Personal, Social, Health & Citizenship Education Policy

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1 Personal, Social, Health & Citizenship Education Policy George Tomlinson Primary School June 2014

2 Contents Page PSHE and Citizenship Policy 3 Confidentiality Statement 7 Drug Education & Managing Drug Related Incidents 9 Sex and Relationship Education 13 Appendices 16 2

3 Personal, Social, Health and Citizenship Education Policy This policy was originally ratified by Governors in November 2009 following consultation with staff, pupils, parents and governors. The implementation of this policy will contribute towards the five outcomes for children outlined in Every Child Matters It will also contribute towards School Self Evaluation Form targets in line with the 2005 Ofsted Inspection arrangements. School Background Information Type of School Member of Healthy Schools Programme Classes per year: Primary Yes 3 form entry with a 90 place nursery. Key contacts: PSHE Co-ordinator: Drugs Lead: Sex and Relationship Education (SRE) Lead: Designated Teacher for Child Protection Ruth Alton Ruth Alton Ruth Alton Mandy Stewart Dissemination Key information from this policy will be incorporated into the following documents where appropriate: School Handbook / Prospectus Staff Handbook / Induction materials Pupil documentation National Curriculum Context National Curriculum 2000 set out the aims of the curriculum as: Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and achieve Aim 2: The school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life 3

4 The interdependence of these two aims is clear. The personal development of pupils plays a significant part in their ability to learn and to achieve. Therefore the inclusion of PSHCE (Personal, Social, Health and Citizenship Education) in the taught and hidden curriculum is fundamental to meeting these aims. The school also cross references its PHSCE delivery with the recent inclusion in curriculum planning of the Social and Emotional Aspects of Learning (SEAL) School Statement In response to Aim 2, PSHCE will be delivered within the school s agreed aims, values and moral framework in a manner which is sensitive to the needs and beliefs of pupils, parents / carers and other members of the school community. This will be delivered within the schools agreed equal opportunities framework. Moral and Values Framework We believe that policies should reflect the ethos, values and beliefs of the school and should be developed in consultation with the whole school community. The personal beliefs and attitudes of teachers will not influence the teaching of PSHCE, including drug education and Relationship and Sex Education (RSE). All those contributing to the programme will work within the agreed morals and values framework. Links with other policies As a school we have ensured that this policy links with other relevant policies including those on Safeguarding, Behaviour (including anti-bullying), Equal Opportunities, Teaching and Learning Policy, Use of Visitors and E-safety Policy. Aims We aim to support pupils to: Develop confidence and responsibility and to make the most of their abilities Prepare to play an active role as citizens Develop a healthy safer lifestyle Develop good relationships and to respect the differences between people Increase emotional awareness. These aims are taken from NC 2000 PSHE Model of Delivery A variety of approaches e.g. experiential and active learning techniques, are used to give pupils relevant information; to enable moral issues to be explored through discussion; and to acquire appropriate skills. Special attention is given to differentiated teaching so that the needs of all pupils are met wherever possible. These differentiated needs may be in terms of emotional and physical development, life experiences, literacy levels and learning difficulties. The school will ensure that a safe learning environment is created e.g. ground rules, distancing techniques. Opportunities for active citizenship will be sought within the school and local community. 4

5 Timetable allocation Staffing Groupings (where necessary) Approximately 30 minutes per week Class teacher and any support staff Single sex on occasion, e.g. when the children are learning about some aspects of sex education 5

6 Overview of PSHCE Curriculum Topics may be taught at different times in order to meet the needs of the school and the children? Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Foundation ** Myself and others. Health & hygiene. Consequences. Family networks. Feelings. Needs. 1 Rules & relationships Exercise. Outdoors. Change, loss & bereavement. Friendship & bullying Environment. 2 Substance use & misuse Hygiene. Child protection. Growing up. Similarities & differences Community 3 Rights & responsibilities at school Nutrition Outdoors Other people s lives. Self- esteem. Jobs 4 Rights & responsibilities at home Exercise. Physical changes. Recognising dangerous situations. First aid & getting help Accepting differences. Assertiveness Environment recycling 5 Resolving conflict. Puberty- inc. menstruation Drugs (keeping healthy) Different types of relationships Feelings Politics 6 First aid & getting help Puberty and reproduction Inequalities Taking risks. Community action Transition ** Foundation stage covers all the topics over the year and through observations. Breadth of Opportunities 6

