What is PSHE and RSE?

PSHE and RSE education allows pupils to develop the knowledge, skills and attributes they need to  keep themselves healthy and safe, to establish positive relationships and prepare for life and work. It encouraged children to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).

Through the eyes of our children, PSHE is important because:

‘It helps us to get ready for our future by making sure that we are safe. It also helps us understand that it is important to be respectful to others which helps us to develop positive relationships.’

Early Learning Goals

Children are given the opportunities through:

1.Personal Social and Emotional Development: Making Relationships to

• Children play co-operatively, taking turns with others.  They take account of one another’s ideas about how to organise their activity.  They show sensitivity to others’ needs and feelings.  They form positive relationships with adults and other children
• Self confidence and self awareness
• Children are confident to try new activities.  They can say why they like some activities more than others.  They are confident to speak in a familiar group.  They will talk about their ideas.  They will choose the resources they need for their chosen
• activities.  They say when they do or don’t need help.
• Managing Feelings and Behaviour
• Children talk about how they and others show feelings.  Children talk about their own and others’ behaviour and its consequences and know that some behaviour is unacceptable.  They work as part of a group or class and understand and follow the rules.  They adjust their behaviour to different situations.  They take changes of routine in their stride.

2.Physical Development: Health and Self Care

• Children know the importance for good health of physical exercise, and a healthy diet and talk about ways to keep healthy and safe. 
• They manage their own basic hygiene and person needs successfully, including dressing and going to the toilet independently.

National Expectation and the PSHE Association

St Andrew's had adopted the guidance from the PSHE Association for the expectations and standards.  The following concepts are covered:

1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
2. Relationships (including different types and in different settings, including online)
3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)
4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world
5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
9. Career (including enterprise, employability and economic understanding)

The following skills and attributes are encouraged:

Intent

At St Andrew’s RSE is embedded within our PSHE curriculum and as such when reference is made to PSHE we include those elements identified within RSE.

At St. Andrew’s Church of England Primary School, we aim to deliver a  PSHE curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this we aim for them to become healthy, independent and responsible members of a society who understand how they are developing personally and socially, and give them confidence to tackle many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

We are dedicated to ensuring that St. Andrew’s is a happy, stimulating and caring place and we expect high standards of behaviour and good manners throughout the school. Behaviour and attitude to learning is underpinned by values that are taught through PSHE lessons, making it integral to the success of the whole school. PSHE is at the heart of our school ethos.

Implementation:

The teaching and implementation of the PSHE and RSE curriculum at St. Andrew’s C.E. Primary School is based on the Early Learning Goals and National Curriculum and supported by expectations from the PSHE Association, ensuring a well-structured approach.

Our pupils should be able to organise their knowledge, skills and understanding on the following key concepts:

• increase independence and physical and social awareness;
• develop effective relationships, assume greater personal responsibility and manage personal safety, including online;
• manage the physical and emotional changes at puberty;
• introduce pupils to a wider world;
• enable them to make an active contribution to their communities.

In EYFS the provision is planned to ensure development in Physical, Social and Emotional Development (PSED), which occurs daily. In provision, children will explore the ideas of relationships, feelings and appropriate behaviours, self-confidence and self-awareness, rules and routines, empathy and restorative justice.

In KS1 and KS2 we teach using the PSHE Association curriculum, and have a continued focus on British Values.

Our PSHE curriculum is taught with a combination of themed days and bespoke units. Our curriculum is designed to develop knowledge and skills that are progressive as well as transferable. We teach PSHE in a variety of ways: as a discrete subject, through SEAL collective worship, through making connections with other subjects such as RE, History, Geography, English, Mathematics and Science, as well as through educational visits, community work and activities.

Our programme of Study is structured around an overarching question for each term or half term. These begin in EYFS and develop in Key Stage 1 as ‘What? and ‘Who?’’ questions and build throughout Key Stage 2 into ‘Why?’ and ‘How?’ questions.

The three core themes from the Programme of Study are fully covered - colour-coding highlights whether the overall topic focus is Health and Wellbeing, Relationships or Living in the Wider World, although some half term blocks will draw on more than one core theme.

Impact

Through the explicit teaching of the PSHE and RSE concepts, knowledge, skills and attitudes, teachers and the children assess their learning continuously throughout the lesson. At the end of each unit, teachers complete unit evaluations, assessing attainment against the PSHE Association outcomes to make informed judgements about the depth of their learning and the progress children have made over time.   

We have many PSHE opportunities that take place in our school on a regular basis. These include: educational visits, sporting tournaments, PSHE lessons, exposing children to a wide variety of literature and asking them to see things from different perspectives, Open the Book collective worship, Year 5 and 6 children attending a residential trip to Aylmerton Field and Study Centre, School Council, Road Safety Officers, Sports Ambassadors and Young Leaders.