St George the Martyr CE Primary School

Personal, Social, Health, Emotional and Citizenship Education (PSHCE)

Policy

April 2019

‘Go, shine in the world and live as Jesus lived, with Compassion, Honesty and Integrity’

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St George the Martyr C.E Primary School

Personal, Social, Health, Emotional and Citizenship Education (PSHCE) Policy

St George the Martyr CE Primary School expects pupils to show respect for others

School Mission Statement

1. Background This is a one form entry primary school with a culturally and socially diverse population. We have gained Camden Healthy School Recognition. Everyone at St George the Martyr CE Primary School has the right to feel welcome, secure and happy in a positive environment. Only if this is the case will all members of the school community be able to achieve their maximum potential. 2. Links to other policies This Policy should be read alongside other related policies: Behaviour Policy, anti-bullying policy, Food (and healthy eating) policy, Sex and Relationship Education Policy, Drug, Alcohol and tobacco Education Policy and Safeguarding and Child Protection Policy, teaching and learning and safeguarding policy. 3. Definition of PSHCE Personal, Social, Health and Citizenship Education are a planned part of the curriculum that is also reflected in whole school activities and experiences. PSHCE gives children knowledge, understanding, and skills and helps them explore and develop attitudes and values to live healthy, safe, fulfilled and responsible lives. It helps them manage feelings, learn about how to be healthy and safe and understand about

St George the Martyr CE Primary School aims to provide a caring, stable, stimulating environment where all children can develop to their full and individual potential. Staff are committed to ensuring that the children’s time at school is happy, productive and successful. We aim to raise achievement in all aspects of the curriculum, developing self-confidence, motivation, self- reliance and co-operation. St George the Martyr CE Primary School is committed to equality of opportunity and serves the local community by welcoming children from all backgrounds and faiths. Whilst our ethos is positively Christian, we value and respect the diversity of our community and aim to set all children on life’s path of showing compassion, thoughtfulness and understanding to one another and respect for one another’s differences.

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relationships. It covers physical health, emotional health and well being, drug education (including medicines, alcohol, tobacco, volatile substances and illegal drugs), sex and relationship education, citizenship, anti-bullying, safety and the environment. Citizenship education gives children knowledge, understanding and skills and helps them explore and develop attitudes and values to become informed, active and responsible citizens. It helps them develop political literacy and explore social and moral issues and to make a positive contribution to their local, national and global communities. It covers rights and responsibilities, democracy, pupil participation in school life, respecting difference, local and global communities. 4. Why PSHCE is important to schools We believe our work on PSHCE contributes to our school being a healthy school and to supporting children’s:

1. Employability skills-preparing children for the transition to KS2 and secondary school

2. Understanding how to keep themselves safe from risks on line and offline, such as bullying, abuse, domestic violence, extremism and radicalisation, bullying

3. Understanding how to keep themselves healthy, both emotionally and physically-healthy eating and exercise, mental and emotional health

4. Personal development-preparing children to respect others, make and maintain positive relationships and contribute to the wider society and life in Britain

It also contributes to school’s statutory responsibilities to:

promote children and young people’s wellbeing

promote community cohesion

provide a broad and balanced curriculum

promote the spiritual, moral, cultural, mental and physical development of pupils at the school, and of society

promote the values of democracy, the rule of law, individual liberty and mutual respect and tolerance described by the DfE as fundamental British Values

prepare pupils at the school for the opportunities, responsibilities and experiences of later life

safeguard pupils

meet the Public Sector Equality Duty to eliminate discrimination, advance equality of opportunity and foster good relations between people

The DfE guidance on PSHE Education states that “it is an important and necessary part of all pupils’ education. All schools should teach PSHE Education, drawing on good practice”. It is expected that all schools make provision for PSHE Education.” 5. Why a policy is needed This policy is written to:

Highlight the important place of PSHCE in pupils’ education

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Provide information on what is taught and how it is taught

