Co-op Academy Portland

PSHE Policy

This model policy was approved by the Trust Board on 4th July 2024

Co-op Academy Portland

Laird Street, Birkenhead, CH41 0AB

Phone: 0151 652 5124 Email: safeguarding@cooportland.co.uk 

Web: https://www.portland.coopacademies.co.uk/ 

Content:

1. Aims

2. Statutory Requirements

3. Content and Delivery

3.1 What we teach

3.2 How we teach it

3.3 Skills and attitudes

3.4 Subject and Content

3.5 The Curriculum and Skills

3.7 Inclusion and Opportunities

3.8 Monitoring and Review

4. Roles and Responsibilities

4.1 The governing board

4.2 The Head Teacher

4.3 Staff

4.4 Pupils

5. Links with other policies

1. Aims

The aim of personal, social, health and economic (PSHE) education in our school is to provide our children with exciting, creative and meaningful learning experiences, which build their enthusiasm for learning and help them to grow and develop positively in a variety of ways. At Co-op Academy Portland we use the Jigsaw program. This program is highly regarded and has provided excellent planning and resources. It was recently commended by the British Education Suppliers Association (BESA) Award Winner 2024, for Outstanding Support Services. What the judges thought: “Jigsaw is addressing topics that are challenging and sometimes under-resourced. They have undertaken a 360 degree review of what support is in the areas of RE and PSHE - drawing upon current insights/advice from specialists within the education sector. Purposeful training is leading to better outcomes in these areas, as seen in testimonials.”

Personal, social, health and economic education (PSHE) helps to give our children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.  Children are encouraged to take part in a wide range of activities and experiences across the curriculum, contributing fully to the life of their schools and communities.  In so doing they learn to recognise their own self-worth, co-operation and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn about finances and how to manage money on a budget.  They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities.  They learn that they are part of their community and they create a sense of belonging in themselves and others.  They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

2. Statutory requirements

PSHE is a non-statutory subject. However, there are aspects of it we are required to teach. We must teach relationships education under the Children and Social Work Act 2017, in line with the terms set out in statutory guidance. We must teach health education under the same statutory guidance.

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 (linked to above). We refer to our relationships and sex education policy for details about what we teach, and how we decide on what to teach, in this subject. You can find this policy on our school website.

Alongside the Jigsaw curriculum we use two additional schemes: My Happy Minds and Skills Builder.

My Happy Minds combines the latest research, science and technology to help children develop lifelong habits and learn to thrive. It supports the mental health aspect of our children’s learning. It is a “proactive not reactive” programme, in that it provides children with the science and the tools to support their mental health in preparation and in advance, rather than simply reacting when support is needed.

Skills Builder is a part PSHE and Career Related Learning offer. Skills builder is a strategic programme, used throughout Primary and Secondary schools, Sixth forms and beyond into apprentices and the working environment.

Skills Builder Partnership is a global movement of employers, educators, and impact organisations working together to ensure that one day, everyone builds the essential skills to succeed. More information around the universal framework can be found here: https://www.skillsbuilder.org/universal-framework 

3.2 How we teach it

Our school will be following the PSHE Jigsaw programme of study.  PSHE lessons take place on a weekly basis in school and will address not only the curriculum as set out in the Long Term Plan but also any personal or social issues that children have at that time.

A whole school approach will be used to implement this programme. This policy aims to promote pupil’s spiritual, moral, social and cultural development including our Behaviour Policy, Equal Opportunities Policy and SRE Policy. In following the programme, our pupils will be taught the three core themes of PSHE, ‘Health and Wellbeing, Relationships and Living in the Wider World, using knowledge, skills and understanding.

The aims of PSHE are to enable the children to:

• Know and understand what constitutes a healthy lifestyle;

• Be aware of safety issues and how to keep themselves safe;

• Understand what makes for good relationships with others;

• Have respect for others regardless of race, gender and mental and physical disability;

• Be independent and responsible members of the school community;

• Be positive and active members of a democratic society;

• Develop self-confidence and self-esteem and to make informed choices regarding personal and social issues;

• Develop good relationships with other members of the school and wider community.

 These are summarised and taught in three Core Themes’:

• Health and wellbeing.
• Relationships.
• Living in the Wider World

3.3 Skills and Attitudes

PSHE education equips pupils with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic well being - our Career Related Learning programme also supports this, and the policy for this can also be found on our website. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

3.4 Subject Content

We aim to teach PSHE in a broad global and historical context, using the widest possible perspective and including the contributions of people of many different backgrounds.

• We draw examples from other cultures.
• We value PSHE as a vehicle for the development of language skills, and we encourage our children to talk constructively about their PSHE experiences.
• In our teaching, PSHE is closely linked with all other subjects within the curriculum.
• We recognise the particular importance of first-hand experience for motivating children with learning difficulties.
• We celebrate significant days, festivals and holidays.

3.5 The Curriculum and Skills:

Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these);

• Relationships (including different types and in different settings);
• A healthy (including physically, emotionally, mentally and socially) balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and diet);
• Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings);
• Diversity and equality (in all its forms);
• Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts);
• Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance);
• Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and ‘win-win’ outcomes);
• Career (including enterprise, employability and economic understanding).

