PSHE
At Wigmore Primary School, PSHE is at the core of what we do and enables our children to become independent, confident, healthy and responsible members of society, as well as developing the whole child intellectually, morally, socially and spiritually. Through our whole-school approach to PSHE, it is our belief that excellence in these areas will lead to excellence across the curriculum and beyond in later life. PSHE is taught across the school from YN - Year 6 on a weekly basis and as a school, we follow the Jigsaw PSHE scheme. Our PSHE curriculum equips children with relevant and meaningful content, which is supported through a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. With an ever-changing society, we are able to provide our children with a strong understanding of the diverse world around them and support them in playing a positive role in contributing to the school and the wider community. Entwined within our PSHE curriculum, is a commitment to Values Education and specifically promoting our school values; empathy, equality, respect, resilience, teamwork and honesty.
We actively promote the British Values through all aspects of our curriculum (including PSHE), aiming for the children to have a clear understanding of democracy, rule of law, mutual respect and tolerance for different beliefs and faiths. We value each child and recognise the importance of each individual’s development and wellbeing. We intend for children to develop into well-rounded, resilient and independent young people who are equipped to flourish in a modern global community.
The EYFS Framework and National Curriculum for PSHE aims to ensure that all pupils:
PSED (Early Years Foundation Stage)
· Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
· Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
· Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
· Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
· Explain the reasons for rules, know right from wrong and try to behave accordingly.
· Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
· Work and play cooperatively and take turns with others.
· Form positive attachments to adults and friendships with peers.
· Show sensitivity to their own and to others’ needs.
Relationships Education (Primary)
· Know that families are important for children growing up because they can give love, security and stability.
· Know the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
· Know that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.
· Know that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up.
· Know that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong.
· Know how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
· Know how important friendships are in making us feel happy and secure, and how people choose and make friends.
· Know the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
· Know that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
· Know that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
· Know how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
· Know the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.
· Know practical steps they can take in a range of different contexts to improve or support respectful relationships.
· Know the conventions of courtesy and manners.
· Know the importance of self-respect and how this links to their own happiness.
· Know that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
· Know about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
· Know what a stereotype is, and how stereotypes can be unfair, negative or destructive.
· Know the importance of permission-seeking and giving in relationships with friends, peers and adults.
· Know that people sometimes behave differently online, including by pretending to be someone they are not.
· Know that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.
· Know the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
· Know how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
· Know how information and data is shared and used online.
· Know what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
· Know about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
· Know that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
· Know how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
· Know how to recognise and report feelings of being unsafe or feeling bad about any adult.
· Know how to ask for advice or help for themselves or others, and to keep trying until they are heard.
· Know how to report concerns or abuse, and the vocabulary and confidence needed to do so.
· Know where to get advice e.g. family, school and/or other sources.
Planning and Progression
Long term planning is reviewed yearly and aims to ensure coverage of the Early Years Foundation Stage PSED Early Learning Goals, non-statutory National Curriculum guidance and statutory Relationships Education. Jigsaw PSHE ensures that there is clear progression throughout the school. In addition to this, there is an extensive list of curriculum enhancements that support PSED/PSHE at Wigmore Primary School that are entwined into the curriculum.
From the Long-term plan, each class follows a medium-term plan which highlights the sequence of learning for each PSED/PSHE topic along with key learning objectives (including statutory Relationships Education). There is also a key skills progression document outlining how children build on previous learning in the subject.
Implementation
Teaching and learning
To ensure a depth that builds upon prior learning, all classes undertake weekly PSED/PSHE lessons which follow Jigsaw, a fully planned and progressive PSHE scheme. As a school, we follow a set theme each half term. There are 6 lessons per theme and every lesson has two Learning Objectives, one specific to Relationships and Health Education (PSHE) and the other designed to develop emotional literacy and social skills. Lessons are underpinned by respect for one another other – taking turns, being kind and positive and respecting confidentiality.
The 6 Jigsaw themes are;
Autumn Term:
· Being Me in My World
· Celebrating Difference (including Anti-Bullying)
Spring Term:
· Dreams and Goals
· Healthy Me
Summer Term:
· Changing Me
· Relationships (including Relationships, Sex and Health Education)
Assessment in Jigsaw is both formative and summative. To support teachers in tracking, there is a ‘Summative Assessment: tracking pupil progress’ sheet. This sheet has three attainment descriptors for each theme, supporting future planning as well as identifying children who may need more support with emotional literacy or social skills development.
Relationships and Sex Education
At Wigmore Primary School our RSE curriculum is firmly embedded in our Jigsaw (PSHE) curriculum
An important part of the Jigsaw PSHE programme is delivered through the 'Relationships' and 'Changing Me' puzzle pieces which are covered in the summer term.
There are four main aims of teaching RSE:
· To enable children to understand and respect their bodies
· To help children develop positive and healthy relationships appropriate to their age and development
· To support children to have positive self-esteem and body image
· To empower them to be safe and safeguarded.
Each year group will be taught appropriate to their age and developmental stage. At no point will a child be taught something that is inappropriate; and if a question from a child arises and the teacher feels it would be inappropriate to answer, (for example, because of its mature or explicit nature), this information will be shared with you by your child’s class teacher. The question will not be answered to the child or class if it is outside the remit of that year group’s programme.
Below is a summary of RSE coverage within the Jigsaw scheme for each year group:
· Foundation Stage - Growing up: how we have changed since we were babies
· Year 1 - Boys’ and girls’ bodies; naming body parts
· Year 2 - Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is)
· Year 3 - How babies grow and how boys’ and girls’ bodies change as they grow older
· Year 4 - Internal and external reproductive body parts, body changes in girls and menstruation
· Year 5 - Puberty for boys and girls, and conception
· Year 6 - Puberty for boys and girls and understanding conception to birth of a baby
Wider learning
PSED/PSHE, including SMSC, Values Education and British Values, are an integral part of the whole school curriculum, and is therefore often taught within other subject areas.
Visitors such as charities, emergency services and people from a range of faiths complement our PSHE curriculum to offer additional learning.
We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to show the school values of; empathy, equality, respect, resilience, teamwork and honesty.
Assemblies are linked to PSHE, British Values and SMSC and cover any additional sessions that would benefit the whole school.
Opportunities are given cross-circularly to explore diverse beliefs, cultures and identities and the values we share as UK and global citizens.
Children are encouraged to take part in decision making and different forms of action.
Anti-Bullying Week (including Odd Socks Day)
E-safety threaded through the PSHE and Computing curriculum along with an E Safety Week.
Active Week every summer where a range of healthy living themes are taught.
All age groups are taught SRE (Sex and Relationships Education)
Peer mentors (KS2 and KS3) work at break and lunch to help children solve conflicts before adults get involved.