"A great PSHE curriculum should enhance the personal, social, emotional and economic wellbeing and happiness of everyone, as well as supporting children's mental health. Increasing happiness in children can help break the deeply ingrained, limiting beliefs and self-perceptions that stifle aspiration and hamper the ability to achieve." Steph Caswell-Laughology.
At Newton Ferrers CofE Primary School, Personal, Social and Health Education (PSHE) enables our children to become healthy, safe, independent and responsible members of society.
The intent of our PSHE curriculum is to deliver a 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 they will have the 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 believe that PSHE plays a vital part of primary education and needs to be taught at least weekly. The SCARF materials we use to support teaching incorporate opportunities within the PSHE Association’s Programme of Study, therefore providing for elements such as the rights of the child, caring for the environment, economic education, and children’s social, moral, spiritual and cultural (SMSC) education, including British Values. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class. PSHE is an important part of school assemblies and collective worship where our Christian Values help children's spiritual, moral, social and cultural curiosity to be stimulated, challenged and nurtured.
We have developed a PSHE curriculum using the SCARF resources that incorporates the understanding of RSE so that children know more, remember more and understand more. The curriculum enables pupils to explore the complexity of the relationships they will have both now and throughout their lives. Parents are consulted and engaged with to ensure we work in partnership.
Teachers use a range of teaching and learning styles, including activities such as discussion, role-play, games, investigations, circle-time, problem-solving activities and outdoor learning. Teachers encourage children to take part in a range of practical activities that promote active citizenship e.g. fundraising and planning of school events. Children are provided with frequent opportunities to have their voice heard and because of this; they play an active part in school life. Children are able to express their opinions and views through a variety of mediums including suggestion boxes, questionnaires, leadership groups and roles, various elections and comments on various correspondence throughout the year e.g. reports, SEND support profiles, focused reviews, annual questionnaires, work and homework. Children have the opportunities to meet and work with members of the community, such as health workers, firefighters, police, and representatives from the local church and community.
In SCARF lessons, children meet Harold the Giraffe puppet (‘Healthy Harold’) and friends. They have discussions and watch short films about Health, Relationships and Living in the Wider World.
SCARF - Safety, Caring, Achievement, Resilience & Friendship
Each value is linked to a colour on the scarves worn by Harold the giraffe and his friends, and which everyone in school can wrap around themselves either in reality or in their imaginations, reminding them to put the SCARF values into action. The SCARF values are brought to life through stories of Harold and his friends, songs, films, and thought-provoking and fun activities.
The SCARF programme of study provides our school with an effective framework for pupils’ wellbeing. Pupils are enabled to develop the vocabulary, confidence and resilience to clearly articulate their thoughts and feelings within an environment that encourage openness, trust and respect and know when and how they can seek the support of others. They will apply their understanding of society to their everyday interactions, from the classroom and the school to the wider community they are part of. SCARF actively supports our school which prioritises physical and mental health, providing pupils with the skills to evaluate their own wellbeing needs, practice self-care and contribute positively to the wellbeing of those around them.
Our PSHE provision has a positive impact on the whole child, including their attainment and progress, by mitigating any social and emotional barriers to learning and build on their self-esteem. In our school we use SCARF as a tool to promote wellbeing, safeguarding and SMSC outcomes. We believe that through the effective delivery of the SCARF curriculum we enable pupils to develop the knowledge, skills and attributes they need to succeed at school and in the wider world.
A meaningful PSHE curriculum supports to children becoming happier, positive about school life as a whole, have a better understanding of rules and responsibilities, being enabled to handle setbacks and disagreements.
PSHE is evidenced using a class book. All teachers, and adults use the class book to record significant learning in any way that they choose.
Children have a safe space in which to discuss their feelings, opinions and develop their emotional intelligence.
Teachers use informal assessment tools to review how the children are progressing within each area of PSHE learning, including circle times, discussions, focus questions, independent tasks.
Children recognise and understand the school values and the fundamental British values. Children demonstrate a healthy outlook towards school, and demonstrate positive behaviour because they understand that they have a responsibility for their own actions and how they affect others.