PSHE | Brough Primary School

PSHE – subject information

Intent

At Brough Primary school our Personal, Social, Health and Economic (PSHE) curriculum gives children the opportunity to be ‘lifelong learners’ with the confidence and ability to develop their skills and understanding when having new experiences, meeting new challenges and finding themselves in unfamiliar situations.

Our PSHE curriculum aims to help children to understand and value how they and others fit into and contribute to the world. We place a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health through the delivery of a programme of engaging and relevant PSHE within a whole school approach, which will impact on their whole education.

At Brough Primary School, good relationships are fundamental to our ethos and our success in being a happy, caring and safe school. Relationships and Sex Education (RSE) is lifelong learning about relationships, emotions, looking after ourselves and different families.

We believe that it is essential to teach PSHE to provide the link between pupils’ health and wellbeing and their academic progress.

Aims

The aims of the PSHE curriculum in Brough Primary School are:

To provide children with accurate and relevant knowledge.
To present opportunities to create personal understanding.
To offer a chance to explore a range of values, attitudes, beliefs and rights.

Implementation

At Brough Primary School PSHE/RSE is implemented using the SCARF (Safety, Caring, Achievement, Resilience, Friendship) programme which is a whole school approach. The curriculum for PSHE is delivered throughout the whole school, not just within the classroom. Many objectives are also covered as an important part of school assemblies, where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.

The six topics covered are:

Me and My Relationships
Valuing Difference
Keeping Myself Safe
Rights and Responsibilities
Being my Best
Growing and Changing

RSE is taught as explicit lessons through the PSHE and science curriculums but is also embedded in other areas of the curriculum and day-to-day life of the school. In PSHE, RSE is specifically covered in the units ‘Me and My Relationships’ and ‘Growing and Changing’ and in science ‘Animals Including Humans’ and ‘Living Things and Their Habitats’. Some elements of PHSE are covered in the Religious Education curriculum. Children are taught by familiar adults who they have a good rapport with, in order to facilitate constructive and supportive discussions around sensitive topics in a safe and secure environment.

The RSE curriculum has been mapped out in the progression grids which ensure coverage of all of the statutory elements by the end of Year 6; these are delivered at the appropriate age and stage for our children.

Through our progressive curriculum, children develop key skills and are extremely well prepared for the wider world beyond primary school; a world in which they can keep themselves safe and healthy and thrive with the support of the positive relationships they forge with those around them.

Impact

At Brough Primary School we want to ensure that the PSHE that we teach improves the physical and social well-being of pupils. We want pupils to know and understand who they are and how they fit in to and relate to the world around them. Through our PSHE curriculum, we believe that we can enhance children’s education and help them to become caring, respectful and confident individuals. They will be equipped with the knowledge they need to maintain a healthy and positive lifestyle with regard to relationships, their diet and their own personal identity.

When children leave us in Year 6 they will have an in-depth knowledge of how to keep themselves safe and healthy and they will, through respect, tolerance and understanding, forge and maintain positive relationships with a diverse range of family and friendship groups.

Children will meet or exceed the progression of skills requirements in the six topics covered annually.

We measure the impact of our curriculum by: –

Monitoring how children demonstrate a healthy outlook towards school – attendance will be in-line with national and behaviour will be good.
Discussions will be used to assess knowledge and inform future planning.
Children will demonstrate effective interpersonal relationships and a respectful, caring attitude towards others.
Children will demonstrate a caring attitude towards and responsibility for the environment, both locally in terms of the school and its surroundings but also the wider world.
Monitoring of taught skills across the school to evidence progress.

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

OFSTED comments

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

OFSTED comments

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

OFSTED comments

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

OFSTED comments

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

OFSTED comments

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

OFSTED comments

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

OFSTED comments

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

OFSTED comments

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

OFSTED comments

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

OFSTED comments

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

OFSTED comments

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

OFSTED comments

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

OFSTED comments

‘Inclusive Support for SEND Pupils: The school provides tailored support for pupils with special educational needs and/or disabilities (SEND), particularly through its “The Bridge” provision. Pupils with complex needs are encouraged to manage their emotions, which positively impacts their learning.’

OFSTED comments

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

OFSTED comments

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

OFSTED comments

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

OFSTED comments

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

OFSTED comments

PSHE – subject information

Intent

Aims

Implementation

Impact

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

PSHE – subject information

Intent

Aims

Implementation

Impact

‘Enthusiasm for Learning: Pupils are enthusiastic about their learning. They begin their work enthusiastically and present their work with pride.’

‘Governance and Leadership: Governors understand their roles. They assure themselves that what leaders tell them is reflected in the reality of pupils’ experiences. They offer support and challenge to leaders.’

‘Caring and Respectful Environment: The school fosters a culture of respect and kindness. Relationships between staff and pupils are warm, and there is a strong sense of community and family within the school. Pupils feel safe and trust the adults to support them.’

‘School Environment: This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

‘Extracurricular Activities and Cultural Awareness: Pupils participate in a wide range of activities beyond the classroom, such as residential experiences. They are also taught to respect different cultures and religions, helping them understand and reject prejudice and discrimination.’

‘Phonics and Reading: Pupils enjoy reading and being read to. The phonics curriculum begins early in Reception, and staff receive regular training to deliver it effectively. There is a strong reading culture, especially in the early years.’

‘Governance and Leadership: The school’s governors are well-informed, offering both support and challenge to leaders. They are also conscious of staff well-being, contributing to a positive working environment for staff.’

‘Positive Behavior and Role Models: Older pupils act as role models for younger ones, helping them with manners and routines. The school maintains a calm and orderly environment, contributing to a feeling of safety for the pupils.’

‘Role Models: Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

‘Engaged Learners: Pupils are enthusiastic about learning, show pride in their work, and consistently follow the clear routines set by the school. This contributes to a positive learning environment.’

‘Pupil Safety and Trust: Pupils say they feel safe and that they trust adults to help them.’

‘Behavior Management: Adults manage behaviour in a consistent way. Pupils say that adults are fair. Leaders have ensured that there are clear routines that pupils follow around school.’

‘Safeguarding: The school has effective safeguarding arrangements, ensuring the safety and well-being of all pupils.’

‘Cultural Understanding: Pupils are taught to recognise and respect different cultures and religions in wider society… They understand the broader make-up of the community and society that they are a part of.’

‘Curriculum: This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’

‘Support for SEND Pupils: Pupils with complex special educational needs and/or disabilities (SEND) who access ‘The Bridge’ are given bespoke support to help them in their learning.’

‘Curriculum Development: The curriculum has been developed to help pupils build knowledge over time. There is evidence of students connecting previous learning to current lessons, indicating a well-structured curriculum.’

‘School Environment:
This is a school that is built upon respect and kindness. Relationships between adults and pupils are warm and caring. A sense of family and community runs through the school.’

‘Role Models:
Older pupils enjoy role-modelling good manners and routines to children in Reception during lunchtime.’

‘Curriculum:
This work is beginning to give pupils opportunities to build more knowledge over time. For example, Year 2 pupils talk confidently about their learning about The Great Fire of London from Year 1, and how this connects to current learning in history.’