Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE and schools should consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE to encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription. As today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. PSHE place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This sits alongside the essential understanding of how to be healthy.
A high quality PSHE Education supports pupils to foster wellbeing knowledge and develop resilience and character that we know are fundamental to pupils being happy, successful and a productive member of society. Central to this is pupils’ develop the ability to believe that they can achieve goals, both academic and personal; to stick to tasks that will help them achieve those goals, even when the reward may be distant or uncertain; and to recover from knocks and challenging periods in their lives. This is complemented by the development of personal attributes including kindness, integrity, generosity, and honesty. We endeavour to ensure the content is proportionate and deliverable. PSHE complements the national curriculum where appropriate and meets the ambitions of the Careers Strategy. The knowledge and attributes gained will support their own, and others’, wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.
The aim is to support children to feel a strong sense of belonging and community. Personal, Social, Health Education is a whole-school approach that underpin children’s development as people and because we believe that this also supports their learning capacity. We use 'The Jigsaw Programme' to support the delivery as it offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area. This also supports the “Personal Development” and “Behaviour and Attitude” aspects evaluated under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children. Will be available shortly...
In the Early Years starting from our 2 Year old provision through to reception, staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statuory framework for thr EYFS is met. Reception children are assessed against the appropraite early learning goals for personal, social and emotional development to contribute to them reeaching a good level of development.
Reception children also make use of the Jigsaw Programme to support learning so that children are introduced and prepared to learn well and be healthy and happy, equipped to cope in the world and be aware of its wonder and thiers.
Name | Format | ||
---|---|---|---|
Files | |||
snapshot-map-3-11-with-attainment-descriptors.pdf |
Name | Format | ||
---|---|---|---|
Files | |||
Long Term Framework PSHE.pdf |
Jigsaw Scheme -https://jigsawpshe.com/home
Here are Year 4 enjoying their Jisgaw lesson. They were discussing different scenarios and how they would feel in each situation.`
Here is some of our fantastic PSHE work from our floor books and Ebooks.
'My favourite part is when we pass things around in the circle and talk about things' mentioned a Year 1 pupil.
'I like learning in PSHE. We have quiet time in Calm Me. The chime relaxes me' said a pupil in Year 2.
A Year 3 pupil exclamated 'PSHE is fun. We get to draw pictures and it calms my mind.'
Year 4 children enjoy learning how to be safe and acting out different scenarios.
A pupil in Year 5 shared that he liked creating posters and also that in circle time he can pass if he doesn't want to share.
Pupils in Year 6, commented that they like that they play games whilst they are learning. They also mentioned how they found online bullying lessons interesting.
Your views on our PSHE policy are very welcome and will be considered when delivering our approach to teaching relationships and sex education in school. If you have any questions please email - admin@rifthouseschool.org.uk wth the subject - FAO PSHE.
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE and schools should consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE to encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription. As today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. PSHE place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This sits alongside the essential understanding of how to be healthy.
A high quality PSHE Education supports pupils to foster wellbeing knowledge and develop resilience and character that we know are fundamental to pupils being happy, successful and a productive member of society. Central to this is pupils’ develop the ability to believe that they can achieve goals, both academic and personal; to stick to tasks that will help them achieve those goals, even when the reward may be distant or uncertain; and to recover from knocks and challenging periods in their lives. This is complemented by the development of personal attributes including kindness, integrity, generosity, and honesty. We endeavour to ensure the content is proportionate and deliverable. PSHE complements the national curriculum where appropriate and meets the ambitions of the Careers Strategy. The knowledge and attributes gained will support their own, and others’, wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.
The aim is to support children to feel a strong sense of belonging and community. Personal, Social, Health Education is a whole-school approach that underpin children’s development as people and because we believe that this also supports their learning capacity. We use 'The Jigsaw Programme' to support the delivery as it offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area. This also supports the “Personal Development” and “Behaviour and Attitude” aspects evaluated under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children. Will be available shortly...
In the Early Years starting from our 2 Year old provision through to reception, staff make use of the non-statutory guidance Birth to Five matters whilst ensuring the statuory framework for thr EYFS is met. Reception children are assessed against the appropraite early learning goals for personal, social and emotional development to contribute to them reeaching a good level of development.
Reception children also make use of the Jigsaw Programme to support learning so that children are introduced and prepared to learn well and be healthy and happy, equipped to cope in the world and be aware of its wonder and thiers.
Name | Format | ||
---|---|---|---|
Files | |||
snapshot-map-3-11-with-attainment-descriptors.pdf |
Name | Format | ||
---|---|---|---|
Files | |||
Long Term Framework PSHE.pdf |
Jigsaw Scheme -https://jigsawpshe.com/home
Here are Year 4 enjoying their Jisgaw lesson. They were discussing different scenarios and how they would feel in each situation.`
Here is some of our fantastic PSHE work from our floor books and Ebooks.
'My favourite part is when we pass things around in the circle and talk about things' mentioned a Year 1 pupil.
'I like learning in PSHE. We have quiet time in Calm Me. The chime relaxes me' said a pupil in Year 2.
A Year 3 pupil exclamated 'PSHE is fun. We get to draw pictures and it calms my mind.'
Year 4 children enjoy learning how to be safe and acting out different scenarios.
A pupil in Year 5 shared that he liked creating posters and also that in circle time he can pass if he doesn't want to share.
Pupils in Year 6, commented that they like that they play games whilst they are learning. They also mentioned how they found online bullying lessons interesting.
Your views on our PSHE policy are very welcome and will be considered when delivering our approach to teaching relationships and sex education in school. If you have any questions please email - admin@rifthouseschool.org.uk wth the subject - FAO PSHE.