Intent

In order to achieve a high standard of PSHE education, at Baston CE Primary School, we have designed a spiral curriculum matching the National Curriculum. We use the schemes of work provided by Kapow to support the teaching of this subject alongside our Teaching and Learning Policy. 

We aim to give children the knowledge, skills, and attitudes that they need to effectively navigate the complexities of life in the 21st Century. The curriculum covers key areas which will support children to make informed choices now and in the future around their health, safety, wellbeing, relationships, and financial matters and will support them in becoming confident individuals and active members of society.

Our curriculum covers wider PSHE learning, in line with the requirements of the National curriculum and promotes the fundamental British values which reflect life in modern Britain: democracy; rule of law; respect and tolerance and individual liberty.

Quality PSHE  teaching is an important element in helping schools to carry out their duty of care with regards to safeguarding. The DfE’s statutory ‘Keeping Children Safe in Education’ guidance states that ‘Governing bodies and proprietors should ensure that children are taught about safeguarding,' which is why our curriculum includes elements such as online safety,  personal
boundaries, consent and communicating our boundaries with others. This prepares
pupils for the challenges and responsibilities they will face in the future.

Implementation

Our whole school approach that consists of three areas of learning in EYFS: Reception (to match the EYFS Personal, social and emotional development prime area) and five areas of learning across Key stages 1 and 2.
EYFS:

• Self-regulation
• Building relationships
• Managing self

Key stage 1 and 2:

• Families and relationships
• Health and wellbeing
• Safety and the changing body
• Citizenship
• Economic wellbeing

Each area is revisited to allow children to build on prior learning. The lessons also provide a progressive programme. The lessons are based upon the statutory requirements for Relationships and Health education, but where the lessons go beyond these requirements (primarily in the
Citizenship and Economic wellbeing areas) they refer to the PSHE Association Programme of Study which is recommended by the DfE. Sex education has been included in line with the DfE recommendations and is covered in Year 6 of our curriculum.

Our resources support the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons.

A range of teaching and learning activities are used and are based on good practice in teaching PSHE to ensure that all children can access learning and make progress. In key stage 1 and 2, there is an introductory lesson at the start of each year which provides the opportunity for children and teachers to negotiate ground rules for the lessons. These introductory lessons can then be referred to throughout the year to help create a safe environment. Lessons include opportunities to stretch the most able learners and give additional support to those who need it. Many lessons, stories, scenarios, and video clips provide the opportunity for children to engage in real life and current topics in a safe and structured way. Role-play activities are also included to help children play out scenarios that they may find themselves in.

There are meaningful opportunities for cross-curricular learning, in particular with Computing for online safety and Science for growing, nutrition, teeth, diet and lifestyle.

Impact

The impact of our PSHE curriculum can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes formative opportunities for teachers to assess pupils against the learning focus and any relevant scientific enquiry skills. Pupils' learning is also measured against a set of level descriptors to track progress across the school. SLT monitor the subject further through book scrutiny, pupil voice and learning walks. 

We hope that our children will have met the objectives set out within the PSHE  statutory guidance and can utilise their learning within their daily lives, from dealing with friendship issues to resilience to making healthy choices and knowing where and how to get help when needed.