Personal, Social Health and Economic education

Intent

Appreciate, Participate, Innovate 

Appreciate: Personal, Social Health and Economic education (PSHE) helps pupils develop the knowledge, skills and attributes they need to manage life’s challenges, keep themselves healthy and safe, and prepared for life and work. It ensures they have the skills to make the most of life’s opportunities. At the start of each topic, we equip the children with the language in order for them to understand the themes and sense of wonder to engage in the big questions that are taught.  

Participate: PSHE at Stanmore Primary is structured around an overarching question for each term or half term.  These begin in key stage 1 as ‘What?’ and ‘Who?’ questions and build throughout Key Stage 2 into ‘Why?’ and ‘How?’ questions to encourage children to participate in discussion. Three core themes are covered from the PSHE Association programme of Study: Health and Wellbeing, Relationships or Living in the Wider World. 

Innovate: Teaching builds according to the age and needs of the pupils throughout the primary phase with developmentally appropriate learning objectives given to respond to each key question.PSHE equips children with the skills, knowledge and ability to make their own decisions to be able to thrive now and in the future.

Purpose of study

PSHE (Personal, Social, health and Economic Education) is a school curriculum subject in England that helps children and young people to stay healthy, safe and prepared for life - both during and after their education.

The subject covers a wide range of essential topics, including physical and mental health, relationships, personal safety and economic wellbeing.

Three core themes are covered from the PSHE Association programme of study: Health and Wellbeing, Relationships or Living in the Wider World. At the start of each topic, we equip the children with the language in order for them to understand the themes being taught. 

We use a model of assessment that ensures each pupil can demonstrate progress from their individual starting points. 

PSHE education has a proven impact on life chances and academic success when delivered well.

Statutory RSHE requirements can have a major impact on the quality of PSHe in all schools for all pupils.

Aims

PSHE education became statutory for all schools from September 2020 under the Children and Social Work Act 2017.

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.

How is this subject planned?

• National Curriculum is taught in KS1 and KS2

• In the Early Years the Foundation Stage Curriculum is taught.

• Each year group has half termly projects, each with subject knowledge and skills to be taught

• The National Curriculum for PSHE is taught through subject specific projects. Where appropriate, there is interconnection between PSHE and other subjects, for example RE. The purpose of this is to connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills.

Implementation

The Stanmore Approach

Stanmore Primary’s PSHE curriculum is structured on the PSHE Association guidance. The PSHE curriculum at Stanmore supports children and young people to stay healthy and safe, while preparing them to make the most of life and work. PSHE flows through all other curriculum areas; enhances and is enhanced by learning related to topics including anti-bullying; keeping safe; keeping physically and mentally healthy, learning about drugs, alcohol and tobacco; and the development of skills and attributes such as communication skills, managing peer pressure, risk management, resilience and decision making. The children will experience a range of opportunities linked to other subject areas in order to develop their knowledge, skills, attitudes and beliefs including; poetry, drama, art, debating, diary writing and newsletters. We know that children in our Stanmore community need to be equipped to deal with critical issues they face every day such as friendships, emotional wellbeing and change. We are committed to preparing them well, through PSHE and our character education, to build a solid foundation for whatever challenging opportunities lie ahead. From making informed decisions about lifestyle choices such as diet and exercise; to succeeding in their first job, PSHE education helps pupils prepare for all the opportunities, challenges, life decisions and responsibilities they'll face.

PSHE complements the financial aspects of Maths. It also lays the foundations of effective careers education, digital and media literacy and online safety. The statutory requirements in Relationship and Sex Education (biological/reproductive aspects) embeds learning covered in the science curriculum.

Although planned and taught thoroughly, PSHE at Stanmore is also responsive and is adapted to the needs of the pupils, school or community as required.

BEST Values and Keys for Success

We want our children to belong to a community of learners in their classroom and beyond. Therefore, we have carefully constructed a well-planned and sequenced PSHE curriculum. We acknowledge the importance of challenging our children academically, encouraging them to bounce back from challenges, have their own voice, organise themselves, work together, and celebrate their achievements. We always value effort and respect. PSHE supports and develops a range of key learning skills which form our Keys to Success’. Pupils evaluate and discuss their own work and others’ work which develops co-operation and respect, whilst exploring and refining new skills builds on the keys of persistence and confidence. Children are encouraged to be independent learners; the organisation of themselves and their resources are essential skills, transferable across academic, social and personal curricula. Pupil’s resilience and sense of belonging in the community is developed through providing a safe environment or discussing and debating emotive issues.

Inclusion

When planning lessons, we consider learners with SEND. Teachers consider the barriers of the individual children and the key learning of each lesson; identifying the specific new learning. Teachers consider how to: 

• Present new information in a way that all learners can access

• Break down complex ideas into simpler parts for pupils to learn and practice

• Focus learner’s attention on the new content. 

• Use visuals to support the access of all learners

In PSHE we use a diverse range of materials to engage and inform our pupils; photographs, stories, film clips, concept cartoons.

A ‘spiral programme’ approach introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of all children.

SMSC and British Values

The PSHE programme at Stanmore Primary School is linked to other whole school approaches including pastoral support, and provides a setting where the responsible choice becomes the easy choice. PSHE education helps children have positive relationships with adults and peers and feel valued. It provides opportunities for children to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.

We provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.

Oracy

We encourage children to ask questions and discuss their learning and ideas using ‘agree, build challenge’ (ABC) to enable the teacher to build on and extend children’s thinking. We encourage children to share their ideas, in full sentences, with peers to support their understanding of the new vocabulary taught.

Impact

How is this subject assessed

• By the end of each key stage, pupils are expected to know, apply and understand the content, skills and processes specified in the relevant programme of study of the National Curriculum. 

• Teachers keep track of any children who are not meeting the year group expectations. 

• We use a model of assessment that ensures each pupil can demonstrate progress from their individual starting points. For each new topic, an initial baseline activity is carried out that identifies children’s starting point in terms of their existing knowledge, skills, attitudes and beliefs.  This is used to inform the planning for that module. Then, at the end of the topic, an activity is carried out which allows pupils to demonstrate the progress they’ve made since doing the baseline activity.

• Assessment of PSHE is reported to parents in the annual report.

How is this subject monitored

• The subject leader is responsible for monitoring the planning, teaching and assessment of the subject. This is triangulated through book looks, pupil conferencing, learning walks and discussions with teachers 

• Governors carry out regular monitoring visits in school and update the Full Governing Body through Governor Visit reports.

Pupil Voice