Give guidance to staff and outside visitors supporting PSHCE 6. Aims of PSHCE Our PSHCE curriculum aims to prepare our pupils for the opportunities, responsibilities and experiences of modern life. We follow the aims set out in the non-statutory framework for PSHCE in the National Curriculum and aim to help pupils:

1. Develop confidence and responsibility and making the most of their abilities 2. Prepare to play an active role as citizens 3. Develop a healthy, safer lifestyle 4. Develop good relationships and respecting the differences between people

In particular PSHCE aims to help our pupils:

- Understand and manage their emotions - Maintain effective relationships - Value and respect themselves and others - Appreciate difference and the needs of others - Contribute to the school and local community - Be responsible for their behaviour and learning - Be confident in their decisions - Be sensitive to the feelings of others - Reflect on their learning and do the best they can - Make informed decisions that lead to a safe and healthy lifestyle

Early Years and Foundation Stage (EYFS) PSHCE is covered by 3 areas in the EYFS: 1. Personal, Social and Emotional Development:

Personal (being me) • Who we are, what we can do, how we look after ourselves Social (being social) • Understanding ourselves in relation to others, how we make friends, understand

rules in society and how we behave towards others Emotional (having feelings) • Understanding our own and other’s feelings, ability to “stand in someone else’s

shoes” 2. Knowledge and Understanding of the world:

• Place • Communities

3. Physical Development: • Health and bodily awareness

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7. What is taught

PSHCE enables pupils to gain knowledge and understanding and develop skills and attitudes and values to live healthy, safe, fulfilled and responsible lives. It helps them manage feelings, learn about how to be healthy and safe and understand about relationships. Our programme covers these aspects. Social Emotional aspects of Learning (SEAL), Sex and Relationship Education (SRE) and Drugs Alcohol and tobacco Education are all delivered within the PSHCE programme. Our teaching programme integrates the national SEAL materials and is based on the Camden Scheme of work, which is adapted to reflect the needs of children at the school. It includes the following topics:

Healthy lifestyles

Emotional health and resilience

Anti-bullying and prejudice-based language

Stereotyping, prejudice and discrimination

Equality and diversity

Sex and Relationship education (SRE)

Safety including e-safety

Drugs, alcohol and tobacco education

Democracy and the rule of law In order to ensure that the teaching programme reflects the views of pupils we:

consult the school council

involve pupils in evaluating the programme

assess pupils’ prior knowledge before starting some topics to ensure it is relevant to their needs e.g. drug education

NB: see appendix 1 for Circle Time guidelines. 8. Where it is taught PSHCE is taught through a planned curriculum throughout the school in all Years. It is taught during a 30 minutes lesson each week in KS1 and a 40 minute lesson each week in KS2. Aspects are also addressed through circle time sessions, which are used once a fortnight. Within the Foundation Stage, group activities are organised on a daily basis to teach and model the EYFS Personal, Social and Emotional Development (PSED) curriculum. This is supported and enhanced through opportunities throughout the school that support children’s personal and social development. We also make links to other National Curriculum subjects: Science and PE-healthy lifestyles Drama and literacy- using stories to consider issues related to relationships and

health, as well as discussions about topical issues

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RE includes many aspects related to relationships, diversity and self awareness Maths-financial capability Geography-citizenship work about different communities ICT-using databases to collate information about different opinions, keeping safe

online Design and Technology: food, cooking and nutrition

9. How it is taught All class teachers teach PSHCE and where relevant, outside visitors support the programme.

Visitors include parents/carers, the school nursing service, police, fire service, health professionals, theatre in education. All visitors are expected to work within the framework of this PSHCE policy and teachers are present when visitors are in class. We work within the Camden protocol for involving outside visitors and consider the following questions in preparation:

Does the visitor understand the school’s PSHCE policy, in particular the section on safeguarding and confidentiality?

What will they offer that the teachers cannot?

How will the visitor’s sessions be integrated into the PSHCE programme?

