PSHE

Intent

It is our intention that PSHE/RSE and well-being education has a high priority at Ladybridge Primary School. Children will have safe and effective lessons that are age-appropriate for primary-aged children. PSHE/RSE will be embedded in the school core values of aiming high, resilience and respect and will help all pupils, parents, carers, staff and governors to achieve the school motto ‘Be the best that you can be’.

We intend that nobody will be discriminated and that the 9 Protected Characteristics of the 2010 Equality Act will be embedded in every aspect of the curriculum.

Implementation

The Governing body, Senior Leadership Team and school staff will ensure that all PSHE/RSE and well-being related policies are active, visible and understood by themselves, children and families. All policies will be inclusive for everyone and meets the needs of everyone in school. Support will be provided for vulnerable children and adults as needed. Training for adults working in school and information events for parents and carers will ensure a deeper and greater understanding of a curriculum designed to promote skills needed for living in the wider world.

We have adopted the Thematic model from the PSHE Association curriculum and this is followed by year groups YEAR 1 -6 in school. EYFS use the ‘Think Equal’ materials and follow the Revised Development Matters curriculum. Weekly assemblies focus on PSHE /RSE related themes; PSHE/RSE and Circles sessions are taught twice a week. We are a restorative school and have a core team of Restorative Ambassadors. We have a HUB (Helping Understand Behaviour) classroom with an experienced Pastoral Manager who works closely with school staff, individual children, families and outside agencies. We have regular events to promote positive relationships between home and school.

Impact

Children will be well prepared for the opportunities, responsibilities and experiences in later life. They will have a sense of their own and other’s moral, spiritual, cultural, mental and physical development. They will know how to look after themselves and each other and have a sense of good well-being and happiness in their own skin yet will know where to seek advice and support when they feel vulnerable. Pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and beyond.

All pupils, parents, carers, staff and governors will feel included and valued.

The success of our PSHE/RSE curriculum can be constantly monitored. Monitoring takes place in several different ways: the scrutiny of children’s work/class book; formal and informal lesson observations; discussion with pupils (pupil voice) and displays. Outcomes and progress are tracked each year and monitored by the PSHE subject lead. Feedback is given to all staff to facilitate professional development.