PSHCE Policy

These Policy and Procedures follow national guidance and build on good practice.

1. Why we teach PSHCE

At Crowlees, we believe that personal, social, health and citizenship education (PSHCE), enables children to become healthy, independent and responsible members of society. We attempt to provide children with the tools to understand how they are developing personally and socially and whilst doing so allow them to be able to successfully tackle many of the moral, social and cultural issues that are part of growing up. We aim to focus on well-being to enable children and young people to embrace change, feel positive about them-selves and enjoy healthy, safe, responsible and fulfilled lives. In terms of economic well-being and financial capability, we aim to teach young people to develop as questioning and informed consumers and learn to manage their money and finances effectively. We want our children to be confident, self-motivated individuals who understand their rights and responsibilities within a diverse society.

2. We aim for all children to:

  • Know and understand how to live a healthy life style.
  • Be aware of safety issues.
  • Understand what makes a good relationship with others.
  • Have respect for other people.
  • Are independent and responsible members of the school community, demonstrating behaviours adopted in our Crowlees school values.
  • Develop self-confidence and self-esteem and make informed choices regarding personal and social issues.
  • Develop good relationships with other members of the school and the wider community.
  • Gain the knowledge, skills and understanding to play an effective role in public life.
  • Learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy.
  • Play an active role in the life of their school, neighbourhoods, communities and wider society as active citizens.

3. How we teach PSHCE

3.1 PSHCE is taught in a variety of ways. Where possible we make links with other subjects, using a cross-curricular approach, enabling learning to be put into context. Due to the strong link with PSHE and PE, we aim to continuously promote healthy lifestyles and provide many opportunities for the children to be active especially through our continued investment into the healthy schools scheme and also being an ecologically friendly school. Thus, allowing the children opportunities to develop skills as a citizen. R.E. and PSHCE are also often linked to maximise understanding but there are other times where we teach PSHCE discretely such as Drugs and Sex Education. SMSC conduct is promoted and seen throughout school, not just through the subject area itself, but also through teaching and learning styles and relationships and behaviour encouraged and exemplified by the teacher.

3.2 PSHCE aims to build on existing good practice: our active ‘School Council’ discusses whole school matters and Year 5/6 children develop empathy and team building skills on school residential visits to Cliffe House and Robin Wood. In year 6, children take part in an end of year project (DDMA), where there is a particular focus on developing pupils’ self – esteem and giving those opportunities to develop leadership and enterprising skills. We also have our ‘Playground Buddy’ scheme which builds peer mediation skills, and we have paired reading between year 6 and Foundation stage children.

4. How we enrich and resource the teaching of PSHCE

4.1 Our programme for PSHCE encompasses SEAL materials for each year group with planning adapted to meet the needs of the children in those year groups. Aspects of PSHCE will also be covered within other subject teaching and in special days and weeks. Such as: Healthy Schools Week, Internet Safety Day and charity fundraising days.

4.2 It is recognised that pupils learn best in this area by active learning methods E.g. Circle Time, games, role play and discussions.

4.3 In order to enrich our PSHCE curriculum further, a range of guests are invited into school. These include: local police, council representatives, cultural storytellers, charity reps, Olympians, sports coaches and medical professionals.

4.4 We have an active Eco- Club, Junior Road Safety Officers and School Council. Members of these groups are often used as a tool for teaching other children about their area. They often plan and deliver assemblies, as well as running competitions and theme days.

5. How we meet the needs of all children

It is part of the school curriculum policy to provide a broad and balanced education to all children. We enjoy teaching PSHCE to all children, whatever their ability. We provide learning opportunities that are matched to the needs of all children. Work in PSHCE takes into account the personal targets set for individual children. If children need additional support or challenge in a particular area of PSHCE this is provided by working within a small group supported by an adult or by the use of specific resources. We also offer a counselling service to those who require it. E.g. children dealing with bereavement or self- esteem issues.

6. How we assess the standards in PSHCE

6.1 We do not set formal assessments in PSHCE. The informal assessments that we make of children’s achievements do not imply that the children are failing as people or citizens, and are not a judgment on the worth, personality or value of an individual child or family.

6.2 Teachers assess the children’s knowledge and understanding of PSHCE through observations and classroom discussions. Levels of confidence, team participation, social and communication skills are continually assessed throughout the year. PSHCE as a subject area is also recorded in the pupil’s end of year report.

6.3 We encourage our pupils to keep records of their contributions to the life of the school and community. Personal achievements are written in the school’s ‘Golden Book’ and shared in assemblies. E.g. sporting certificates and musical grading.

7. How we monitor and evaluate the teaching and learning of PSHCE

7.1 The PSHCE coordinator is responsible for monitoring the standards of children’s work and the quality of teaching. The coordinator supports colleagues in the teaching of PSHCE by giving them information about the current developments in the subject and leading the subject in the school.

7.2 Planning and samples of work, including photographs and questioning of children, will be collected by the PSHCE coordinator on a termly basis to be kept in the PSHCE/ SMSC portfolio.

8. How we promote cross curricular links in PSHCE

Many cross-curricular links are made with PSHCE. All five strands of ECM are fully embedded across our curriculum.

8.1 Physical Education

PSHCE contributes significantly to the teaching of physical education in our school. We teach children about how to look after our bodies and we learn about the importance of diet and exercise for both our physical and mental well- being.

8.2 Religious Education

As there is a large overlap between the programme of study for religious education and the aims of PSHCE, we deliver a considerable amount of PSHCE through RE lessons.

8.3 Geography

When teaching about local environment issues in geography, we offer pupils the opportunity to explore crime, traffic and pollution in Mirfield; children are also encouraged to look at how they can improve our local community. Children are taught about the principles behind ‘Fair Trade’ as well as the practical implications.

8.4 Spiritual, moral, social and cultural development

The teaching of PSHCE supports the social development of our children through the way we expect them to work with each other in lessons. We group children in different ways so that they work together, and we give them opportunities to discuss their ideas and learning.

9. How we celebrate achievements

Children are praised appropriately within lessons for their hard work, perseverance and abilities. Teachers regularly reward efforts with stickers, certificates, postcards home, mentions in assembly, Golden achievements awards and individual comments in children’s books.

10. Equality statement

The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, and ethnicity, social, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping.

11. Review

This policy was reviewed and agreed by Governors and staff in the school.