PSHEE is embedded in all that we do in order to enable our children to become healthy, independent, confident and responsible learners. We want our children to have high aspirations, a belief in themselves and realise that anything is possible. We provide opportunities which help them understand how they are developing personally and socially, which also tackle many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities to learn about rights and responsibilities and to appreciate what it means to be a member of an ever-changing diverse society and how they can contribute to their community and the wider world. We aim to give children the knowledge, skills, and attitudes they need to effectively navigate the complexities of life in the 21st Century. The curriculum equips children with relevant, meaningful and age appropriate content covering key areas, which will support children to make informed choices now and in the future, around their health, safety, wellbeing, relationships, and financial matters, through a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.
- To help prepare children to thrive in their community in this ever changing world.
- To enable every child to build on cultural capital through engaging with real-life experience.
- To empower learners to ask and answer their own questions to build on their self-awareness.
- To facilitate learners in making decisions about their own bodies and relationships.
- To inspire children to build resilience through a range of restorative approaches.
- To explore and challenge a range of values, attitudes and beliefs
- To immerse children, through relevant learning experiences, developing an understanding of the core. British Values
- To develop a range of skills and strategies to live a healthy, safe, fulfilling and balanced life.
The PSHEE Leader has a strong understanding of the EYFS curriculum, and the seven areas of learning and development that shape the educational programmes in our Early Years Foundation Stage. All areas of learning and development are important and inter-connected, and the experiences, opportunities and activities which are planned enable children to develop a broad range of knowledge and skills that provide the right foundations for good future progress through school and life. PSHEE is shaped by our vision, providing rich learning experiences which enable children to build resilience and develop a sense of their positive inclusion in our school and their community. As children move into Key Stage 1 and Key Stage 2, PSHEE is planned, for Years 1 to 6, using the PSHEE progressive skills, knowledge and vocabulary maps which enable teachers to ensure they are always planning for the next steps in learning, immersing children across school. This is enhanced with the ‘Jigsaw programme’ which focusses on 6 main areas: being me, celebrating diversity, dreams and goals, healthy me, relationships and changing me. These cover topics such as: drug, alcohol and tobacco education; keeping safe and managing risk; mental health and emotional wellbeing; physical health and wellbeing; careers, financial capability and economic wellbeing and identity. We plan a personalised and flexible PSHEE curriculum, tailoring sessions to meet the specific needs of the children in our school, taking into account direct experience in order to best support and meet their requirements. We teach using spiral approach, ensuring themes are revisited, giving children opportunities to recall and build upon previous learning, exploring the underlying principles of PSHEE education regularly at a depth that is appropriate for the age and stage of their education. It is the role of adults to facilitate discussion, empowering children to ask meaningful questions, which will continually develop their social skills, appreciation and understanding of the beliefs and values of others, to encourage them to flourish throughout their Meadowbank journey and beyond to become Lifelong Learners.
Learning Environment and Immersion
In order for our children to have the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society we ensure they are exposed to a wide variety of rich and innovative experiences, such as: outdoor learning, additional roles and responsibilities across school and immersive, multi-sensory learning. All of which are celebrated through collective worship, learning environments and school assemblies to promote a high profile. Oracy is embedded through empowering children to articulate their own values and beliefs, along with their personal understanding of the PSHEE curriculum.
Assessment for Learning
PSHEE assessment is captured by referring back to the PSHEE progression of skills, knowledge and vocabulary maps throughout learning. The planning curriculum journals and progression maps are used to inform the medium term planning and learning journey for each half term, through a subject based approach but also within the learning experiences where children are guided to make connections across the curriculum. This is used to inform planning and map coverage across the year as well as include the children’s voice and their questions, interests and experiences. Personalised short term planning allows teachers to respond to the children’s questions, encouraging learning to evolve and ensuring that teachers plan for children to demonstrate their understanding in a range of ways. Within the children’s PSHEE books, the sequence of learning is captured through a celebration of the children’s learning within the subject; examples of work, images and videos, pupil voice, voice recordings to develop oracy and through notes written by the children during discussions. Feedback is given verbally during PSHEE lessons so that each child can address and explore misconceptions, in order to gain a well-rounded, personal understanding of the key themes of the PSHEE curriculum.
Monitoring and review
The PSHEE leader is responsible for the rigorous monitoring of PSHEE through book and planning looks, children’s agency, lesson pop ins and whole school CPE. Ongoing analysis of outcomes enables the PSHEE leader to identify vulnerable groups of children across school and support staff in enabling children within these groups to make accelerated progress. Feedback to staff then informs next steps in monitoring and support so that there can be personalised and effective JPD planned to address areas for development. Our children are involved in this monitoring process in a number of ways across the academic year. Children are empowered to talk about their learning through the planning curriculum journals and their PSHEE books during pupil voice opportunities. Our children build on their understanding of PSHEE learning and make links to other areas of the curriculum and wider world.