Lakeside Primary AcademyPersonal Social Health Education (PSHE)
INTENT: The vision for PSHE + RSE at Lakeside
At Lakeside Primary Academy, we intend for all children to be exposed to a global, interconnected world through real life experiences being taught throughout the curriculum to enable them to become a good citizen. From EYFS to UKS2, the children will be given opportunities to be able to develop skills and attributes such as resilience, self-esteem, critical thinking, risk management and team working. We will also introduce the risk factors that will affect their wellbeing and allow time for children to critically think about the dangers they could face. We create an ethos where children can be as happy, safe and healthy as possible.
Every day, KS1 and KS2 watch news round which gives the children insight to the world around them and different perspectives to discuss and learn from. EYFS focus on the development matters statements which include PSED and UTW each day through their continuous provision. These discussions promote children to be able to manage and regulate their emotions, build their self-confidence which would allow them to stick up for what they believe in. We also promote the children to create secure relationships throughout their lives. Whilst building secure and trusting relationships with their peers and adults in school, the children feel safe in their learning environments and are confident to discuss any worries or problems they may endeavour.
In school, we explicitly teach the children about different cultures, beliefs and traditions worldwide which promotes equality and diversity and respect to all others. This allows all children to feel a sense of belonging in school and appreciation for others no matter what differences they have.
Children need to recognise the importance of health, both mentally and physically, of themselves and others around them. Trustworthy discussions are welcomed in safe environments for inquisitive minds to understand in depth how this may affect them in life. This encourages children to recognise danger and when they may need to seek adult support for any concerns or emotions they experience that they are unsure how to manage. We also promote the understanding of the need to stay fit and healthy and how this contributes to keeping their minds healthy too.
Curriculum Design, Coverage & Progression
Lakeside use the Harmony Trust's PSHE/RSE curriculum for our planning and assessment. Educational visits, residentials and ‘Wow’ events are incorporated into the curriculum to engage and enhance the learning experiences.
The PSHE curriculum encompasses all the elements of our approach to developing PROUD learners with lifelong skills: Pride in learning, taking ownership of what we would like to find out about the world around us and how we can be independent learners to fulfil this. Use our Reading skills to research, Oracy to talk confidently about our learning and pose questions. Understanding yourself, your local area, your school and your family. Demonstrating Drive and motivation to engage in a range of activities developing the skills to ultimately answer the Big Question.
Children can achieve aspects of the Harmony Pledge through the PSHE curriculum, Respect is an integral element that runs throughout our curriculum, respect for yourself as well as others. Our assemblies reinforce learning in the classroom by giving learners the opportunities to share their achievements and discuss current affairs.
IMPLEMENTATION
PSHE is taught as a separate lesson in each year group but also discretely through everything we do. Many classes have circle time which can be planned or spontaneous depending on the circumstances of the day. This gives the children chance to discuss feelings, learn how to take turns in conversations, encourages listening skills and allows each child to be heard and express themselves. News events learnt about on Newsround and playground activities have a huge effect on children so it is important for teaching staff to recognise whether the children need an instant intervention as a whole class, small group or individual.
We have two thrive practitioners in school, who work closely with individual learners, helping to promote them understand the importance of positive mental health and give them strategies to use when they are in distress and struggling to regulate their emotions. These practitioners support other staff in school to identify children’s needs and apply different methods when concerning behaviour is shown. Each class also profiles their children, which sets class targets relating to their individual needs and allows all staff to be aware of their needs. This helps with the behaviour management in class allowing children to recognise their own targets and expectations in school.
Within school, we follow a behaviour system which shows the pupils clearly what the expectations are and the consequences given as well as praise through dojo points, sticker charts and rewards. This promotes the children to self-assess their behaviours and manage their emotions effectively throughout the day.
Through the explicit teaching of Oracy, time is given for the children to follow discussion guidelines. This then allows them time to understand and appreciate the opinion of others. Each child is given the opportunity to talk which builds on their confidence when talking to other children and adults. Varied ways of joining in are given to children who are nervous in group discussions so that they can still share their opinion in a way that they feel comfortable. During morning challenges, ‘think’ questions are used to encourage children to think outside the box and show their interpretation in different ways. The questions do not have a yes and no answer so allows the opportunity for discussion and debates. EYFS also show pictures and images to stimulate thoughts of their learners even those who find it difficult to listen can join in.
All teachers build on the characteristics of each learner as they grow through the school. This is done through building strong relationships and staff taking time to learn the needs of each individual. These relationships are secure enough that children maintain them throughout their journey in school. Transition days for children moving up the school and induction mornings for new learners help to develop these relationships and meetings with previous teachers help establish the understanding of each individual. We also allow time for our pupils to visit their secondary school to prepare them before they move on from their Lakeside journey.
Throughout the school year, we hold events such as: Summer fayre, picnic in the park, Christmas Fayre, craft mornings and productions, for parents and carers to attend which enables strong relationships to develop and allows the children to share their environment with other trusted adults. This strengthens relationships between adults in school and parents and carers.
We use both non-fiction and fictional books to help children relate to different aspects of their lives and give them the confidence to talk about these topics. These books promote discussion and understanding of emotions, health and wellbeing. Video clips are also used to help these discussions and the promotion of equality and diversity.
For more information about the Thrive approach see: http://www.lakeside.theharmonytrust.org/page/thrive/104563
For the Synopsis of PSHE at Lakeside and the PSHE Curriculum Coverage document, see below: