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PSHE

‘Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. When taught well, PSHE education also helps pupils to achieve their academic potential’.

-PSHE Association 2020

PSHE Information

Aim

Effective PSHE education equips pupils to live healthy, safe, productive, responsible, happy and balanced lives. It provides opportunities for pupils to reflect on, and clarify their own values and attitudes. It enables pupils to explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

PSHE education contributes to pupils’ personal development by helping them to build confidence, resilience and self-esteem. It also helps them to identify and manage risk, make informed choices and understand what influences their decisions.

PSHE supports pupils in making effective transitions, develop positive attitude to learning and career choices and achieving economic wellbeing in the future.

We believe that PSHE education can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve.

The PSHE education programme makes significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ wellbeing.

The learning provided through a comprehensive PSHE education provision is essential to safeguarding pupils. This is the area of the curriculum where students will learn about how to look after their health and well-being, recognise the qualities of healthy and unhealthy relationships, explore the impact of life online and focus on careers and financial education.

Intent

The PSHE Education Curriculum at ECS is built upon our three principles of Excellence, Collaboration and Success.

Excellence: pupils confidently demonstrate the knowledge, skills and attributes needed to make considered and informed decisions which will keep themselves and their communities safe, healthy, and happy, now and in the future.

Collaboration: Pupils work collaboratively, with each other, staff, and external agencies, developing the critical thinking skills required of active citizens with integrity, empathy, and respect. Pupils are encouraged to celebrate diversity, challenge prejudice and discrimination and develop the skills to access appropriate support when needed.

Success: Pupils can recognise and manage risks, develop and maintain healthy lifestyles and relationships. They are aspirational and resilient, equipped to embrace the opportunities, challenges and responsibilities they will face as they grow up and into adulthood.

Implementation

We use quality-assured resources such as PSHE Association programme of study, Coram Education, and Premier League Education, amongst others, to deliver lessons to our pupils. The content of these curriculum resources integrates but is not limited to statutory content of the DFE guidance. Our PSHE education also covers economic wellbeing, careers & enterprise education, and personal safety (including assessing and managing risk). Though not yet statutory, these are vital parts of our PSHE curriculum.

Our curriculum incorporates and sequences in key stages (5-19), the Relationships Sex and Health Education (RSHE) and non-statutory content effectively. The learning opportunities for each key stage are spread across three core themes: Health and Wellbeing, Relationships and Living in the Wider World. Whilst this framework distinguishes three separate core themes, there are overlaps with regular cross-curriculum links to other core and foundation subjects.

Impact

Our PSHE programme has been developed to reflect the needs of our pupils so they are equipped with a sound understanding of risk and the knowledge and skills necessary to make safe and informed decisions. This subject supports all young people to be happy, healthy, safe and prepared for life as an adult in British society.

Curriculum Progression

How the curriculum is sequenced

PSHE education addresses both pupils’ current experiences and the preparation for their future. Therefore, we provide a spiral curriculum to develop knowledge, skills and attributes. This means that prior learning is revisited, reinforced and extended year on year.

We recognise the importance of making sure that our lessons are not simply series of one-off and disconnected sessions but a curriculum that consist of a broad range of important issues.

How we build on prior knowledge and skills

In key stages 1 and 2, our PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to actively contribute to their communities. Our whole school assemblies are also an opportunity for us to revisit and reinforce key topics and deliver vital character education.

ECS 5-19 Education Programme

EMBEDDED_PDF_{/docs/Primary/PSHE_Curriculum/PSHE_Education_programme_5_to19_PSHE_2324.pdf}

PSHE Curriculum

primary curriculum.pdf

Medium Term Planning

EYFS

eyfs pshe mtp 2023 2024.pdf

Year 1- 6

primary pshe mtp 2023 2024.pdf

British Values

Eastbury Community School- Primary is a multi-cultural school that takes seriously its duty of laying the foundation for preparing children for adult life beyond formal education in Britain.

Eastbury provides a platform for embracing differences by ensuring that children have access to wider experience beyond their local community through:

‘out of school hours learning’ (OSHL),
sporting events and competitions
a range of visits including yearly residential trip.

British values as set out in the Government’s Prevent Strategy 2011 include:

democracy
the rule of law
individual liberty
mutual respect
tolerance of those of different faiths and beliefs.

Opportunities to explore and gain understanding of each concept are provided through all curriculum areas however Religious Education (RE) and, Physical, Social, Health and Economic education (PSHE) lessons are the platform for accessing deeper understanding and exploring practical examples of the five areas.

The Rule of Law

This refers to a set of rules which the government of a country expects its people to follow. The rules have to be fairly applied and enforced.

Pupils are taught the value, responsibilities and reasons behind laws; they are also made aware of the consequences of breaking the laws.

We promote rule of law through:

School rules and policies e.g., Behaviour and Anti-bullying
Class contract signed by pupils
Drawing pupils’ attention to rewards and sanctions regarding the rules
Code of conduct- this applies to staff, parents and all other adults on school premises
Visits from police and fire service
Mental Health ambassadors and School council
Our school values – Resilience, Collaboration, Success, Teamwork, Respect and Responsibility

The above ensure an atmosphere that allows teaching and learning to thrive.

Individual Liberty

This suggests the freedom of an individual to generally exercise their rights.

There is an open-door policy for all pupils to express their feelings and opinions with respect. There is also ‘Something to Tell the Teacher Boxes’ in all classes, which encourage children to record and post anything they might be worried about and would like to discuss, with an adult.

Pupils know who to go to for more information on issues or for help in the school. The children are familiar with the Safeguarding Hub and know their trusted adults.

Pupils feel safe and supported in making informed choices at every opportunity. This is explored within the curriculum, especially in PSHE, RE and during assemblies.

Tolerance of those with Different Faiths and Beliefs

This refers to a fair, objective and permissive disposition towards those whose faith and beliefs differ from one’s own.

History, RE and PSHE are subjects through which themes with strong links to the United Kingdom are explored, in great depth. The scheme of work for RE covers the 6 major religions and in addition, pupils participate in the yearly place of worship week which provides opportunity for deeper understanding of faith and belief. Also, the whole school participates in diverse celebrations such as Christmas, Easter, Guru Nanak, Eid, Diwali, Chinese New Year, etc.

Procedures for dealing with incidents of intolerance are in place; this ensures that every member of our school and the wider community is mindful of attitude and disposition that can be construed as discriminatory.

Mutual Respect

This means having proper regard for an individual’s dignity.

Respect is a core value at Eastbury School. Adults are role models to pupils, who are expected and encouraged to show kindness to each other. Our pupils learn that their behaviours affect them and others around them.

Democracy

A society characterised by equality of rights and privileges is said to be a democracy. The term also refers to a nation’s electoral systems.

Eastbury pupils are given opportunity of practical experience of democracy. EYFS pupils vote for their favourite books at the end of each day; whole school participation in Local authority campaign during parliament week. Pupils voted for two local issues –‘Road Safety and Litter in the local area’. Elections of House captains, Eco Warriors, Mental Health Ambassadors and School Council representatives. Candidates expressed interest and wrote to explain why they should be voted for.

Democracy is also promoted through pupil voice -feedback on subject area curriculum themes

Conclusion

At Eastbury School, we believe that by promoting fundamental British Values, every individual within our school community will continue to be treated with courtesy, fairness and respect. We strive for our pupils to continue to recognise the importance of equality, inclusion and diversity as they become adults in modern Britain.