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Personal, Social, Health and Economic (PSHE) education policy
Level of approval: Children, Families & Communities Committee (CFCC)
Date of approval: November 2021 Date of review: As and when there are changes
Contents
1. Aims
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 Tudor 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:
2. Statutory requirements
The national curriculum (link is external) (GOV.UK) states that ‘all schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.
PSHE education contributes to schools' statutory duties outlined in the Education Act 2002(link is external) (legislation.gov.uk) to provide a balanced and broadly-based curriculum and is essential to Ofsted judgements in relation to personal development, behaviour, welfare and safeguarding
PSHE is a non-statutory subject. However, there are aspects of it we are required to teach:
3. Content and delivery
3.1 What we teach
As stated above, we are required to cover the content for relationships and sex education, and health education, as set out in the statutory guidance
Refer to our Relationship Education Policy (REP) f or details about what we teach, and how we decide on what to teach, in this subject. This policy can be found on our website at; https://www.tudorprimary.co.uk/relationships-education-policies/
For other aspects of PSHE, including health education, see the curriculum mapping in appendices for more details.
PSHE Curriculum:
Tudor Primary School 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.
The planning and organising of teaching strategies will be consistently reviewed e.g. through lesson observations to ensure that no pupil is disadvantaged
Tudor School uses the Ealing PSHE Scheme to support our PSHE planning and delivery. We use this borough wide scheme of work for long /medium and short term PSHE planning and to support staff in delivering the learning and teaching of PSHE lessons.
The scheme of work is fully planned and resourced for EYFS to Year 6. It 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.
PSHE specific lessons are timetabled to take place for one 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.
Our PSHE curriculum is split into three main topics: Health and Wellbeing (taught in the autumn term), Living in the Wider World (taught in the spring term) and Relationships (taught in the summer term)
The Health and Wellbeing topic aims to ensure children:
The Living in the Wider Worlds topic aims to ensure children:
The Relationships topics aims to ensure children:
3.2 How we teach it
PSHE forms an integral part of our school ethos and values. It permeates our entire school curriculum.
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:
The Early Learning Goals matching the aim of developing a child’s personal, emotional, and
Social development.
3.3 Assessment
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.
The Ealing PSHE scheme of work has opportunities for baseline line and endline assessments which enable to teachers to assess prior knowledge as well as knowledge and understanding gained through lessons and topics
This scheme of work can be used to assess PSHE in two ways: pupil self-assessment and formal assessment.
4. Roles and responsibilities
4.1 The governing board
The governing board will approve the PSHE policy and hold the headteacher to account for its implementation.
The governing board has delegated the approval of this policy to Children, Families and Communities Committee (CFCC)
4.2 The headteacher
The headteacher is responsible for ensuring that PSHE is taught consistently across the school.
4.3 Staff
Staff are responsible for:
4.4 Pupils
Pupils are expected to engage fully in PSHE and, when discussing issues related to PSHE, treat others with respect and sensitivity. Through their experience of PSHE they will learn:
4.5 Parent/Carers
The school aims to involve parents/carers in their children’s learning as much as possible and to inform them regularly of their child’s progress in PSHE. Parents have an important role in their child’s PSHE:
Parents/carers have the opportunity to meet with their child’s class teacher at least twice a year at Parent Meetings and receive an annual report at the end of the summer term.
5. Monitoring arrangements
Monitoring of the standards of children’s work and of the quality of teaching in PSHE is the responsibility of the PSHE Leadership Team (PLT). The work of the PLT 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.
The delivery of PSHE is monitored through: planning scrutiny, learning walks, book looks and pupil conferencing sessions. Etc.
Gathering evidence this scheme of work can be used to gather evidence in a variety of ways:
1. Evidence gathered by class teacher .Teachers assess the children’s work/input in PSHE as they observe them. We have clear expectations of what the children will know, understand and be able to do at the end of each key stage.
2. Evidence gathered by PSHE leadership Team.
3. Pupil voice conferencing
6. Inclusion
Inclusive practice in PSHE should enable all children to achieve their best possible standard; whatever their ability, and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation in, or progress in their learning. Tolerance, diversity, inclusion and British Values are implicit and explicit strands of the PSHE curriculum.
7. Safeguarding
Each lesson begins with reference to British Values and with reference to the PANTS rule. The PANTS rule was developed by the NSPCC to support parents and schools in educating young people about how to keep themselves safe at an age appropriate level.
Throughout this scheme of work, children will learn how to keep themselves safe.
Safeguarding topics include: bullying, friendship, healthy relationships, being assertive, drugs and alcohol education, relationships and sex education, safety at home, safety in school, safety around water and fire, safety walking and cycling, critical thinking and online safety. It is important to remember that safeguarding topics should not be taught in isolation, instead we need to teach pupils the skills for keeping themselves safe, ensuring that these skills can be applied to a variety of situations. .
8. Links with other policies
This policy links to the following policies and procedures: