Personal, Social and Health Education (PSHE)
Mrs Kate Walsh
PSHE Subject Leader
Under the new guidance issued by the DfE, as of September 2020, Relationships Education at primary school will be compulsory. We believe that, to be effective, this should be taught within a broader PSHE programmes of study. Relationships education focusses on giving children the knowledge they need to make informed decisions about their wellbeing, health and relationships. Health education focusses on equipping children with the knowledge they need to make good decisions about their own health and wellbeing.
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At Telford Infant School we have created our own bespoke curriculum using guidance from the PSHE association to ensure that we ensure that we meet the needs of all of the learners within our school. This curriculum also covers all aspects of the RSE curriculum recently advised by the Dfe. Lessons will be delivered by the class teacher using age appropriate , practical and engaging resources. EYFS Children in EYFS develop knowledge, skills and attributes that form a crucial foundation for later teacher of PSHE at KS1. Both curriculums complement each other, providing opportunities for progression throughout the school. The PSHE curriculum in EYFS is largely covered in the ‘Development Matters Framework’ prime area of Personal, Social and Emotional Development covering key concepts and skills around – Making relationships; Self-confidence and self-awareness; Managing feelings and behaviour. Specific areas are also covered, such as, Physical Development – Health and self-care and Understanding the World – People and communities, and supports the teaching of Relationships; Health and Wellbeing along with Living in the Wider World. Key Stage 1 At Telford Infant School we have developed our own scheme of work for Y1 and Y2 which incorporates the ‘PSHE Association Programme of Study’ for KS1. This bespoke curriculum also takes into account the needs of our children and the community/society in which they are growing up. Our scheme of work is based on three core themes: Relationships Health and Wellbeing Living in the Wider World Our progression maps sets out learning opportunities for each year group. Each core theme, is organised into subtopics to ensure core knowledge is sectioned into units of manageable size. Teaching of PSHE and RSE includes sufficient and well-chosen opportunities and contexts for children to embed new knowledge so that it can be used confidently in real-life situations. This progression develops knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. The curriculum is delivered proactively, such that it addresses issues in a timely way in line with current evidence on children’s physical and emotional development. Protective Behaviours All children are taught Protective Behaviours in the Autumn term and the language of safety is at the core of school values and expectations. Through Protective Behaviours children learn to respect themselves as an individual and to understand the importance of feeling safe. PSHE aims to develop children’s moral, spiritual and cultural understanding as they become successful and happy young people who make a meaningful contribution to society.
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Children at Telford Infant School will:
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Love learning.
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Respect and celebrate that we are all unique , celebrating difference.
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Form kind and respectful relationships
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Make safe choices and understand how to resolve conflict.
- Be able to articulate how they are feeling and make informed choices about their own mental wellbeing.
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Know the meaning of collaboration and offer reasoned views.
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Follow rules in order to be part of the wider community ·
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Understand the importance of being safe.
- Understand what they need to be happy and healthy.
Relationships and Sex Education at Telford Infant School
From September 2020 the Department for Education made Relationships Sex Education and Health Education compulsory in all schools.
What does the new guidance mean?
The new guidance focuses on healthy relationships and keeping children safe in the modern world. It also covers a wide range of topics relating to physical and mental health, wellbeing, safeguarding and healthy relationships.
At Telford Infant School our robust PSHE curriculum covers a wide aspect of the relationships programme in a child friendly and appropriate manner. As an infant school we do not have to teach any part of the sex education programme but it does mean that parents will not have a right to withdraw children from the relationships part of our curriculum.
Any RSE sessions will be incorporated within our comprehensive PSHE program facilitated and planned by the class teacher and delivered in a child friendly manner which is appropriate and tailored towards the needs of the class. Some sessions may be taught weekly but ,where possible, we will strive to find cross- curricular links with other subject areas such as Science, PE and Religious Education. At all times we will ensure that the curriculum fits in with the aims and ethos of Telford Infant School.
In 2020 we consulted parents and shared this new bespoke curriculum and we were supported wholeheartedly with our approach.
At Telford Infant School, we embrace the Thrive approach to improve and support children's personal development, their mental health and ultimately ensuring they are ready to learn. The Thrive approach has been developed over many years to help children flourish:
It supports their emotional and social development
Helps our children to feel happy and secure
Helps children to enjoy friendships
Supports children relating to each other
Helps our children be ready to learn
Positive relationships are at the heart of Thrive. We use these relationships, together with play and creative activities, to give children key experiences at each different stage of development.
Thrive supports children in becoming more self assured, capable and adaptable.
Practising Thrive involves carrying out a detailed assessment of a child's emotional needs, putting together a carefully differentiated action plan of strategies and activities that aim to address those needs and systematically reviewing the child's need to monitor progress.