PSHE & RSHE Curriculum

Intent

At Writtle Infant School, we are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their social and emotional needs. Personal, Social, Health and Economic Education (PSHE) is a non-statutory subject, while RSHE (Relationship, Sex and Health Education) is a statutory subject. We deliver the required content for good personal development in childhood. Through PSHE and RSHE, we teach the following:

• Spiritual, Moral, Social and Cultural (SMSC) development
• British values, reflected in our school values - HIPIP (Honesty, Inclusivity, Perseverance, Independence and Politeness)
• Safeguarding
• Online safety

Our school values underpin all PSHE/RSHE teaching and learning. Through our PSHE programme we aim to embed these values through the teaching of responsibility, respect, equal opportunities and understanding. Our PSHE curriculum results in the acquisition of knowledge and skills which enable children to access the wider curriculum and prepare them to be a global citizen, both now and in the future. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences presented to them in later life. Our Relationships and Sex Education teaches our children how to be safe and to understand and develop healthy relationships, both now and in their future lives.

The aim of our curriculum is to ensure that our children learn to:

• Take responsibility for themselves as a British citizen, a local citizen and as a member of our school community. Promoting and developing personal safety, healthy relationships, well-being, interests and confidence, within a secure, nurturing environment.
• Have respect for themselves and others, exploring alternative viewpoints whilst understanding cultural and physical diversity.
• Embrace the equal opportunities available to them and understand they are for all people, regardless of race, gender, sexual preference, disability, or religious beliefs.
• Have understanding of how all of these elements lead to a well-rounded child, who makes good decisions; is actively contributing to the community they serve; develops their own character and has a clear understanding of the pathway their life is taking, whilst appreciating and respecting the life choices of others.

Our intent is delivered through the following units in the PSHE programme of study: Health and Well-being, Relationships and Living in the Wider World.

EYFS

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and to manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

Key Stage 1

PSHE is taught through a clear and comprehensive scheme of work in line with the National Curriculum.

• We ensure we cover the Health and Well-Being, Relationships and Living in the Wider World learning opportunities set out in the PSHE Association’s Programme of Study, which comprehensively covers the statutory Health Education and Relationships Education guidance.
• We link our PSHE scheme of work to our school values where appropriate. Many aspects, such as making relationships, are taught on an ongoing basis throughout the school year.
• Visitors from, for example, the emergency services and school nursing team complement our PSHE curriculum to offer additional learning.
• Assemblies are linked to PSHE, British Values and SMSC and cover any additional sessions that would benefit the whole school.

Implementation

A Broad and Balanced Curriculum

The PSHE scheme of work provides teachers with week-by-week lesson support for each year group in the school. The Scheme supports all the requirements of the national curriculum and the non-statutory areas of PSHE. Over the course of the infant years, children acquire and use appropriate understanding to lead happy and healthy lives. At the end of each year, pupils will have gained a deepening understanding of the key skills listed in the curriculum map. They will be able to apply this to:

Cross curriculum links

Wherever possible, links are made to current topics, to engage pupils and make their learning relevant. For example we might explore cultural understanding on Martin Luther King day,  or examine relationships in the books from our “Take One Book” scheme. Science and PE cover aspects of physical health and mental well-being, while Geography and History develop an understanding of other cultures past and present. Media literacy is reinforced in our computing lessons and whenever we use digital devices. RE promotes an understanding and tolerance of different faiths, maths an understanding of money and  Art, Design & Technology and Music lessons provide an opportunity for children to work together and manage their response if things go wrong.

Extra Curricular Activities

Our School Council election process develops an understanding of democracy, as well as opportunities to discuss social, emotional and cultural issues. The School Council works alongside different age groups via the Chelmsford Partnership and also with the Parish Council, where they are asked to consider local matters.

The school holds events throughout the year in support of various charities, developing the children's understanding of diversity and how to be a good citizen. In our before and after school clubs, children learn to respect others, to stay safe and learn skills for future employment, for example in our Young Architects club. All disadvantaged children are offered a free club.

We work with other schools in events such as the Chelmsford Infant Music Festival or sporting activities such as the Chelmsford Mini Games, in which every member of the year group participates. We remove barriers to disadvantaged children taking part, for example by paying for transport. Other extra-curricular activities include taking part in local events such as a street party for the Jubilee and celebrations for the centenary of the first entertainment radio broadcast in the village. This helps the children to understand their community and develop links with key local figures and places, both religious and civic.

Impact

We monitor our PSHE curriculum through:

• Subject leaders observing lessons including with governors;
• Looking at data for the subject;
• Discussion with children;
• Observing PSHE in other settings such as assemblies;
• Ensuring PSHE permeates across all aspects of school life, including playtimes and lunchtimes, clubs, extra curricular activities and with visiting speakers.

Scheme of Work

Policies