
identify how boys’ and girls’ bodies change on the outside during this growing up process
recognise how I feel about these changes happening to me and know how to cope with those feelings
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Inside Body Changes | identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up
recognise how I feel about these changes happening to me and how to cope with these feelings
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4 | Having A Baby | correctly label the internal and external parts of male and female bodies that are necessary for making a baby
understand that having a baby is a personal choice and express how I feel about having children when I am an adult |
Girls and Puberty | describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this
know that I have strategies to help me cope with the physical and emotional changes I will experience during puberty
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5 | Puberty for Girls | explain how a girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally
understand that puberty is a natural process that happens to everybody and that it will be OK for me
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Puberty for Boys and Girls | describe how boys’ and girls’ bodies change during puberty
express how I feel about the changes that will happen to me during puberty
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Conception | understand that sexual intercourse can lead to conception and that is how babies are usually made understand that sometimes people need IVF to help them have a baby
appreciate how amazing it is that human bodies can reproduce in these ways
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6 | Puberty | explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after myself physically and emotionally
express how I feel about the changes that will happen to me during puberty
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Piece 3 Girl Talk/Boy Talk | ask the questions I need answered about changes during puberty
reflect on how I feel about asking the questions and about the answers I receive | |
Babies – Conception to Birth | describe how a baby develops from conception through the nine months of pregnancy, and how it is born
recognise how I feel when I reflect on the development and birth of a baby | |
Attraction | understand how being physically attracted to someone changes the nature of the relationship
express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this |
The grid below shows specific learning intentions for each year group in the ‘Relationship’ theme. These specific lessons looks at friendships, people who help us, relationships and Technology and families.
Year Group | Relationships | Learning Intentions ‘Pupils will be able to…’ |
YR | Families
| show affection or concern for people who are special to them. |
Friendships
| show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. | |
Falling out | be aware that some actions can hurt or harm others. | |
1 | Families | Identify the members of my family and understand that there are lots of different types of families Know how it feels to belong to a family and care about the people who are important to me |
Friendships | Identify what being a good friend means to me Know how to make a new friend | |
People who help us | Know who can help me in my school community Know when I need help and know how to ask for it. | |
2 | Families | Identify the different members of my family, understand my relationships with each of them and know why it is important to share and cooperate Accept that everyone’s family is different and understand that most people value their family |
Keeping safe- physical contact | Understand that there are lots of forms of physical contact within a family and that some of this is acceptable and some is not Know which types of physical contact I like and don’t like and be able to talk about this | |
Trust | Recognise and appreciate people who can help me in my family, my school and my community Understand how it feels to trust someone | |
3 | Families | Identify the roles and responsibilities of each member of my family and can reflect on the expectations for males and females Describe how taking responsibility in my family makes me feel |
Friendships | identify and put into practice some of the skills of friendships know how to negotiate in conflict situations to try to find a win-win solution | |
4 | Relationships | Identify the web of relationships that I am part of, starting from those closest to me and including those more distant Know how it feels to belong to a range of different relationships and identify what I contribute to each of them. |
Love and loss | Identify someone I love and express why they are special to me Know how most people feel when they lose someone or something they love | |
5 | Girlfriends and Boyfriends | I understand how it feels to be attracted to someone and what having a boyfriend/girlfriend might mean I understand that relationships are personal and there is no need to feel pressurised into having a boyfriend/girlfriend |
Relationships and Technology | Understand how to stay safe when using technology to communicate with my friends Recognise and resist pressure to use technology in ways that may be risky or may cause harm to other | |
6 | Relationship Web | Identify the most significant people to be in my life so far Understand how it feels to have people in my life that are special to me |
Love and Loss (two lessons) | Know some of the feeling we can have when someone dies or leaves Use some strategies to manage feelings associated with loss and help other people to do so | |
Power and Control | Recognise when people are trying to gain power or control Demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power or control
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Withdrawal from RSE lessons
Parents/carers have the right to withdraw their children from all or part of the Relationship and Sex Education provided at school except for those parts included in statutory National Curriculum Science. Those parents/carers wishing to exercise this right are invited in to see the head teacher and/or RSE Co-ordinator who will explore any concerns and discuss any impact that withdrawal may have on the child. Once a child has been withdrawn they cannot take part in the RSE programme until the request for withdrawal has been removed. Materials are available to parents/carers who wish to supplement the school RSE programme or who wish to deliver RSE to their children at home.
Drug and Alcohol Education
Definition of ‘Drugs’:
This policy uses the definition that a drug is: ‘A substance people take to change the way they feel, think or behave’ (United Nations Office on Drugs and Crime). The term ‘Drugs’ includes
- All illegal drugs
- All legal drugs including alcohol, tobacco and volatile substances which can be inhaled
- All over-the-counter and prescription medicines
Effective Drug and Alcohol Education can make a significant contribution to the development of the personal skills needed by pupils as they grow up. It also enables young people to make responsible and informed decisions about their health and well-being.
