BEREWOOD PRIMARY SCHOOL

Transcription

1 BEREWOOD PRIMARY SCHOOL Personal, Social, Health and Citizenship Education Policy Spring 2016

2 BEREWOOD PRIMARY SCHOOL Revised by School January 2016 Responsible Person Sue Patrick (head teacher) Responsible Committee Full Governing Body Ratified by GB 10 th March 2016 Next Review Spring 2019 A distinctive vision BEREWOOD PRIMARY SCHOOL At Berewood Primary School we see education as a journey of discovery to fire the imagination, to establish a sense of self, and to gain the confidence to take full part in the wider world. An ethos of local partnership Berewood Primary School and the University of Chichester Academy Trust share the belief that education has the power to transform society. Our school is deeply rooted in its locality and encourages the involvement and interest of parents and the community, recognising that strong and vibrant communities have partnership and inclusion at their heart. POLICY FOR PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION At Berewood Primary School we work to provide high quality education within a caring, secure and stimulating school environment. Our children are given every opportunity, support and encouragement to develop academically, emotionally, physically, socially and spiritually to their full potential. All staff have an important role to play in the Personal, Social, Health and Citizenship Education (hereafter referred to as PSHCE), of all pupils. We also enlist the support of parents, professionals and the wider community in helping pupils to progress in this area. We aim to equip pupils with the knowledge, understanding and skills that enable them to become effective learners and support them as they move through childhood into adolescence, and become independent young people and thoughtful, responsible citizens.

3 PSHCE provides an opportunity for pupils to: Acquire knowledge and understanding of themselves, of others and of the world in which they live; Develop skills for living; Understand and manage their emotions; Become morally and socially responsible; Take on a range of roles and relationships; Value themselves and respect others; Contribute to their community; Appreciate difference and diversity; Participate actively in our democracy; Safeguard the environment; Act in the wider world in a way that makes the most of their own and others human potential. The objectives of the PSHCE programme are to: Promote a positive sense of the self; Promote good relationships with others; Promote good attitudes towards others and an understanding of differences between people and their viewpoints; Provide opportunities to share and explore life experiences, emotions and difficulties in groupings beyond the family; Equip pupils with knowledge about the world in which we live; Equip pupils with the skills and attitudes to engage effectively in the task of learning; Encourage reflection about values, attitudes, choices and beliefs; Promote a healthy and safe lifestyle; Provide opportunities, responsibilities and experiences that will prepare pupils for the adult world, enabling them to become active members of our democratic society All of these objectives make important contributions to the five outcomes for Every Child Matters (Children s Act 2004), that is, that pupils be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. They also reflect the priorities of Rights Respecting Schools, an area the school intends to explore. Curriculum Programme of Study The school follows the Primary SEAL (Social and Emotional Aspects of Learning) programme and will embed it into our school curriculum. SEAL offers a framework for promoting the social and emotional aspects of learning; self-awareness, managing feelings, motivation, empathy and social skills. All seven units are covered over a two year cycle. Other aspects of PSHCE not covered by the Seal materials are planned into the curriculum each year to enrich our provision and meet all requirements. At Key Stages 1 and 2, Drugs Education and Relationships and Sex Education requirements are delivered through both the Science and PSHCE curricula. (see; Drugs Education Policy and Sex and Relationships Education Policy).

