.PHSE

PSHE Concepts

PSHE Progression map

PSHE Jigsaw Curriculum Overview

Personal, Social and Health Education (PSHE) is one of the drivers which underpins our curriculum.  We want ensure that children have the knowledge, skills and understanding they need to lead confident, healthy and independent lives.  It aims to help children understand how develop personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. It teaches children about healthy choices and a healthy lifestyle both physically and mentally.

In Foundation Stage the children are taught how to build upon their own experiences and work towards achieving the Early Learning Goal (ELG) for Personal, Social and Emotional Development. This is divided into three main areas of Self-Regulation, Managing Self and Building Relationships.

In KS1 the children are taught knowledge and skills for staying healthy and safe and for behaving well. Children are given opportunities to show 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 others. They learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying.

Our PSHE Curriculum is designed and sequenced to ensure that all pupils learn key skills in developing emotional intelligence, understanding their own mental health, developing a positive self-image and self-worth, developing healthy relationships, taking responsibility for their own personal hygiene, how to keep themselves safe both on and offline and understanding the importance of physical activity.  The curriculum ensures that all pupils are taught these skills through the themes of Being Me in My World, Celebrating Differences, Relationships, Healthy Me and Changing Me.

In conjunction with our themes we place a strong emphasis on teaching emotional literacy and intelligence to ensure that children have a positive sense of self and a strong mental health.  Our curriculum incorporates the Zones of Regulation teaching to ensure that all pupils have the language to communicate their emotions through words, visuals and signing.

Pupils are taught to recognise the need for Healthy Minds and Bodies.  We adopt a trauma informed approach to supporting children throughout school.  There is a culture of actively listening to children and co-regulating with them, teaching them strategies to regulate for themselves.  Children have access to emotionally available adults – people they trust, have a positive relationship with and who they can rely on to help them. We offer nurture provision for children who have experienced trauma or who, for whatever reason, are finding school life socially and emotionally challenging.

We want children to grow up to be polite, active citizens who can contribute positively to society.  Manners, good behaviour and respect are important to us. We all follow the Golden Rules in school and children are rewarded for doing so through Golden Time, Golden Stars, Golden VIPs and Star of the Day.

Statement of Intent and Implementation

School Council Minutes

Each KS1 class have 2 School Council representatives. They meet regularly with Miss Rogers, taking with them class ideas about current affairs in school and annual events such as Children in Need and Comic Relief.

Here are the minutes from their meetings.

Minutes. 23 Oct

Minutes. 21st Feb

Minutes. 17th Jan

Minutes. 15th Nov

Minutes. 1st Nov

Minutes. 11th Oct

Minutes. 27th Sept