Date accepted by Governors:    Summer 2022 

Review Date: Summer 2025

AIMS

• For children to develop self esteem, confidence and responsibility and to make the most of their abilities.
• For children to understand and be prepared to play an active role as citizens.
• For children to develop a healthy, safe lifestyle.
• For children to develop good relationships and respect differences between people.
• For children to develop the skills that can help to resolve conflicts.
• For children to become aware of their own and others’ social and emotional needs.

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:

• Dispositions and Attitudes
• Self-Confidence and Self-esteem
• Making Relationships
• Behaviour and Self-control
• Self-care
• Sense of community

“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

• age;
• disability;
• gender reassignment;
• marriage and civil partnership;
• pregnancy and maternity;
• race;
• religion or belief;
• gender/sex;
• sexual orientation

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

• Each YN – Y6 class have one formal PSHE lesson a week, this will centre on three core themes:  Health and Wellbeing, Relationships and Living in the Wider World,  SEAL (Social and Emotional Aspects of Learning) units, citizenship and healthy lifestyle resources.
• Ash Grange PSHE Scheme of work linked with The National PSHE Association scheme of work is used to deliver the PSHE Curriculum.
• The Values Curriculum by Dr Neil Hawkes, is used for the weekly school citizenship theme, this is linked to all assemblies along with multi-faith celebrations.
• School Councillors lead weekly 15 minute PSHE sessions in classes, under the guidance of the class teacher.
• In early KS1 the School Counsellor teaches emotional health and well-being through play activities during the year.
• Circle Time and Me Time are part of our PSHE strategies.
• Children will be taught to take care, and share responsibility for their own behaviour.
• Children will be taught to feel positive about themselves by having their achievements recognised, and by being given positive and constructive feedback.
• Children will take part in discussions about topics of school, local, national and global concern.
• Children will be taught to make real choices, for example, whether or not to choose a healthy option in school meals, what games to play, what activities to choose in the classroom.
• Children will be taught to meet and talk with people – outside visitors such as religious leaders, police officers, fire brigade, school nurse.
• Children will be taught to develop relationships through work and play, for example, by sharing equipment with other children in a group task.
• Children will be taught to consider moral and social dilemmas that they come across in everyday life, for example, aggressive behaviour, question of fairness, right and wrong, simple environmental issues.
• Children will be encouraged to celebrate and recognise their abilities and achievements, in classes, weekly assembly and across the school (Superstar stickers)
• Children will develop self-confidence to ask for help from teachers, assistants etc.
• Children will be encouraged to explore their own emotions, and develop strategies for managing these.
• Each class has a buddy class, with whom they undertake various activities to help build relationships across the school.
• When Reception class join the school Year 2 become their special friends, writing letters, playing and learning together on special occasions.
• Children or groups of children take on mentoring roles for individuals or groups according to need.
• Visitors are used to enhance the PSHE curriculum, including fire fighters, school nurse, Surrey Waste management.
• A range of specific resources are available to support specific areas of learning in PSHE. These include Time for Talk, Box of Feelings, Circle of Friends, Socially Speaking. Other resources regularly used include puppets, books and Persona Dolls.
• There is an annual special week for Anti Bullying and another PSHE based week throughout the year.
• During the Summer term the Headteacher will deliver Body talks to Year 5 and 6 and Class Teachers will deliver from Years 2 to 4. These are age appropriate and will be taught during a designated week.  The dates are published on the annual calendar to parents and staff, which is also on the website and through the newsletter and specific letters to Year 6 parents.
• Year Six attend Citizenship training in the summer term which teaches them about the dangers around them including fire and stranger danger.

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.