This policy supports the Rights Respecting principles adopted by Lady Margaret Primary School and is particular relevant to the following articles:
UNICEF – Convention on the Rights of the Child (CRC)
Article 3
The best interests of the child must be a top priority in all things that affect children.
Article 12
Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.
Article 13
Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law.
Article 19
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Our personal, social, health and economic education (PSHE) programme promotes children’s personal, social, and economic development, as well as their physical and mental health and wellbeing. It helps to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.
At Lady Margaret Primary School, children’s wellbeing, happiness and safety are our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of our curriculum; it is central to our approach and at the core of our ethos. Our PSHE curriculum is broad and balanced, ensuring that it:
The Health and Wellbeing topic aims to ensure children: (see appendix 1)
The Living in the Wider Worlds topic aims to ensure children: (see appendix 2)
The Relationships topics aims to ensure children: (see appendix 3)
PSHE is a non-statutory subject. However, there are aspects of it we are required to teach.
Schools are required to comply with relevant requirements of the Equality Act 2010. Further guidance is available for schools in The Equality Act 2010 and school’s advice. The DfE guidance states that schools should pay particular attention to the Public Sector Equality Duty (PSED)
Under the provisions of the Equality Act, schools must not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). Schools must also make reasonable adjustments to alleviate disadvantage and be mindful of the SEND Code of Practice when planning for these subjects.
We must teach relationships education under the Children and Social Work Act 2017, in line with the terms set out in statutory guidance. We must teach health education under the same statutory guidance. We must teach relationships and health education under the DfE statutory guidance.
What we teach
As stated above, we are required to cover the content for relationships and health education, as set out in the statutory guidance (linked to above).
Refer to our Health Relationship Education policy for details about what we teach, and how we decide on what to teach, in this subject. This policy can be accessed through our school website.
For other aspects of PSHE, including health education, see the appendixes 1, 2 and 3 for a detailed overview of the topics and themes that are taught in each year group during each term.
How we teach it
PSHE forms an integral part of our school ethos and values. It permeates our entire school curriculum. We are a Rights Respecting School. It complies with Article 28 of the UNCRC ‘Every child has the right to an education’ as well as Article 29 ‘Education must develop every child’s personality, talents and abilities to the full…..it should develop children’s respect for their own rights and those of others. Although direct reference to this is not continuously made, the policy has been written with full awareness of our responsibility and commitment to children’s rights.
We use a range of teaching and learning styles with an emphasis on active learning by including the children in discussions, investigations and problem-solving activities. PSHE will be provided in a variety of ways, to reflect the age of the pupils and ensure a whole school approach to the subject:
In the Foundation Stage of the EYFS Curriculum, PSHE is related to the objectives set out in the Early Learning Goals matching the aim of developing a child’s personal, emotional, and social development.
As a school, we use the Ealing PSHE scheme of work to deliver PSHE. This scheme of work was last updated in March 2020 and meets all statutory requirements for health and relationships education. The Children and Social Care Act and the Equality Act also underpin this curriculum. The medium-term plans for PSHE can be found in appendix 1, 2 and 3.
PSHE specific lessons are timetabled to take place for 45 mins to an hour per week. PSHE will usually be delivered by a member of school staff, usually the child’s class teacher. If an external visitor is delivering all or aspects of PSHE, parents will be informed.
LMPS believes that PSHE should meet the needs of all pupils. Our school is committed to the provision of PSHE to all pupils. All staff are expected to give every pupil the chance to experience, participate and achieve the understanding of PSHE. Equal time and provision will be allocated for all groups but there may be occasions where children with special educational needs (SEN) are given extra support. Additional resources are allocated to children new to English.
The planning and organising of teaching strategies will be consistently reviewed e.g. through lesson observations to ensure that no pupil is disadvantaged.
Assessment and monitoring
We assess children’s work in PSHE by making informal judgements as we observe them during each PSHE lesson. We have clear expectations of what the pupils will know, understand and be able to do at the end of each academic year. Teachers are encouraged to assess prior knowledge and develop children’s knowledge and understanding to ensure they have appropriate access to the curriculum.
Samples of pupils learning are added to the PSHE Floor Book; this is used to gather samples of learning from across the year.
The PSHE subject lead uses this floor book to monitor and assess the teaching of PSHE across the school. These demonstrate what the expected end of year outcomes are in PSHE for each year group. We also talk to pupils regularly to find out what they are learning and how they respond to PSHE. Our Achievement Assembly celebrates children’s personal achievement (work related to the school values) and rewards thoughtful, caring behaviour.
Monitoring of the standards of children’s work and of the quality of teaching in PSHE is the responsibility of the PSHE subject leader. The work of the PSHE subject leader also involves supporting colleagues in the teaching of PSHE, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.
Staff are encouraged to attend relevant courses and keep abreast of current and evolving practice and legislation.
The governing board
The governing board will approve the PSHE policy and hold the headteacher to account for its implementation.
The head of school
The head of school is responsible for ensuring that PSHE is taught consistently across the school.
Staff
Staff are responsible for:
Pupils
Pupils are expected to engage fully in PSHE and, when discussing issues related to PSHE, treat others with respect and sensitivity.
This policy links to the following policies and procedures:
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Approved by:
Full Governing Body
Date:
3rd September 2020
Last reviewed on:
July 2020
Next review due by:
September 2025