The School Vision and Ethos for PSHE
With the ethos of our school rooted in the United Nations Convention of the Rights of the Child (UNCRC), we are passionate about teaching PSHE (Personal, Social, Health Education). Our integrated curriculum promotes PSHE across a wide range of subjects and helps to ensure that PSHE lessons are not ‘on offs’ but link with the other learning for the children, making them more meaningful.
The Aims of our PSHE policy:
The aim of our PSHE policy is to help to ensure that children grow up to be responsible citizens who have a sense of belonging, feel that they are valued and make a meaningful contribution to both their immediate community and the wider world. In addition to this, we teach children both about their rights as stated in the UNCRC and also their responsibilities to help to ensure that the rights of others are met.
What do we focus on? Through our PSHE programme, we focus on:
- Sex and Relationships Education - This is planned annually for each year group. In year 3, the main focus is on the physical differences between girls and boys, progression to year 6, when we explore how babies are born;
- Drug Education - Again, this is taught annually. In year 3, we explore the fact that all medicines are drugs but not drugs are medicines; in year 4, we explore peer pressure; in year 5, the focus is on drug education; in year 6, there is a topic which looks at the harmful effects of smoking;
- Health - In year 5, there is a superhero project which allows the opportunity to explore our physical health. In year 3, the food project allows the children to learn about food groups.
- Wellbeing - Our annual wellbeing review provides us with the opportunity to review our wellbeing policy and to revisit our school definition of and approaches to supporting with bullying. Through the projects, the children explore bullying as a theme, often using literature to support them, e.g. 'How to be cook in Junior school', which is shared in year 3. Recently, as a school, we have begun to develop a Thrive approach, which also helps to support the wellbeing of our young people;
- Aspirations and Economic Wellbeing. Both 'Manor Feast on the Field' and 'Business and Enterprise week' are biennial (every other year) opportunities to explore the world of work and to gain a wider understanding of economic wellbeing. In addition, a careers week, again on a two year cycle, encourages the children to consider their own aspirations for their futures, their skills and areas which they may need to develop further. The year 3 project on 'What's on the menu?' offers the chance for their children to experience working in their own restaurant for the end project outcome, and in year 4, the children run their own shop as part of their shopping project.
There are also whole school themes which allow us to work together, e.g. during the autumn term, our whole school democracy weeks provides the opportunity for children to explore and debate democracy, and to fully develop their understanding of article 12 from the UNCRC: Children have the right to express an opinion and adults should listen to this and take it seriously.
Other aspects of PSHE would also be implemented through our projects, e.g. e-safety; water, fire and road safety.
How is PSHE implemented? PSHE lessons are generally not discrete, but themes are incorporated through our project plans. As an example, through topic links, children are able to explore the relationships which there might be between friends and can begin to discuss the difficulties that can at times arise. Through the year 3 topic, “What’s your toy’s story?” the children explore the relationship between two of the main characters: Woody and Buzz and gain a better understanding of what it means to sustain a positive friendship. For progression, this theme develops as the children move into year 6, where they look at the relationships between the two rival families - the Montagues and Capulets, as part of their project: "To love or not to love?"
How do we engage and involve our children? Pupil responsibility is a key element of our school. Children from year 3 to year 6 are provided with regular opportunities to take on responsibilities for different aspects of the running of the school. Pupil participation is highly valued and an integral part of Manor Field. You can find out more about this by visiting the pupil section of our website where you can read about some of the jobs undertaken by pupils.
How do we involve and engage parents? Opportunities throughout the year are provided for parents to come to school to find out more about what we are doing with PSHE, e.g. through parent meetings to discuss our drug or sex education programmes.
Enrichment and Visitors When appropriate and possible, we make use of other external visitors to enrich our PSHE programme, e.g. the PCSOs who visit classes to inform the children on their work in the community. We also invite charities to school to help to inform the children of wider issues, e.g. Just Different are a national charity who help to educate children about the issues surrounding living with disabilities.
Circle time Weekly circle times in each class allow the children the opportunity to both express their opinions and also to explore issues within the ‘safe’ setting of their classrooms. Themes for circle times might range from friendships, to e-safety and are chosen either by the class teacher or at times as a result of discussion with the children. Whilst the circle times in the younger classes are predominantly lead by the class teacher, in year 6, when children have been practised the various skills needed to be successful in leading a circle time and often take responsibility for organising the sessions themselves.