7 Key Stage 1 Key Stage 2 Fire safety talk year 2 (London Fire Brigade) Road safety Walks to Bushwood School Council (year 2 now included) School nurse and dentist, nutritionist E-Safety School Council Fire safety talk year 6 (London Fire Brigade) Road safety, taught by teachers within the curriculum. Cycling proficiency Residential trips (year 6) Visit to Town Hall to meet the Mayor Visits from local councillors E-Safety Training All staff will be given appropriate training and support and the co-ordinators will have access to specialist training e.g. SEAL support and training Resources Governors and staff will ensure that the resources used: Reflect the needs and ages of pupils Reflect the cultural diversity of the school community Are reviewed and updated annually Resources are kept in the Planning and Assessment Room Parents / Carers Involvement In order to enable the parents / carers to play an active role in their child s personal and social development Awareness raising sessions on key issues will be delivered e.g. Parents are invited to a meeting to discuss what the children will be learning in Relationship and Sex Education Parents will be consulted on the development and review of the policy This policy is available to parents / carers via the school website or on request Parents /carers will be informed which aspects of PHSE will be taught, via the termly Curriculum Letter The school will inform parents / carers of their child s progress in their annual report. Agency Involvement When outside speakers/contributors are used to complement the work of the school, the sessions are jointly planned beforehand with the PSHCE Co-ordinator and/or the 7

8 teacher(s) co-facilitating the session(s). This will include agreement of the content, learning outcomes, methods of evaluation and any follow up work. The visitor s contribution will be incorporated into the programme for PSHCE and not used in isolation from it. Outside speakers/contributors will be given a copy of this and other relevant school policies prior to the visit, to ensure that they are aware of the ethos of the school, and how incidents are dealt with should any occur. Monitoring and Evaluation Lessons will be properly planned using assessment to ensure that the pupils reflect with the teacher on what they have learned in terms of knowledge and understanding, development of skills, and how their attitudes and values may have changed. This is carried out in a variety of formal and informal ways. Teachers also have the opportunity to reflect on what they have learned from the programme. The PSHCE Co-ordinator will be responsible for Ensuring the policy and programmes are implemented as agreed Supporting staff in planning, delivery and assessment Recommending initiatives and resources for the future development of the PHSCE Curriculum 8

9 Drug Education School Statement George Tomlinson Primary School recognises the harm that all drugs can have, be they illegal, legal or medicines. The School aims to provide clear and consistent messages, which promote safety in line with Drugs: Guidance for Schools, DfES Contents & Organisation of Drug Education To be effective, drug education will be taught through the formal and informal curriculum, although the main vehicle will be the PSHCE curriculum in conjunction with Science. The statutory National Curriculum Science Orders require that the following elements of drug education be taught: Key Stage 1 (5-7 year olds) Pupils learn about being safe with medicines and household substances and the basic skills for making healthy choices and following safety rules. Key Stage 2 (7-11 year olds) Pupils learn about the effects and risks of alcohol, tobacco, volatile substances and illegal drugs and basic skills to manage risky situations. They learn how to make informed choices about their health, how to resist pressure to do wrong and to take more responsibility for their actions. Drug education within PSHCE curriculum will be delivered in line with the recommended content and progression for drug education in the Drugs Guidance for Schools Media If an incident occurs which is attracting media attention or advice is needed on handling the media, the Head teacher will contact the Local Authority and notify the Chair of Governors. Smoking Statement George Tomlinson is a non-smoking school; smoking is not allowed on any part of the site and premises and this applies to all members of the school community including staff, pupils, parents and visitors. This is in keeping with the National Healthy School Programme and outcomes for children in Every Child Matters. Alcohol Statement If alcohol is authorised at school, e.g. at parents / carer or community events the arrangements for storage and use should be agreed in advance by the Head Teacher. 9

