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PSHE and RSE

 

At Godstone Primary and Nursery School, we uphold the PSHE Association’s belief that through an excellent PSHE (personal, social, health and economic) curriculum, children will develop the knowledge and skills to ‘embrace the challenges of creating a happy and successful adult life… that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy’. 

Intent - What we want out children to achieve

  • To prepare all children for the modern world enabling them to develop and maintain:
    • Good mental health including resilience and self-esteem
    • Healthy relationships
    • Mutual respect
    • Tolerance for one another and empathy
    • Economic independence
    • Understand consent
    • Raise expectations
    • Risk management
    • Knowledge and skills to stay safe on and offline
    • Knowledge and vocabulary regarding their body
    • Team working
    • Critical thinking
    • Improved life chances – including careers and healthy relationships
  • To recognise and speak out regarding any safeguarding and child protection concerns
  • Our PSHE and RSE curriculum reflects the community and world in which we live in and instils a culture of respect in line with our core values
  • To implement a whole school approach to Nurture, providing an environment where children are supported with their wellbeing to ensure they have a range of coping strategies to allow them to engage and take responsibility for their learning.

 

Implementation - How we teach PSHE and RSE

  • The PSHE scheme ‘You, Me and PSHE’ is taught from years 1 to 6. The RSE objects are taught using ‘CWP Scheme.’ In some year groups, specific units are supplemented with research informed units from Surrey.
  • New learning builds on previous learning, year on year, with strands repeated throughout KS1 and KS2 to ensure prior learning is consolidated and links are made to new content.
  • Enrichment opportunities, such as ‘Fire Safety Training,’, ‘Walking Feet’, ‘Bikeability’ and ‘Surrey Youth Engagement Officer’ workshops enhance the scheme of work.
  • PSHE/RSE is taught on a weekly basis by class teachers. Ground rules are written at the beginning of each academic year and referred to during lessons. Lessons include paired/ group discussions, scenarios, matching cards, role play, stories and diamond 9 activities, to name a few. 
  • Each new unit begins with an assessment to enable the class teacher to build on next steps and address any gaps in their knowledge.  The unit ends with another assessment to demonstrate progress.
  • Teachers input assessment data on to Insight (our school assessment system) termly.
  • The National Nurturing Schools Programme, which supports the social, emotional and mental health needs of our children, is embedded throughout our practice.
  • The Zones of regulation are used with the children to develop self-regulation skills by categorising their emotions. 
  • Children that are struggling with their wellbeing are identified by the Inclusion team and targeted interventions are implemented, drawing on external professionals where appropriate. 
  • Assemblies linked to the core values, Nurture Project, Wellbeing and Zones of Regulation, ensure that our Nurturing approach maintains a high profile across the school. Bespoke assemblies, such as the NSPCC ‘Speak Out, Stay Safe’ ChildLine assemblies are also delivered.
  • Child voice surveys and staff audits assess training and development needs within the subject.
  • Events are planned to raise the profile of mental health and wellbeing are organised throughout the year.

 

Impact - The difference our PSHE and RSE curriculum makes

  • Children’s knowledge in each core area of PSHE and RSE builds and develops as they move through the school.
  • All children to make good and sustained progress and attainment in this subject.
  • Children can articulate how the teaching within PSHE and RSE can support them throughout life.
  • The Nurturing Schools approach fosters a safe environment at school where the children feel well equipped to engage and take responsibility for their learning.
  • Children are able to identify where they can go for help within the school environment and outside of this.
  • Children are able to name and identify their emotions and can explain strategies they can use to support them.
  • Enrichment opportunities make tangible links to the outside world, therefore highlighting the importance of the subject.

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