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PSHE Policy

Personal Social Health Education Policy

Jan 2017

(PSHE)

Contents

1. Policy statement

2. Aims and Objectives

3. Roles and Responsibilities

4. Monitoring and Review

5. Procedures

5.1 teaching and Learning

5.2 Planning

5.3 Early years foundation stage

5.4 Key Stage one and two

5.5 Assessment

5.6 Inclusion

6. Conclusion

Date: January 2017

1. Policy Statement

This policy is to be read and followed in conjunction with policies on Behaviour and

Discipline, Drugs, Healthy Schools, SRE and Safeguarding.

We believe that education in PSHE and safeguarding enables children to become

healthier, more independent and responsible members of society and gives them a good

grounding for coping with their future life in an ever changing world.

We encourage our pupils to play a positive role in contributing to the life of their school

and the wider community. In so doing we develop their sense of self- worth. We teach

children about their rights and responsibilities. They learn to appreciate what it means

to be a positive member of a diverse multicultural society.

PSHE is guided by the values of:

honesty

kindness

trust

responsibility

friendship

self-control

empathy

respect

tolerance

2. Aims and Objectives

Through well planned lessons we aim to support the development of necessary skills

and knowledge that our children need to live a happy, safe and healthy life.

In teaching of PSHE are objectives are to:

2.1 ensure that children understand what is meant by a healthy lifestyle (to include

physical and mental health, especially at key stage 2 )

2.2 are provided with the knowledge of how to maintain physical, mental and

emotional wellbeing;

2.3 recognise signs and symptoms of good and poor health in the above areas, both

in themselves and in others;

2.4 have the knowledge to enable them to help themselves and others when things

go wrong with their health in any of the above areas;

2.5 have respect for others and show sensitivity towards them;

2.6 be thoughtful and responsible members of their school and community;

2.7 become active members of our democratic society;

2.8 develop self confidence, self –esteem and resilience;

2.9 make informed choices regarding personal and social issues;

2.10 develop good relationships;

2.11 feel a sense of belonging.

3.Roles and Responsibilities

3.1 It is the responsibility of the governing body to establish a policy and procedure for

personal, social and health education and to monitor.

3.2 It is the responsibility of the head teacher to develop a programme for the school for

PSHE that is consistent with the requirements of the national curriculum and meets the

needs of its pupils and to ensure that it is delivered by competent staff with appropriate

knowledge.

3.3 It is the responsibility of staff to familiarise themselves with this policy and comply with

its implementation in accordance with relevant professional standards.

4. Monitoring and Review

4.1 Planning and evaluations will be monitored by the Principal. Learning walks will be

carried out termly by PSHE Lead and SLT to monitor the delivery of the PINK curriculum.

5. Procedures

5.1Teaching and Learning

We will use a range of teaching and learning styles to deliver PSHE and safeguarding to the

children following the PINK curriculum taken from the GHLL website. We will also use the

mental health handbook for primary schools and fact4 life.

We will emphasise active learning by including the children in discussions, investigations and

problem solving activities. We will use relevant and age appropriate clips from Youtube and

other sources. We will set agreed classroom rules of behaviour and expectations through

discussion with the children. We may invite in speakers such as health care professionals or

police to talk about their roles in the community and keeping safe and healthy.

We will answer all questions asked by the children with factual relevant and age appropriate

information.

We are flexible with the way in which PSHE is delivered it may cross over into other subjects

or topics being taught. We may also need to change in order to tackle any issues that are

felt to be relevant at the time they occur.

5.2

Planning

The teachers will plan lessons relevant to their children's knowledge, experiences and year

groups using the PINK core themes.

5.3

The early years Foundation stage

In the early years foundation stage PSHE is about making connections and is strongly linked

to play encouraged through Personal, social and Emotional Development curriculum.

This is taught along with the PINK curriculum as both through topic and on an individual

basis based around skills such as dressing, toileting, feeding and healthy eating, keeping fit

and healthy and having fun. Positive experiences are built through daily opportunities to

share and enjoy a range of activities.

The children are given the opportunities to engage in social activities as members of a small

group or sometimes whole class.

5.4

KS1 and KS2

The PSHE curriculum divides into year groups and will be taught around the topics, values

and themes as set out in the PINK curriculum. Where appropriate we will also add into this

teaching about both physical and mental health throughout each Key stage.

Personal development or intervention groups may be based around our values of honesty,

kindness, friendship and trust if these are deemed to be relevant.

The children are encouraged to engage in activities and discussions that promote

understanding of themselves as growing and changing individuals, and as members of a

wider community based on their own and first hand experiences. These activities also

encourage pupils to understand how their choices and behaviours can affect others.

The children are encouraged to play and learn alongside, and then collaboratively, with their

peers. The children are also given the knowledge and opportunities to make choices

about their health and environment and are encouraged to develop a caring attitude to

others and the world around them.

5.5

Assessment

Teachers will assess the children's progress by observing participation and the children's

relationships with their peers and other adults. We have clear expectations of what pupils

will know ,understand and be able to do at the end of each Key stage.

Teachers will record any appropriate achievement for each child through their contribution

to the life of the class or to the school. Notes will be kept during lessons and records of any

relevant recorded work.

5 .6

Inclusion

We teach PSHE to all children, regardless of their ability .Our teachers will provide learning

opportunities matched to the individual needs of a child with learning difficulties where

required. My Plans may be taken into consideration and some goals may match these.

For higher achievers teachers will provide additional opportunities such as to take

responsibility, develop leadership skills (such as our PALS). Think creatively and use their

talents for the good of the class and wider community.

ICT

This may be used where it has the potential to drive learning and progress. It may also be

used to record progress both by adults and children recording themselves.

Children will be encouraged to :

find things out from a variety of sources, selecting and using information to meet

their needs;

develop their ideas using ICT tools to refine their learning and enhance its quality

and accuracy.

Conclusion

We believe that the teaching and learning of these subjects are important for the welfare of

all of our children and to equip them with the skills and knowledge to live a happier, safer

healthier lifestyle in an ever changing world.

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