At Chorlton C of E Primary School we put the well-being and personal development of our pupils at the forefront of everything that we do. Accordingly, PSHE is at the core of our daily routines and interactions and is embedded across the full curriculum.
Through our PSHE curriculum we aim to:
We believe that our PSHE curriculum should reflect the needs of our pupils and the community within which they live, whilst preparing them with the knowledge and skills that they need to be able to be global citizens.
Through consultation with pupils, parents, and the governing body, the staff team have combined the statutory requirements and guidance from the DfE, with recommendations from the PSHE Association programme of study and Manchester Healthy Schools' iMatter curriculum to create our own programmes of study. Where appropriate links have been made to support our Rights Respecting School ethos and to both our British and Christian Values.
Our PSHE curriculum comprises of 3 Core Themes of learning. These are followed across all year groups and are adapted accordingly in order to secure clear progression of knowledge, skills and understanding:
Core Theme 1: Health and well-being (Including statutory Health education)
Pupils will be taught:
1. what is meant by a healthy lifestyle
2. how to maintain physical, mental and emotional health and wellbeing
3. how to manage risks to physical and emotional health and wellbeing
4. ways of keeping physically and emotionally safe
5. about managing change, including puberty, transition and loss
6. how to make informed choices about health and wellbeing and to recognise sources of help with this
7. how to respond in an emergency
8. to identify different influences on health and wellbeing
Core Theme 2: Relationships (Including statutory Relationships)
Pupils will be taught:
1. how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
2. how to recognise and manage emotions within a range of relationships
3. how to recognise risky or negative relationships including all forms of bullying and abuse
4. how to respond to risky or negative relationships and ask for help
5. how to respect equality and diversity in relationships.
Core Theme 3: Living in the wider world – Economic well-being and being a responsible citizen
Pupils will be taught:
1. about respect for self and others and the importance of responsible behaviours and actions
2. about rights and responsibilities as members of families, other groups and ultimately as citizens
3. about different groups and communities
4. to respect equality and to be a productive member of a diverse community
5. about the importance of respecting and protecting the environment
6. about where money comes from, keeping it safe and the importance of managing it effectively
7. how money plays an important part in people’s lives
8. a basic understanding of enterprise.
At Chorlton C of E, PSHE is taught through planned discrete lessons together with additional circle times, where pupils are given the opportunity to respond to and discuss current issues that are affecting their class, school or the wider community. Careful links are made across the curriculum whenever appropriate and through daily routines and systems in order to ensure that our young people have many opportunities to share their experiences, learn about the world around them and have a voice.
Regular review and assessment is essential to ensuring that knowledge is retained and built upon through the three core themes. Teachers assess understanding in a number of ways, including using whole class feedback sheets, pre- and post teaching tasks and evidence of group and individual responses which are shared in the whole class PSHE floorbook. Teacher assessments of PSHE are uploaded to and tracked by the PSHE Lead using FFT in order to identify whole school patterns and to inform individual support for pupils such as social interaction groups or specific support from the school therapist.
Our PSHE curriculum is also drawn from:
The Zones of Regulation, alongside our PSHE curriculum, provides our pupils with the language to describe and the ability to recognise their feelings, which in turn supports them to choose the tools that they need to self-regulate. This enables all pupils to make the most of all learning opportunities across the curriculum and to achieve their full potential. Pupil and parent voice tells us that our children feel safe and happy in school. They are interested in and care about the world around them, participate in school and community initiatives and from an early age are already demonstrating the courageous advocacy to stand up and challenge injustice.
Through quality PSHE teaching, we have prioritised recovery in terms of pupil and staff mental health and well-being, with both discrete and cross curricular sessions exploring a reconnection in our relationships, social interaction, reflections about lock down, hopes and dreams as we tentatively move back to life with fewer restrictions. Carefully selected, quality texts which raise issues around loss, belonging and a recognising and managing a range of emotions have given pupils the opportunity to work through their own and others’ experiences through oral and creative responses. PSHE permeates all areas of the curriculum and daily routines, encouraging collaboration, promoting a sense of community and shared responsibility for keeping ourselves and each other safe within our Bubbles and the wider school as a whole.
PSHE and RSE Community Engagement Process
At Chorlton C of E, we believe that our PSHE curriculum must represent and reflect our community. Accordingly, we have consulted with parents, governors, staff and pupils to inform our RSE policy and wider PSHE curriculum. This has ensured that we are meeting the statutory requirements for Relationships and Health Education whilst ensuring that our PSHE curriculum supports children to learn about the issues that the Chorlton C of E community prioritise.
Stage 1: October - November 2020
Parent and Pupil questionnaires shared to identified priorities for PSHE curriculum as a whole. Staff questionnaire also was used to inform the development of the draft PSHE curriculum documents for each year group.
Stage 2: February- March 2021
Staff questionnaire to provide feedback about draft PSHE curriculum documents and viewpoint regarding statutory changes.
RSE draft Policy shared with parents and Governors on the school website with video explanation by PSHE lead. Questionnaires sent to both to give the opportunity to share viewpoints.
Pupil views collated by class teachers
Stage 3: April 2021
Views of Parents, Governors, Staff and Pupils collated and analysed and used to amend and create final RSE Policy, agreed by Governors in May 2021.