What role will teachers play in the classroom?

How will the sessions be followed up?

How will the sessions be evaluated? Teachers have the same high expectations of pupils learning in PSHE and citizenship as they would in any other subject and in addition we ensure that:

Pupils have opportunities to express their views and listen to others and respect different beliefs and views, to research and evaluate information and make informed decisions.

Through PSHE teachers promote the values of the school and will challenge opinions or behaviours that are prejudicial or discriminatory or are contrary to fundamental British values

In Key Stage 2 classes we have an anonymous question box for pupils to raise questions that they may not feel comfortable about raising in class

We will always seek to answer children’s’ questions, taking account of their age and maturity and the appropriateness of the question.

PSHCE is most effective when pupils feel motivated and enjoy the lessons. We use a wide range of active teaching methods, where pupils have the opportunity to discuss, listen and think about the topics. Activities include: case studies, drama, role-play, quizzes, ICT, stories. A wide variety of resources are used in our programme. Our staff view resources before they are first used and regularly review them to ensure that their content is appropriate, relevant and up-to-date.

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We set ground rules, particularly when teaching sensitive topics such as Relationships and Sex Education, to ensure that pupils discuss topics with respect and listen to the views of others, as well as ensuring that pupils and staff do not disclose personal information.

10. Safeguarding and child protection Teachers cannot promise total confidentiality to pupils. If a pupil was to talk to staff about a personal situation, and they were concerned about the safety and welfare of a pupil, they will talk to the Leader of Pupil Care and Wellbeing or the Headteacher, and in the case of concerns about abuse, will follow the school’s child protection procedures. All visitors are given a copy of the school’s safeguarding policy. 11. Assessing pupils’ progress In PSHCE we assess:

what knowledge and understanding pupils have gained and its relevance to their lives

what skills pupils have developed and are able to put into practice

how pupils’ feelings and attitudes have been influenced Assessment is both for and of learning and pupils are given opportunities to reflect on how far they have achieved the intended learning outcomes of lessons and topics/units. We use Camden’s end of key stage statements as a basis for individual pupil assessments, so that we can report each child’s attainment in PSHCE to parents and carers, at the end of the year. We also do periodic assessment at the end of units of work. Our assessment:

Is planned as an integral part of teaching and learning Provides regular opportunities for pupils to receive feedback on their progress

and achievements Includes pupils in self-assessment Reflects evidence of progress in skills of participation as well as knowledge Includes celebrations of achievement

Pupils’ progress and achievement in PSHCE is reported to parents each year. 12. Monitoring and evaluation Monitoring Teachers use the scheme of work to monitor what they are covering and record whether they make changes. The PSHCE Leader and the Senior Leadership Team is responsible for the overall monitoring of the quality of PSHCE which includes:

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Lesson observations with feedback to teachers

Looking at a sample of pupils’ work

Looking at curriculum plans/weekly/mid term and termly plans

Teachers making regular comments on the scheme of work/lesson plans

Feedback from PSHCE Leader, class teachers and pupils about what has been covered

Discussions at staff meetings

Discussions at governor School Improvement Committee meetings Our School Improvement Plan includes PSHCE and this is monitored. Evaluation Pupils participate in a range of activities including:

Questions and participatory activities at the end of lessons or units of work e.g. to find out pupils’ views about particular activities/resources /lessons

Self assessment at the end of some units or as part of an end of year review of PSHCE

Feedback forms/discussions about particular aspects of the teaching e.g. outside visitors, Theatre in Education, peer education

KS1 and KS2 pupils complete regular playtime/lunchtime surveys, which cover aspects of PSHCE

Teachers:

Complete assessment forms at the end of units or as part of an end of year review

Complete feedback forms about particular aspects of the teaching e.g. outside visitors, Theatre in Education, peer education

Have discussions in staff meetings 13. Opportunities to promote PSHCE throughout the school In addition to the taught programme, there are a number of activities that promote PSHCE throughout the whole school:

