Context

St Elisabeth’s CE Primary School is situated in the top 25% of deprived areas in England and we work with children who have a limited experience of the wider world. This has been at the forefront when designing our PSHE Curriculum, to tackle the effects of deprivation, opening our children’s eyes to natural curiosity and wonder of the modern world we live in. Families in our local community face many challenges regarding health and wellbeing. This has been taken into consideration when adopting and implementing the JIGSAW curriculum. We want our children to know how to be safe and healthy and how to manage their academic, personal and social lives positively.

Intent

We intend to provide a high quality PSHE education which establishes the key building blocks of healthy respectful relationships focussing on family and friendships in all contexts including online. This will sit alongside the essential understanding of how to be healthy. Teaching about mental wellbeing is central to these subjects as young people are increasingly experiencing challenges and are at particular risk of feeling lonely. The subject content will give them the knowledge and capability to take care of themselves and receive support if problems arise. Our PSHE curriculum intends to also build personal attributes including resilience, adaptability, kindness, integrity, generosity and honesty which are fundamental to pupils being happy, successful and productive members of society. These values are reinforced through Collective Worship.

The acquisition of knowledge and skills enables our children to access the wider curriculum and prepares them to be a global citizen now and in their future roles within a global community.

It is the school's intent that the high quality PSHE teaching will have positive impact on attainment levels in other subjects as pupils gain personal attributes such as resilience curiosity, self belief and the skills and knowledge to deal with challenges.

Implementation

School implements the Jigsaw curriculum inline with the National Curriculum that covers the following:

•  Health and wellbeing
• Relationships
• Living in the wider world

Our curriculum makes a significant contribution to pupil's spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the schools statutory responsibility to promote pupil's wellbeing. In addition, the learning provided is essential for safeguarding the pupils at ST Elisabeth's and assures an effective prevention education. Children are given the opportunities to explore and challenge a range of values, attitudes, beliefs, rights and responsibilities. The learning includes links to British Values.

We provide lessons which give the pupils opportunities to explore attitudes, values and beliefs and to develop the skills, language and strategies necessary to manage challenging issues should they encounter them in their lives. 

The PSHE curriculum is implemented through weekly PSHE lessons across the school which are planned to be exciting, challenging and engaging for all children. We use the Jigsaw scheme to do this. Children will build upon their existing knowledge and skills in every PSHE lesson based on prior learning. Pupils are encouraged to judge themselves and their increasing confidence.

Circle times take place on a Monday morning and Friday end of day, to offer all children the chance to reflect on the themes for the half-term, share experiences and explore implications for themselves. Circle times are used to have a class family discussion if an issue arises.

Whole school, Key Stage and class assemblies make a link to PSHE, British Values and SMSC.

The school participates in anti bullying week, Red Nose Day, wellbeing week, Children in Need to enrich the curriculum offer and allow children time highlight key concepts in each strand of learning. 

EYFS

PSED is one of the prime areas of the EYFS curriculum, which is integral for building a foundation for curiosity and enthusiasm for learning and forming relationships. 

The PSED Early Learning Goals are broken into three progressive strands;

• Self Regulation

- Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;

- Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. 

- Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

• Managing Self 

- Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. 

- Explain the reasons for rules, know right from wrong and try to behave accordingly.

- Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. 

• Building Relationships

 - Work and play cooperatively and take turns with others.

- Form positive attachments to adults and friendships with peers.

- Show sensitivity to their own and to others needs.

Children at St Elisabeth's learn and achieve PSED early learning goals through varied teaching approaches. Staff must stimulate children's interests and guide them through the development of these goals through play and learning. As pupils move into Reception, there is a greater focus on teaching the essential skills and knowledge in PSED. Our three characteristics of teaching and learning of PSED are;

• playing and exploring
• active learning
• creating and thinking critically

Impact

Children will demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.

Children will demonstrate a healthy outlook towards school – attendance will be in-line with national and behaviour will be good. 

 

Children will achieve age related expectations across the wider curriculum.