Moral and Values Framework
The Drug and Alcohol Education programme at our school reflects the school ethos and demonstrates and encourages the following values. For example:
- Respect for self
- Respect for others
- Responsibility for their own actions
- Responsibility for their family, friends, schools and wider community
Content
The grid below shows specific Drug and Alcohol Education learning intentions for each year group in the ‘Healthy Me’ section.
Year Group | Piece Number and Name | Learning Intentions ‘Pupils will be able to…’ |
2 | Medicine Safety | understand how medicines work in my body and how important it is to use them safely
feel positive about caring for my body and keeping it healthy |
3 | What Do I Know About Drugs? | tell you my knowledge and attitude towards drugs identify how I feel towards drugs |
4 | Smoking | understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke
can relate to feelings of shame and guilt and know how to act assertively to resist pressure from myself and others |
Alcohol | understand the facts about alcohol and its effects on health, particularly the liver, and also some of the reasons some people drink alcohol
can relate to feelings of shame and guilt and know how to act assertively to resist pressure from myself and others | |
5 | Smoking | know the health risks of smoking and can tell you how tobacco affects the lungs, liver and heart
make an informed decision about whether or not I choose to smoke and know how to resist pressure |
Alcohol | know some of the risks with misusing alcohol, including anti-social behaviour, and how it affects the liver and heart
make an informed decision about whether or not I choose to drink alcohol and know how to resist pressure | |
6 | Drugs | know about different types of drugs and their uses and their effects on the body particularly the liver and heart
be motivated to find ways to be happy and cope with life’s situations without using drugs |
Alcohol | evaluate when alcohol is being used responsibly, anti-socially or being misused tell you how I feel about using alcohol when I am older and my reasons for this |
Confidentiality and Child Protection Issues
As a general rule a child’s confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, she/he talks to the named child protection co-ordinator who takes action as laid down in the Child Protection Policy. All staff members are familiar with the policy and know the identity of the member of staff with responsibility for Child Protection issues. The child concerned will be informed that confidentiality is being breached and reasons why. The child will be supported by the teacher throughout the process.
How is PSHE organised in school?
PSHE lessons brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Lessons are designed as a whole school approach, with all year groups working on the same theme at the same time. We also have included PSHE sessions into our school assemblies. For example Bullying, Safety and pivotal people (Little people, big dreams books).
There are six themes that are designed to progress in sequence from September to July. Each theme has three-six lessons. Year groups and classes will then be able to spend time teaching lessons of need.
Differentiation/SEN
PSHE lessons are written as a universal core curriculum provision for all children. Inclusivity is part of its philosophy. Teachers will need, as always, to tailor each lesson to meet the needs of the children in their classes. To support this differentiation, many lessons suggest creative learning activities that allow children to choose the media with which they work and give them scope to work to their full potential.
Safeguarding
Teachers need to be aware that sometimes disclosures may be made during these sessions; in which case, safeguarding procedures must be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after the circle closes. It is important to allow the time and appropriate staffing for this to happen. If disclosures occur, the school’s disclosure and/or confidentiality policy is followed.
Monitoring and evaluation
The PSHE co-ordinator will monitor delivery of the programme through observation and discussion with teaching staff and children to ensure consistent and coherent curriculum provision.
Evaluation of the programme’s effectiveness will be conducted on the basis of:
- Pupil and teacher evaluation of the content and learning processes
- Staff meetings to review and share experience
Teaching Sensitive and Controversial Issues
Sensitive and controversial issues are certain to arise in learning from real-life experience. Teachers will be prepared to handle personal issues arising from the work, to deal sensitively with, and to follow up appropriately, disclosures made in a group or individual setting. Issues that we address that are likely to be sensitive and controversial because they have a political, social or personal impact or deal with values and beliefs include: family lifestyles and values, physical and medical issues, financial issues, bullying and bereavement.
Teachers will take all reasonable, practical steps to ensure that, where political or controversial issues are brought to pupils’ attention, they are offered a balanced presentation of opposing views. Teachers will adopt strategies that seek to avoid bias on their part and will teach pupils how to recognise bias and evaluate evidence. Teachers will seek to establish a classroom climate in which all pupils are free from any fear of expressing reasonable points of view that contradict those held either by their class teachers or their peers.
Answering Difficult Questions and Sensitive Issues
Staff members are aware that views around RSE- and Drug and Alcohol Education-related issues are varied. However, while personal views are respected, all RSE and Drug and Alcohol Education issues are taught without bias. Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect that others have the right to a different opinion.
Both formal and informal RSE and Drug and Alcohol Education arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Coordinator if they are concerned.
Our school believes that RSE and Drug and Alcohol Education should meet the needs of all pupils, answer appropriate questions and offer support. In lessons that cover RSE provision, this should be regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. Homophobic bullying is dealt with strongly yet sensitively. The school liaises with parents/carers on this issue to reassure them of the content and context.
This policy is available on our school website where it can be accessed by the community. Training is regularly delivered to staff on the policy content. Copies are available from the school office on request from parents/carers.
Policy Review
This policy is reviewed
| Signed Headteacher | Signed Chair of Governors |
Date of review: 11.01.2022 |
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Date of next review: 11.01.23 |
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