1. Developing pupils’ confidence and responsibility and making the most of their abilities e.g. positive rewards system, target setting, class responsibilities, awards e.g. Shining Stars, Headteacher’s Special Mentions

2. Preparing to play an active role as citizens e.g. school council, playground

friends, community projects, recycling projects (the eco-eagles), buddy systems, peer mentoring, developing class rules, policy consultation, charity work, consulting on school improvement plan

3. Developing a healthy, safer lifestyle e.g. healthy heart day, lunch time clubs,

after school clubs, monitoring school meals, teaching playground games

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4. Developing good relationships and respecting the differences between people e.g. celebrating different cultures, involving visitors from different cultures, international evening

14. Training and support for staff Staff receive training on PSHCE to keep them updated on relevant issues and to ensure they are confident to teach all aspects. We participate in training and projects run by the LA and other organisations. New members of staff receive induction training on the teaching of PSHCE. 15. Working with parents/carers Our school sees the personal and social development of pupils as something that is achieved in partnership with parents and carers. We value and extend opportunities for parents and carers to be involved in PSHCE through consultation and where appropriate specific input to the curriculum. Parents/carers are also involved in their children’s PSHCE through activities at home e.g. helping pupils to keep diaries on health-related topics and collecting information on safety. Parents can also be involved in special events that promote PSHCE e.g. Healthy Heart Day, Sun Awareness Campaign in the summer term, assemblies, fitness workshops, Walk to School Week, World at Work Day. 16. Dissemination of the policy The full policy is available to parents on request. A copy of this policy is kept in the school office for reference and is available on our website. Approved by: Governors’ Achievement and Curriculum Committee: April 2019 Review Date: April 2020 PSHCE Leader: Kayleigh Summerbell

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Appendix 1 Circle Time Circle time is intended to support the deliverance of the social and emotional aspects of PSHCE. The intention is to create a safe environment in which children feel comfortable talking and sharing their ideas, concerns, thoughts and worries with each other, as well as offering each other advice and support. The children are encouraged to develop their sense of empathy and the appropriate management of their feelings. Circle time is used formally from Year 1 upwards on a fortnightly basis, alternating with a general PSHCE session. Children are asked to sit in a circle and the circle time rules are recapped prior to the session beginning. These rules vary slightly from class to class, dependent on age and needs, but generally the rules include the following:

We don’t say anything that will hurt another person’s feelings

Only one person should talk at one time

We listen to each others’ ideas

We are respectful of other people’s thoughts and ideas If any of the rules are broken by a child they receive a warning and if they are spoken to again for breaking a rule, they are asked to leave the circle for a period of time. We follow Jenny Mosely’s Step-by-Step Circle Time structure which includes five steps, as detailed below:

Name of the Step Explanation

Step 1 Meeting up An enjoyable game to help the children relax.

Step 2 Warming up (i.e. a warm up to speaking)

The teacher gives a sentence starter which should be repeated and completed. For example, “I feel safe when…”

Step 3 Opening up An open forum of discussion. This is the chance for children to explore problems, concerns, hopes and fears.

Step 4 Cheering up Celebrating the group’s successes during the session and thanking people for what they have shared. Children may also praise each other.

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Step 5 Calming down A winding down and calming activity to ensure that a feeling of emotional safety and closure is achieved.

During a circle time session children are encouraged to share their ideas and feelings but they are not forced to. During the Warming Up step, a talking object is often used (i.e. something which is passed around the circle to indicate when someone should speak) and if a child does not wish to speak, they may pass by simply passing the object on to the next person. During the Opening Up step, some classes choose to use a puppet to aid the discussion. The puppet may tell the group about a problem they have as a way of encouraging children to open up and to support one another. Support and ideas are offered to the puppet by the children. Following the session, the children are asked to complete a circle time reflection sheet (see the attached document).

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Date LO: To reflect on what we have discussed

In circle time today, we talked about…

From this, I think it is important to remember…