PSHE

Intent                                   

Our intention is that when children leave Highfield, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. In an ever–changing world, it is important that they are aware of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.

Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum and prepare them to be a global citizen now and in their future roles within a global community. Our curriculum promotes the spiritual, moral, social and cultural (SMSC) development of children as well as the mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life.  Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives.

Implementation       

In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses follows the SCARF (Safety, Caring, Achievement, Resilience, Friendship) framework in line with the rest of the school.

From Year One onwards, PSHE is taught through a clear and comprehensive scheme of work in line with the National Curriculum, ensuring that we comprehensively cover the statutory Health Education and Relationships Education guidance. 

Pupils are taught PSHE using the SCARF framework, which is a spiral, progressive scheme of work, which aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.

In addition to relationships education, we also teach aspects of sex education in our science curriculum. Alongside this we teach about different kinds of relationships, including same sex relationships, and gender identity, at an age appropriate level, because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The sex education aspects of PSHE are also taught through the SCARF resources.

PSHE is taught through six half termly themes with each year group studying the same unit at the same time (at their own level):

Autumn 1: Me and My Relationships – Includes feelings/emotions/conflict resolution/friendships

Autumn 2: Valuing Difference – Includes British Values focus

Spring 1: Keeping Myself Safe – Includes safe internet use, drugs and relationships education

Spring 2: Rights and Responsibilities – Includes money/living in the wider world/environment

Summer 1: Being My Best – Includes keeping healthy/Growth Mindset/goal setting/achievement

Summer 2: Growing and Changing – Includes RSE-related issues

It also identifies links to British Values, and SMSC and is taught in such a way as to reflect the overall aims, values, and ethos of the school.

Wider Curriculum 

• We believe that focusing on developing a 'Growth Mindset' in our children will help them to build resilience, independence and confidence; embrace challenge; foster a love of learning; and increase their level of happiness. We do this through the language we use in class, praising children for their efforts, and using language to encourage children to change their way of thinking. This supports both our school and PSHE aims and values, and we focus on ‘Growth Mindsets’ in all aspects of school life.
• PSHE, including SMSC and British Values, is an integral part of the whole school curriculum, and is therefore often taught within another subject area.
• Visitors such as the emergency services, safer internet workshops, HSBC projects and other medical professionals complement our PSHE curriculum to offer additional learning.          
• We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We challenge all of our pupils to look for opportunities to show the school values of and this is shared during weekly celebration assemblies.          
• Assemblies are linked to PSHE, British Values and SMSC and cover any additional sessions that would benefit the whole school.                                                        
• PSHE and SMSC displays throughout school reinforce the PSHE curriculum enabling children to make links.

Impact

By the time our children leave our school they will:

• be able to approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life
• be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
• appreciate difference and diversity
• recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
• be able to understand and manage their emotions
• be able to look after their mental health and well-being
• be able to develop positive, healthy relationship with their peers both now and in the future.
•  understand the physical aspects involved in RSE at an age-appropriate level
•  have respect for themselves and others.
•  have a positive self esteem

Further Information about SMSC

The moral development of pupils is shown by their: 

• ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England 
• understanding of the consequences of their behaviour and actions 
• interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. 

The social development of pupils is shown by their: 

• use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds 
• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively 
• acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. 

The cultural development of pupils is shown by their: 

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others 
• understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain 
• ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities 
• knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain 
• willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities 
• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.