10 Relationship and Sex Education (RSE) School statement RSE is lifelong learning about relationships, sex, emotions and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. RSE has a key part to play in the personal, social, moral and spiritual development of young people. It begins informally in the home with parents and carers long before any formal education takes place at school. Pupils will be encouraged to talk openly and their questions answered honestly in a way that respects diversity of cultures and families. National Context The SRE Guidance (2000) is supported in legislation by the Learning and Skills Act (2000). This requires that in the context of RSE: Young people learn about the nature of stable, loving relationships, marriage and their importance for family life and the bringing up of children Children are protected from teaching and materials which are inappropriate having regard to the age and the religious and cultural background of the pupils concerned. Aims The following aims complement those of the National Science Curriculum. RSE should prepare children for an adult life in which they: Develop confidence in talking, listening and thinking about feelings and relationships Can name parts of the body and describe how their bodies work Can protect themselves and ask for help and support Are prepared for puberty. Content & Organisation The sex education elements contained in the National Curriculum for Science orders are mandatory for all pupils of Primary age. RSE provided in the PSHCE curriculum is complementary to and distinct from the Science Curriculum. Learning Outcomes The following statements are offered as an illustration of learning outcomes for RSE for each key stage. They give a basis for planning work to develop knowledge and understanding, values and attitudes and personal skills in RSE. They draw on Department for Education and other guidance on RSE and they reflect elements of the non-statutory framework for PSHCE. Those statements marked with an asterisk are part of the National Curriculum science requirements. By the end of Key Stage 1 Pupils will be able to: 10

11 Recognise and compare the main external parts of the bodies of humans* Recognise similarities and differences between themselves and others and treat others with sensitivity Identify and share their feelings with others Recognise safe and unsafe situations Identify and be able to talk with someone they trust Be aware that their feelings and actions have an impact on others Make a friend, talk with them and share feelings Use simple rules for dealing with strangers and for resisting pressure when they feel uncomfortable or at risk. Pupils will know and understand: That animals, including humans, grow and reproduce* That humans and animals can produce offspring and these grow into adults* The basic rules for keeping themselves safe and healthy About safe places to play and safe people to be with The needs of babies and children Ways in which they are like and different from others That they have some control over their actions and bodies The names of the main external parts of the body including agreed names for sexual parts Why families are special for caring and sharing. Pupils will have considered: Why families are special The similarities and differences between people How their feelings and actions have an impact on other people. By the end of Key Stage 2 Pupils will be able to: Express opinions, for example, about relationships and bullying Listen to, and support others Respect other people s viewpoints and beliefs Recognise their changing emotions with friends and family and be able to Express their feelings positively Identify adults they can trust and who they can ask for help Be self-confident in a wide range of new situations, such as seeking new friends Form opinions that they can articulate to a variety of audiences Recognise their own worth and identify positive things about themselves Balance the stresses of life in order to promote both their own mental health and well-being and that of others See things from other people s viewpoints, for example their parents and their carers Discuss moral questions Listen to, support their friends and manage friendship problems 11

12 Recognise and challenge stereotypes, for example in relation to gender Recognise the pressure of unwanted physical contact, and know ways of resisting it. Pupils will know and understand: That the life processes common to humans and other animals include growth and reproduction* About the main stages of the human life cycle* About the physical changes that take place at puberty, why they happen and how to manage them The many relationships in which they are all involved Where individual families and groups can find help How the media impact on forming attitudes About keeping themselves safe when involved with risky activities That their actions have consequences and be able to anticipate the results of them About different forms of bullying people and the feelings of both bullies and victims About, and accept, a wide range of different family arrangements Pupils will have considered: The diversity of lifestyles Others points of view, including their parents or carers Why being different can provoke bullying and why this is unacceptable The diversity of values and customs in the school and in the community The need for trust and love in established relationships. *These areas of PSHCE are taught within the science curriculum. Specific Issues Puberty Both boys and girls should be prepared for puberty and girls should be prepared for menstruation before their periods start Homophobia All members of the school community should be treated within the context of equal opportunities. Any homophobia will be challenged and recorded in accordance with the school Behaviour Policy. (Further guidance is available in Stand Up for Us DfES 2004 and The Equality Act 2010, Department for Education Advice 2013) 12

13 Procedures for Pupil Withdrawal from SRE Parents have the right to withdraw their children from part or all of sex and relationships education provided outside the National Curriculum of Science. Parents wishing to withdraw their child should do the following: 1. Ask to see a copy of the school s Relationships and Sex Education Policy 2. Ask the school for an appointment to see the PHSCE Co-ordinator / Member of the Senior Leadership Team concerning withdrawing their child from RSE Following the meeting if they still wish to withdraw their child they will be asked to put their request in writing stating which part of the programme they wish their child to be excluded from. 13

14 Appendices Safeguarding Policy Behaviour Policy E-Safety Policy Anti-Bullying Policy 14

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