PSHE and RSE
Intent
It is known that there is a clear link between children’s mental well-being and their attainment in school, and we believe that our curriculum enables our children to become healthy, independent, resilient and responsible members of society who show positive behaviours. Our PSHE education plays a fundamental role in our children’s Spiritual, Moral, Social and Cultural development and provides opportunities for the promotion of British Values. We intend for our children to understand rights and responsibilities and appreciate what it means to be a member of a diverse, democratic society. We strive to make lessons engaging and memorable and create a safe environment for our children to learn and develop their understanding of relationships, valuing difference, keeping safe, identifying rights and responsibilities, being my best and growing and changing; which includes Relationships and Sex education. Children have opportunities to share their thoughts as individuals, as part of group discussions, by acting out scenarios, listening to songs and watching videos. Lessons are practical and allow exploration in a fluid way to meet the children’s needs. As children leave the school we believe that they are ready for their next journey, and that we cement the foundations of their personal, moral, cultural and social growth.
Implementation
We follow the 2014 National Curriculum and our expectation is that all children are showing progress in line with national expectations. It is the responsibility of each class teacher to monitor and ensure that this progress is made. The subject leader works with each teacher to monitor this progress and to ensure that sufficient challenge is given to each child.
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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EYFS
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Self-regulation (my feelings)
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Building relationships (special relationships)
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Managing self (taking on challenges) |
Self-regulation (listening and following instructions) |
Building relationships (my family and friends)
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Managing self (well being)
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Year 1 |
Introduction lesson Family and relationships
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Family and relationships Health and wellbeing |
Health and wellbeing
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Safety and changing body Citizenship |
Citizenship Economic wellbeing |
Economic wellbeing Safety and changing body Transition lesson |
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Year 2 |
Introduction lesson Family and relationships
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Family and relationships Health and wellbeing |
Health and wellbeing
|
Safety and changing body Citizenship |
Citizenship Economic wellbeing |
Economic wellbeing Safety and changing body Transition lesson |
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Year 3
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Introduction lesson Family and relationships |
Family and relationships Health and wellbeing |
Health and wellbeing
|
Safety and changing body Citizenship |
Citizenship Economic wellbeing |
Economic wellbeing Safety and changing body Transition lesson |
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Year 4 |
Introduction lesson Family and relationships
|
Family and relationships Health and wellbeing |
Health and wellbeing
|
Safety and changing body Citizenship |
Citizenship Economic wellbeing |
Economic wellbeing Safety and changing body Transition lesson |
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Year 5 |
Introduction lesson Family and relationships
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Family and relationships Health and wellbeing |
Health and wellbeing
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Safety and changing body Citizenship
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Citizenship Economic wellbeing |
Economic wellbeing Safety and changing body Transition lesson |
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Year 6 |
Introduction lesson Family and relationships
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Family and relationships Health and wellbeing
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Health and wellbeing
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Safety and changing body Citizenship |
Citizenship Economic wellbeing |
Economic wellbeing Safety and changing body Identity Transition lesson |
Impact
Teachers measure the impact of the curriculum through formative and summative assessment. From this assessment teachers will adapt and change their planning according to the needs of all of the children.
Subject leaders will also measure the impact of the curriculum through learning walks, pupil voice and teacher surveys.
Individual pupil data, in accordance with objectives within the National Curriculum, is collected and analysed three times a year. This data is recorded on the school’s electronic data base (INSIGHT) to monitor attainment and progress.
Relationship and Sex Education
Relationship and Sex Education (RSE) is part of our PSHE program. We use the SCARF scheme of work to deliver the key areas of RSE. We have reviewed our policies and published some documents to help understand what we will be teaching.
RSE_primary_schools_guide_for_parents.pdf
Relationships and Sex Education Policy
The New Forest School - RSE information to Parents
Statement on Sexual abuse in schools
Books to support parents at home
Parent Survey
Following our consultation meeting a survey was circulated and there were no comments on the policy or subject matter.
As a faith school we have consulted with the Diocese and have used their guidance to support our teaching of RSE.
Here are some of the documents we refer to:-
https://www.churchofengland.org/about/education-and-schools/church-schools-and-academies/relationships-sex-and-health-education
RSHE Principles and Charter - Church of England
Healthy Schools Gold Award
We are very proud to announce that we have achieved the prestigious Healthy Schools Gold Award, in recognition of all of the good work we do to ensure children receive high quality PSHE education, including high quality care and support and the range of opportunities we provide for the children.
