Date accepted by Governors: Summer 2022
Review Date: Summer 2025
AIMS
THE NATIONAL CURRICULUM
PSHE is a non statutory subject but is taught as an explicit subject at Ash Grange in addition to enriching experiences that the children have throughout each day.
Personal, Social and Emotional Development is recognised as one of the building blocks of success in life. The Early Years Foundation Stage identifies the six aspects that supports children’s development by helping them to interact effectively and develop positive attitudes to themselves and others. In the EYFS PSED is broken down into six aspects:
“During KS1 pupils learn about themselves as developing individuals and as members of the communities, building on their own experiences and the Early Learning Goals for personal, social and emotional developments. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show that they can take some responsibility for themselves and their environment. They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and it’s neighbourhood. “ KS1 National Curriculum Guidance.
“During KS2 pupils learn about themselves as growing and changing individuals, with their own experiences and ideas, and as members of the communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to Secondary School with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying. “KS2 National Curriculum Guidance.”
PROTECTED CHARACTERISITICS
As defined by the 2010 Equality Act are
How children learn and understand about protected characteristics:
Respect for self and others throughout the culture of the school
Opportunities for all e.g. Council roles, Y6 roles are for all children to undertake, monitors, clubs
Through assemblies – whole school annual programme of education, empathy and understanding
School Councillor assemblies when children can talk through the issues they experience or see happening to others
Events e.g. ASD/ADHD week
Sex and Relationships Education
How equality and diversity are promoted:
PSHE curriculum
Whole curriculum and projects that develop knowledge and understanding
Anti- Bullying week of events and ongoing links in curriculum and assemblies
Anti-Discrimination week/events when the children learning through stories, non-fiction texts and poetry to value all people and challenge discrimination in any form
Charity work linked to support work of diversity e.g. disability challenges, make a wish, Children in Need
Respect for self and others throughout the culture of the school
Opportunities for all e.g. Council roles, Y6 roles are for all children to undertake, monitors, clubs
Through assemblies – whole school annual programme of education, empathy and understanding
School Councillor assemblies when children can talk through the issues they experience or see happening to others
Events e.g. ASD/ADHD week
Sex and Relationships Education
ORGANISATION
Children’s Roles in the School
To develop care and responsibility the children are given a variety of special roles.
Class Teachers create roles within the classroom for short periods and with everyone undertaking a responsibility at a point during the year.
There are also school monitor roles for different responsibilities, these include: Gardeners, Fix-It Team, Eco Council and School Council. Eco Council and School Council both have two representatives from each class.
In Year 6 there are special roles which are applied for; over the year the children have 6 opportunties to lead and model to the school in these roles. Roles include: School Councillors, Fix-it Team, Head Gardeners, ICT Technicians, House captains, Playmakers and Snack Bar Managers.
In the roles children are expected to role model good behaviour and attitudes, if children fail to do this the role will be taken away from them, in rare cases where this happened the Headteacher makes the decision.
There is an annual new roles assembly at the end of the summer term, recognition is given to those who have undertaken roles in the year past and the new roles are assigned.
Mental Health and Wellbeing
The school has an established culture that promotes and enhances the positive mental health of the whole school community, recognising that healthy relationships underpin positive mental health and have a significant impact on learning, health and wellbeing. We champion the expectation that ‘mental health is the individual’s responsibility supported by the whole school community.’
Linked Policies
Mental Health
Safeguarding
Sex and Relationship Education
Anti-Bullying
Computing
Curriculum Display
Teaching and Learning; Assessment
Health and Safety
Relationship and Sex Education Policy
NB.
All policies are created and reviewed from Government Guidelines and in consultation with children, staff, parents and Governors. Reviews seek views of all stakeholders and respond to any issues/improvements raised by children and stakeholders.