PSHE
Mental health is just as important as
physical health.
Intent
At Lenthall Infant and Nursery School, we value PSHCE as an important part of the children’s entitlement to a broad and balanced curriculum. Our aim is to positively contribute to the personal development of the children by equipping pupils with the attributes, skills, and knowledge they need to support physical, mental, and emotional well-being in school and beyond. We encourage all of our pupils to play a positive role in contributing to the life of the school and the wider community. In doing so, we develop their character; building their resilience, confidence, independence, and sense of self-worth, as well as preparing our children for their life in Modern Britain; developing their understanding of the community and world in which we live.
Our PSHCE curriculum is central to giving the children the knowledge, skills, and understanding they need to lead confident, healthy, independent lives and to become informed, active, and responsible British citizens.
We aim to deliver a high-quality PSHCE curriculum that should engage, inspire and challenge pupils and equip them with the confidence and knowledge to inform decision-making; enabling them to understand risk and make safe, informed decisions. We recognise the central importance of PSHCE in supporting children and young people’s mental health and well-being, academic achievement, and future success and we aim to transfer our appreciation of the power of PSHCE onto our children.
Implementation
The teaching of PSHCE at Lenthall Infant and Nursery School is based upon the EYFS curriculum, the National Curriculum, and our PSHCE Scheme of work - an off-the-shelf curricular which the school has purchased called ‘PSHE Matters Derbyshire’.
To ensure a clear structure for the teaching of PSHCE across school a progression of skills is in place. This ensures that children are given the opportunity to revisit and review previous learning, whilst systematically building upon these existing skills to move their learning forward, thus preparing them for the next stage in their learning and development. The progression of skills has been carefully created to ensure it complements, and does not duplicate, content covered in national curriculum subjects such as science, computing, RE and PE.
In our Early Years, the children are taught PSHCE as part of their learning challenge curriculum. Our PSHCE scheme of work includes suggested content related to Early Learning Goals across a range of areas of learning. Milestones from 'Development Matters' and the 'Characteristics of Effective Learning' are also referenced within each module. Each of the 12 modules includes a range of activities, it is up to the teacher to decide what is covered. This non-prescriptive approach allows schools to develop a relevant curriculum based on pupils' and community needs. Throughout the whole early years setting PSHCE is continuously reinforced throughout continuous provision opportunities and an enabling environment. Objectives from the EYFS development matters framework have been incorporated into the progression of skills for PSHCE.
Within Key stage one, the PSHCE scheme of work is constructed into 12 modules that could be taught in any order over a two-year period to allow flexibility and allow adaptation and development where appropriate based on the pupils’ and community's needs. The proposed coverage of PSHCE in our school can be noted within yearly overviews and long-term plans. Each module starts with different learning opportunities, these are taken from the PSHCE Association Programme of Study 2017 statements which are based on the three core themes: Health and Well-being; Relationships and Living in the Wider World. The modules also ensure the coverage of Citizenship requirements and as a school, we regularly encourage children to take part in a range of practical activities that promote citizenship, for example, charity fundraising and planning special school events such as assemblies or fairs. Throughout the curriculum opportunities and learning experiences are provided to demonstrate essential skills and attributes that they can then apply to all areas of the curriculum, for example; active listening, self-confidence, reflection and awareness, teamwork and negotiation as well managing risks and decision-making. Assessment for learning opportunities are present throughout lessons allowing self-evaluation and reflective learning and each unit of work provides ideas for baseline and summative assessment.
At Lenthall, we also recognise that PSHCE doesn’t have to be taught within a ‘PSHCE lesson’ and that the magic of PSHCE also allows it to be taught and applied through daily practices such as assemblies, school clubs, school events as well as break times and across other curriculum subjects. Pupils are also given opportunities to join in and contribute to local and national initiatives e.g. anti-bullying day, internet safety day, community projects and fund-raising activities - we use our school fairs as an opportunity to develop children’s financial awareness, allowing them to create products to sell and understand about ‘making money'. Furthermore, we also provide the children with the opportunity to hear visiting speakers, such as health workers, police, local sporting representatives, and representatives from our local church. We invite these members of society into school to talk about their role in creating a positive and supportive local community.
Lenthall PSHE Learning Journey
Impact
Within PSHCE, we strive to instil an appreciation and enjoyment of PSHCE to enrich the children’s learning experience and to help prepare pupils for life and work by developing ‘skills for life.’ Children are enabled to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings openly, trust and respect, apply skills learnt to manage and recognise own well-being needs and know how and when they can seek the support of others. We measure the impact of our curriculum in the following ways:
- Pupil voice discussions about their work and what they have learnt.
- Learning walk.
- Class floor books - Practical and class work will be evidenced in a floor book. This will remind children of what they have covered, be a focal point of discussion, provide assessment opportunities and support the concept of a ‘life journey’.
- ‘Book looks’ – by the subject leader in order to monitor the content of teaching and quality of work.
- Termly planning to evidence delivery and sequencing of lessons.
- Children in the EYFS are formally assessed against Development Matters, within PSED termly. At the end of EYFS pupils are assessed against the ELGs.
- Teaching staff in KS1 assess children’s ability within PSHCE modules termly based on PSHE Matters Derbyshire scheme of work.
- Formative feedback throughout lessons to help pupils identify how to improve.
- Pupil progress is monitored closely and used to inform teaching, before being shared between year groups upon transition.
Our Ultimate End Goal:
What will our children to be able to do when they leave us?
Our PSHCE education helps our children to develop the knowledge, skills and attributes they need to manage life’s challenges and make the most of life’s opportunities. It is personalised to reflect the unique needs of our community. Our curriculum enables children to tackle barriers to their learning, raise aspirations, and improve the life chances of our most vulnerable and disadvantaged children. Our curriculum helps keep children safe, mentally and physically healthy and prepared for life and work. All children leave our school knowing that they are unique and they are determined to make the world a better place. They know that we are proud to have them as a unique part of our small school and that we will help them to nurture their dreams.
Be the change you want to see in the world.
Mahatma Gandhi
