Personal, Social, Health & Economic (PHSE)

At Aiskew, Leeming Bar CE Primary School, we believe that PSHE and RSE enables every member of our school family to grow and flourish into well-developed individuals who are inclusive, independent and inspired learners, equipped with the knowledge, skills and wisdom needed to succeed in life.

It ensures that they are able to lead confident, healthy, independent lives, in order to become informed, active and responsible citizens. PSHE also flows through all other curriculum areas.

We use a comprehensive programme called 1Decision to deliver our PSHE and RSE curriculum. This has been chosen because it reflects the need and maturity of our pupils. It is taught through 2 characters of Deedee and Darlee whom the pupils

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 by developing their emotional literacy. 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 which is at the heart of our vision of developing lifelong learners. Resilience and empathy are key components of our Building Learning Power teaching. From September 2020, Relationships Education at primary school will be compulsory. We believe that, to be effective, RSE should always be taught within a broader PSHE education programme. RSE enhances and is enhanced by learning related to topics including anti-bullying; keeping safe on and off line; 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.

We intend that PSHE and RSE at Aiskew, Leeming Bar CE Primary School:

Promotes the spiritual, moral, cultural, mental and physical development of all pupils.
Prepares pupils for the opportunities, responsibilities and experiences of later life.
Encourages pupils to value themselves and others.
Allows pupils to acknowledge and appreciate difference and diversity.
Teaches pupils how to make informed choices.
Prepares pupils to be positive and active members of a democratic society.
Teaches pupils to understand what constitutes a safe and healthy lifestyle.
Provides a framework in which sensitive discussions can take place.
Promotes safety in forming and maintaining relationships.
Provides pupils with a toolkit for understanding and managing their emotions.
Provides pupils with the opportunities to consider issues which may affect their own lives and/or the lives of others.
Helps pupils to identify the characteristics of healthy relationships, how relationships may affect mental and physical health; and how to stay safe online.
Prepares pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene.
Helps pupils develop feelings of self-respect, confidence and empathy.
Creates a positive culture around issues of sexuality and relationships.
Teaches pupils the correct vocabulary to describe themselves and their bodies.

At Aiskew, Leeming Bar CE Primary School, we aim to build a PSHE curriculum which develops learning and results in the acquisition of knowledge, skills and wisdom to become lifelong learners, alongside a sense of belonging to a loving, extended school family. Through this, we hope to enable children to access the wider curriculum and be prepared to be global citizens now and in their future roles within a global community who are well-developed and inclusive individuals.

Implementation

Our curriculum is built on discussion. The unique sliding doors approach to decision-making found in the 1Decision scheme of work supports in depth discussion of key life moments, ensuring children understand key concepts and are engaged in active discussion. 1Decision is designed as a spiral curriculum. This allows children to revisit previous learning which supports our learners best in a mixed aged class.

PSHE/RSE and British Values LTP

At Aiskew, Leeming Bar CE Primary School we teach PSHE and RSE through the 1Decision scheme of work. We teach British Values through the Linking Network scheme of work.

The Characteristics of Effective Learning are the bedrock of children’s experiences within EYFS in all areas of learning. These help to support learning in all areas of the curriculum however particularly in PSED. They include:

Playing and exploring

finding out and exploring
using what they know in their play
being willing to have a go

Active learning

being involved and concentrating
keeping on trying
enjoying achieving what they set out to do

Creating and thinking critically

having their own ideas
using what they already know to learn new things
choosing ways to do things and finding new ways

These characteristics form the first steps in preparing our youngest children in their learning about our Building Learning Power skills and link EYFS learning to that which follows in Key Stage 1 and Key Stage 2 where we continue to develop these skills further.

The chart below shows how these link.

Characteristics of Effective Learning	Building Learning Power
Finding out and exploring	This links to the Cognitive and Emotional Mind Noticing: really sensing what’s out there Questioning: playing with situations Imagining: using the mind’s eye as a learning theatre Capitalising: making good use of resources Making links: seeking coherence, relevance and meaning
Using what they know in their play	This links to the Cognitive Mind Making links: seeking coherence, relevance and meaning Capitalising: making good use of resources Reasoning: thinking rigorously and methodically
Being willing to have a go	This links to the Emotional Mind Perseverance: stickability; tolerating the feeling of learning
Being involved and concentrating	This links to the Emotional and Social Mind Absorption: flow; the pleasure of being rapt in learning Managing distractions: recognising and reducing interruptions Collaboration: the skills of learning with others
Keeping on trying	This links to the Emotional and Social Mind Perseverance: stickability; tolerating the feeling of learning Interdependence: balancing self-reliance and sociability
Enjoying achieving what they set out to do	This links to the Strategic Mind Planning: working learning out in advance Revising: monitoring and adapting along the way
Having their own ideas	This links to the Strategic Mind Planning: working learning out in advance Revising: monitoring and adapting along the way
Using what they already know to learn new things	This links to the Strategic and Cognitive Mind Distilling: drawing out the lessons from experience Capitalising: making good use of resources
Choosing ways to do things and finding new ways	This links to the Strategic and Cognitive Mind Distilling: drawing out the lessons from experience Capitalising: making good use of resources Planning: working learning out in advance Revising: monitoring and adapting along the way

EYFS follow In The Moment Planning to ensure they achieve the ELGs in Personal, Social and Emotional Development by the end of EYFS.

EYFS
Reception Development Matters 2020	See themselves as a valuable individual. Build constructive and respectful relationships. Express their feelings and consider the feelings of others. Show resilience and perseverance in the face of challenge. Identify and moderate their own feelings socially and emotionally. Think about the perspectives of others. Manage their own needs (personal hygiene). Know and talk about the different factors that support their overall health and wellbeing (regular physical activity; healthy eating; toothbrushing; sensible amounts of ‘screentime’; having a good sleep routine; being a safe pedestrian).
Early Learning Goals	Self-Regulation Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Managing Self Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and try to behave accordingly. Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. Building Relationships Work and play cooperatively and take turns with others. Form positive attachments to adults and friendships with peers. Show sensitivity to their own and to others’ needs.

Our curriculum builds on skills previously learnt and is timed to match our pupils' needs. This sequencing and our use of specific age-appropriate videos mean that children commit key knowledge to long-term memory. Our pupil self-assessment journeys means that our children can work towards clearly defined end points. The scheme of work embeds social and emotional aspects of learning within our whole school PSHE and RSE programme.

Impact

We have adopted the workbooks created by 1Decision and believe effective progression of knowledge may be viewed in these and in discussion records found in Big Books within each class.

Our PSHE curriculum prepares pupils for all aspects of life. In particular, the resources we use mirror the new statutory elements of the curriculum and ensure that our pupils are ready for the next stage of their learning and have the emotional literacy and skills to keep themselves healthy and safe and have the ability to form and maintain appropriate relationships.