At Le Rondin School we recognise that Personal, Social, Health and Economic Education (PSHE) is the subject through which children develop the knowledge, skills and attributes they need to live healthy, safe, productive, responsible and balanced lives and to thrive as individuals, family members and members of society. From developing self awareness and forming healthy relationships, to making responsible decisions about alcohol, we know that PSHE helps children to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. As a trauma sensitive school we aim to provide a happy, welcoming and stimulating environment which is safe, supportive and accessible for all, where everyone is valued and treated with respect. Furthermore, as a Silver Rights Respecting School, Le Rondin places the rights described in the articles of the UN Convention on the Rights of the Child (CRC) at the heart of our ethos in order to improve well-being and to develop every child’s talents and abilities to their full potential. PSHE is of fundamental importance to these aims and we are committed to delivering a PSHE curriculum that is accessible, bespoke, adaptable to the needs of every child and that helps children to stay safe both online and offline, improve their physical and emotional health and to be empowered to make informed decisions and choices to succeed now and in the future to ‘be the best they can be’.
Throughout Le Rondin School, we aim to provide a bespoke PSHE curriculum designed for individual children with a wide range and varying degrees of special educational needs. All members of staff build positive relationships with children and model appropriate behaviour to support children in developing skills and knowledge related to PSHE education. Furthermore, daily routines help children to feel confident, secure and support children in developing life skills and independence.
In line with the Statutory Framework for the Early Years Foundation Stage (2014), PSHE education is principally covered in Personal and Social, Emotional Development (PSED). PSED is divided into the three early learning goals:
Self-confidence and self-awareness
Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or do not need help.
Managing feelings and behaviour
Children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.
Children play cooperatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings and form positive relationships with adults and other children.
Through PSED children are supported in developing social communication skills to build respectful relationships that allow them to play and learn alongside both adults and their peers. Children are also empowered to envisage themselves as valuable individuals who are aware of what makes them unique. Children are encouraged to express their feelings and adults carefully model the handling of these feelings and emotions to support children in becoming independent in moderating their own feelings. Children are supported in starting to manage their own physical needs and understand the importance of respecting others. Opportunities for PSED education are interwoven within the children’s experience through daily planned, purposeful play-based activities, ‘in the moment’ learning opportunities, role-play areas, snack times, morning and afternoon greetings times and daily routines to begin to build pupils’ knowledge and understanding, skills, attitudes and attributes related to PSHE elements of education.
Key Stage 1 and 2
In Key Stage 1 and 2, all pupils have 60 minutes per week allocated to PSHE which builds on the skills that pupils started to acquire during the EYFS. PSHE is taught using a ‘spiral curriculum’ structured around core themes which are revisited so that children build knowledge over time. Each half term, children are introduced to a PSHE topic through a question. These questions cover the three areas of PSHE which are:
- Health and wellbeing
- Living in the wider world
Each year group has their own set of questions based on these areas which build on knowledge that the children have learned the previous year. At the beginning of every topic, a medium-term unit plan is produced that details the objectives and success criteria for each unit. These are working documents and are adapted as per the needs of the children.
In Years 5 and 6, Relationships and Sex Education (RSE) is provided by specialist nurses from the Sexual Health and Relationship Education (SHARE) Service with the aim of providing children with the necessary skills, attitudes and knowledge to make healthy, safe and informed decisions in relation to their personal and sexual health.
Teachers have access to PSHE Association approved resources provided by Discovery Health and Relationships and Kapow PSHE and Wellbeing lessons to support their delivery of high quality teaching.
Language and Communication Classes (L and C)
In the L and C classes, children are taught PSHE education through Personal, Social and Emotional Development which covers Emotional Regulation and Awareness and Social Understanding and Relationships. Emotional Regulation and Awareness consists of the areas:
- Understanding and Expressing Own Emotions
- Managing Emotions and Behaviour
- Understanding Others’ Emotions or Intentions and Self-awareness
- Developing Confidence and Self- esteem.
Social Understanding and Relationships consists of the areas:
- Being with Others
- Interactive Play
- Positive Relationships and Friendships.
- In addition, through Physical Development, children learn about Health and Self-care and through Exploration and Engagement, children access a range of sensory and therapeutic activities.
Additional PSHE Education Provision
In addition to PSHE education being taught discretely, it underpins all assemblies and is threaded through the whole school curriculum. Provision of sensory and therapeutic resources and activities tailored to individual needs.
A range of visitors from other outside agencies including Wellbeing Animals Guernsey, the NSPCC, Action for Children (Drug and Alcohol Education), Guernsey Police, Fire Service and St John’s First Aid organisation complement and enhance our PSHE curriculum. Children access educational trips to enhance their PSHE education and mental health and wellbeing including horse riding sessions provided by Riding for the Disabled and outdoor learning sessions. In addition, Year 5 and 6 children have the opportunity to participate in residential trips.
The school nurse provides PSHE sessions for certain topics such as healthy eating and sun safety.
In the summer term, Year 6 children access a series of PSHE education sessions provided by outside agencies including the emergency services called ‘Safety Calling’. These sessions offer additional learning on the subjects of first aid, road safety, water safety, safety in the home, online safety, fire safety and cycle safety.
Le Rondin staff collaborate closely with secondary schools to ensure that Year 6 children are provided with a comprehensive programme of transition support for their entry into primary and secondary education.
At Le Rondin we participate in and promote national events related to PSHE education such as World Mental Health Day, Anti-Bullying Week and Internet Safety Week.
Throughout Le Rondin, children are engaged in developing skills and knowledge related to PSHE. This is reflected in the progress that children make, in their work and in their ability to apply their learning in a variety of contexts. Certain PSHE education targets are included in individual MEAPs including those related to children’s physical and medical development and social emotional development. Behaviour logs and positive handling plans also provide evidence related to the social and emotional development of individual children. Moreover, in KS1 and KS2, baseline and end of topic assessment activities are included in medium and short term planning to support the monitoring of progress and to inform future planning.
At Le Rondin, through PSHE education:
- children develop a sense of identity including positive self-esteem and start to understand and manage their emotions.
- children learn how to look after their physical and mental health and well-being
- children learn how to develop positive, healthy relationships and start to know how to resolve conflicts
- children can keep themselves safe including online
- children have respect for themselves and others
- children appreciate difference and diversity
- children understand the physical and emotional aspects involved in RSE at an age appropriate level
- These skills and attributes will equip children to become healthy, resilient, open minded, respectful, socially and morally responsible, active members of society.