4 PSHCE - Long Term Plan In the Early Years Foundation Stage, planning for pupil s Personal, Social and Emotional Development dove tails with the development matters statements identified in the seven areas of learning and development; which lead to the Early Learning Goals. Across Key Stage 1 and 2 there is a clear progressive programme of activities for PSHCE. From this programme teachers choose or adapt activities suitable for their class and their topics. Weekly lesson plans may be written or teachers may choose to annotate the medium term plans. Citizenship As part of this work the school will develop an active School Council that encourages and acts upon the pupil voice of the school, and will explore the Rights Respecting School agenda. Throughout the year there are many whole school, Key Stage and class activities that promote citizenship and PSHCE Peer Mediation The school has developed the role of the Playground Buddies who play a valuable role in creating a harmonious atmosphere in the school playground. There are plans to include a Friendship Bus Stop that any child can to go, if they need a friend. Links With Other Curriculum Areas Opportunities exist throughout all curriculum areas for promoting pupils PSHCE. Specific curriculum links to SEAL are identified in the unit booklets and in the end of unit monitoring sheets. There are a range of events which take place during the school year which have the potential for promoting PSHCE development. Parents and the Wider Community It is important to have the support of parents and the wider community for all aspects of the PSHCE curriculum. Parents are informed of the content of the PSHCE curriculum through the termly curriculum letters and by individual letters for special events. Parents are given opportunities to find out about other aspects of PSHCE through parent awareness sessions (e.g. Relationships and Sex Education coverage), and the established system of parent interviews and, supporting the individual needs of the pupil, that are in place, for example, children with special educational needs and the gifted and talented. Visiting speakers from the community, (eg health specialists, police and fire service), make a valuable contribution to the programme. The impact of visiting speakers is carefully planned to ensure that it is compatible and complementary to the work, but it is important that their input reflects, and is consistent with the school policy. Teaching and Learning PSHCE is taught most effectively through interactive learning. Lessons include time for: Individual reflection on the subject in hand;

5 Small group decision making; The sharing of ideas by the whole class; Opportunities for reporting back; Planning for implementing what has been learned/decided, where appropriate. Contexts for lessons may include: Brainstorming or mind-mapping; Role play; Visits; Visitors; Circle time. Circle time is used to encourage: The participation of individuals as part of a large group; Respect for everyone s views; Talking and listening for all; The inclusion of all adults and children, and the sharing of ideas with the whole group. Assemblies are used to enhance children s understanding of: SEAL units Learning dimensions Current and National events School expectations, ethos and vision Displays in the hall, corridors and classrooms support PSHCE curriculum by: Exhibiting outcomes Presenting responses and good examples Assessment for Learning In the Early Years Foundation Stage, on-going formative assessment is an integral part of the learning and development process. Children are continually observed during self-initiated learning. Parents and carers are encouraged to share their observations and contribute to the day-to-day assessment process. Children s progress is recorded on Tapestry where parents can share their child s learning journey and add their own comments, daily. Summative assessments are made on the EYFS Profile at the end of the reception year. Parents receive a written report outlining their child s achievements and indicating whether the child is meeting expected levels of development, exceeding or not yet reaching, emerging the expected level in the summer term. At Key Stage 1 and 2, formative assessments are made at the end of each term using the SEAL, Children s Assessment sheets or other adapted activities. Pupils have on going opportunities to engage in self-assessment. There is no statutory requirement for assessments at the end of Key Stage 1 and 2. Across the school, each term the children create a topic book which is shared with parents and includes aspects of PSHCE and citizenship.

6 Healthy Schools Standard The school was awarded Healthy School status in July PSHCE strongly supports the schools development of this key award. ECO Schools The school recognises that developing children s awareness of and engagement in the issues relevant to ECO Schools will also enrich their PSHCE curriculum and develop other important skills and knowledge. The school intends to explore this standard in the future. Resources Reference materials and resources for planning PSHCE are stored in a central location. Each year group has a SEAL folder with unit booklets. Staff can access documents and materials relating to all aspects of SEAL and PSHCE on the staff server. Monitoring and Evaluation The PSHCE coordinator is responsible for monitoring and evaluating the effectiveness of teaching and learning in PSHCE. Examples of work and photographs of activities are collected to show evidence of coverage, progression and standards. Staff meetings, led by the PSHCE co-ordinator inform, support and update developments. See also, Behaviour and Discipline Policy, Bullying Policy, Teaching and Learning Policy, Equal Opportunities Policy. This policy is reviewed every three years.