During Key Stages 1 and 2, learners gradually build on the skills, attitudes and values, knowledge and understanding they have started to acquire and develop during the Early Years/Foundation Stage. PSHE education offers learning opportunities and experiences which reflect the increasing independence and physical and social awareness of learners as they move through the primary phase. They learn skills to develop effective relationships, assume greater personal responsibility and keep themselves safe. It is important to remain flexible within the delivery of lessons, as events such as bereavement might require learning to be drawn from Key Stage 2 into Key Stages 1. PSHE education assists pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.

We have links with external agencies that complement the learning opportunities within PSHE and these include:

• The school nurse;
• CAMHS;
• NSPCC;
• Early Help
• Cradle to Career
• Pathfinders

Key-Stages 1 & 2 Pupils should have the opportunity to learn:

• Health and wellbeing:
• What is meant by a healthy lifestyle:How to maintain physical, mental and emotional health and wellbeing:
• How to manage risks to physical and emotional health and wellbeing:
• Ways of keeping physically and emotionally safe:
• About managing change, including puberty, transition and loss:
• How to make informed choices about health and wellbeing and to recognise sources of help with this:
• How to respond in an emergency:
• To identify different influences on health and wellbeing

Key-Stages 1 & 2 Pupils should have the opportunity to learn:

• About Relationships:
• How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts:
• How to recognise and manage emotions within a range of relationships:
•  How to respond to risky or negative relationships and ask for help:
• How to respect equality and diversity in relationships.
• We have recently added a domestic violence set of lessons for use in the latter part of KS2 in response to the needs within our school community.

Key-Stages 1 & 2 Pupils should have the opportunity to learn:

• About living in the Wider World:
• About respect for self and others and the importance of responsible behaviours and actions:
• About rights and responsibilities as members of families, other groups and ultimately as citizens:
• About different groups and communities - recognising that all families and communities are different:
•  To respect equality and to be a productive member of a diverse community:
•  About the importance of respecting and protecting the environment:
• About where money comes from, keeping it safe and the importance of managing it effectively:
• How money plays an important part in people’s lives:
• A basic understanding of enterprise (further developed within our World of Work week).

3.6 Assessment

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.   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. On completion of a piece of work, the teacher marks the work and comments as necessary, in line with the marking policy. At the end of a unit of work, the teacher makes a summary judgement about the work of each pupil if they are emerging, working at expected or exceeding the unit outcome. We use this as a basis for assessing the progress of the child at the end of the year. Each child’s workbook may contain their Jigsaw, My HAppy Minds and their Skills Builder work.

We also talk to pupils regularly to find out what they are learning and how they respond to PSHE. Our Celebration Assemblies celebrate personal achievement, rewards thoughtful, caring behaviour, celebrating our Ways of Being and noting where they fit in within our curricula.

There will be a weekly PSHE lesson in every year group in order to develop themes and share ideas, e.g. circle time, discussion, group work. Opportunities will be found within other curriculum areas, eg. links with drama and role play, debate and discussion in Literacy, working together in pairs or small groups, improving health in PE, environmental, health and drug issues in science and beliefs, values and practices in Assemblies, including the promotion of Citizenship.

Throughout the school there will be acknowledgement of SMSC in every lesson, through the teachers and pupils’ relationships with each other.cActivities will be provided as group, class or school events and initiatives eg: community projects, school productions, assemblies for parents and friends, celebration assemblies. Enrichment Clubs  and class and whole trips, for example, a whole school trip to Chester Zoo.

At playtimes and lunchtimes opportunities exist for playing cooperatively using play equipment. Within our Foundation Stage, and the EYFS Curriculum, PSHE is related to the objectives set out in the Early Learning Goals matching the aim of developing a child’s personal, emotional, and social development. Much of the curriculum is delivered through oral and practical activities. Where appropriate pupils will record or investigate their work using a variety of mediums including books, ICT, specific adults, e.g. medical agencies, police service, fire services etc. This encourages children to develop their learning in enquiring skills and assists in equipping them for adult life.

3.7 Inclusion and Equal Opportunities

We teach PSHE to all children, whatever their ability. All children are provided with equal access to the PSHE curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background. PSHE forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our PSHE teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. When pupils are working below the expected outcome within PSHE, differentiated activities including considering the classroom organisation, teaching materials and teaching style is considered so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the children’s needs. Pupils on the Special Educational Needs register, including those on Education and Health Care Plans, may have specific PSHE related targets where a priority is appropriate. Targets for individual children are identified through our Social and Communication Assessment and an individualised programme may be put in place.

3.8 Monitoring and Review

Monitoring of the standards of children’s work and of the quality of teaching in PSHE is the responsibility of the PSHE lead and the PSHE hub. The work of this team 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.

4. Roles and responsibilities

4.1 The governing board. The governing board will approve the PSHE policy, and hold PSHE Lead to account for its implementation.

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:

• The delivery of PSHE in a sensitive way;
• The delivery of My Happy Mind weekly:
• The delivery of Skills Builder weekly:

• The modelling positive attitudes to PSHE;
• The  monitoring of progress;
• How they respond to the needs of individual pupils.

4.4 Pupils

Pupils are expected to engage fully in PSHE, My Happy Minds and Skills Builder and, when discussing issues related to these areas, treat others with respect and sensitivity throughout.

5. Links with other policies

This policy links to the following policies and procedures:

• Relationships and Sex Education (RSE) Policy. Separate policy.