PHSE

At Cleeve Meadow School PSHCE forms an integral part of the curriculum, and an important aspect of students emotional, social and personal development.  It encourages healthy lifestyles, teaches decision making skills that will impact the students in the future, and seeks to develop personal awareness, wellbeing and safety.

AIMS

Through teaching of PSHCE we aim to give students the skills that are required to cope with everyday situations.

OBJECTIVES

PSHCE at Cleeve Meadow School is highly focussed on the individual needs and abilities of the students. It is delivered by:

•      Skilled and trained staff who are developing confidence in the delivery of all PSHCE and RSE topics

•      The tracking of student progress, and clear evidence of learning

•      Consistent monitoring and quality assurance to ensure the highest levels of teaching and learning across the school.

PSHCE is delivered following The Jigsaw approach, underpinned by mindfulness. It is a whole school programme.

‘Jigsaw PSHE is more than a scheme of work. It is a whole-school philosophy with children at its heart’

The approach comprises of PSHCE, emotional literacy, social skills, and spiritual development (SMSC)

There are 6 Jigsaw puzzles/units for each half term as follows and through this pupils will be learning about:

Being Me In My World: A sense of belonging; Welcoming others; Building the positive and nurturing ethos of the class/school; Being part of a school community, a wider community, a global community; Rights (UNCRC) and responsibilities; Working and socialising with others; School Council and pupil voice; The Learning Charter: rights, responsibilities, rewards and consequences.

Celebrating Difference: Similarities and differences – diversity; Appearance, disability, racism, power, friendships, conflict; Accepting everyone’s right to ‘difference’, regardless of their circumstances or choices; What is ‘normal’?; Bullying – what it is and what it isn’t, including cyber and homophobic bullying.

Dreams and Goals: Hopes and dreams; Goals to success; Learning and personal strengths; Challenges – team work skills and tasks; Overcoming obstacles; Enterprise and fundraising; Experiencing and managing feelings of pride, ambition, disappointment, success; Aspirations – jobs and careers; Dreams and goals of others in different cultures/countries; Dreams for the world.

Healthy Me: Emotional health (Relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (Eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid).

Relationships: Families; Friendships; Love and Loss; Memories; Grief cycle; Pets and animals; Safeguarding and keeping safe; Attraction; Assertiveness; Conflict; Own strengths and self-esteem; Cyber safety and social networking; Roles and responsibilities in families; Stereotypes; Communities; Wider communities.

Changing Me: Life cycles; How babies are made; My changing body; Puberty; How babies grow; Growing from young to old; Becoming a teenager; Assertiveness; Self-respect; Safeguarding; Family stereotypes; Self and body image; Attraction; Change; Accepting change; Looking ahead; Moving/transition to secondary.

RELATIONSHIP AND SEX EDUCATION

At Cleeve Meadow School RSE is taught through PSHCE and covered within the Jigsaw puzzles/units of Relationships and Changing Me, through the National Curriculum for Science and also as weekly specific RSE lessons. The programme is tailored to the age, physical and emotional maturity of the pupils.  With some discrete ‘girls talk’ and ‘boys talk’ lessons.

The weekly RSE lessons will follow the “Everybody needs to know” programme- focussing on issues including private bodies, puberty, periods, relationships, sexual relationships, pregnancy information, feeling good, being safe and sexual health and contraception.

TEACHING AND LEARNING

PSHCE is delivered across the school through both discrete lessons and through whole school activities and events. Topics such as ‘Celebrating Difference’ and ‘Being Me in My World’ give students the opportunity to build up healthy and successful relationships with other people, especially their peers, and to have an understanding about equality and diversity within society.  Activities around these subjects promote a positive school community and students will learn about promoting a positive wider community, both locally and globally. Students are also made aware of personal safety and issues that are particularly relevant to the age group and ability of the groups being taught.  Internet safety is specifically looked at as it is a growing concern within society and it is important to give the students the skills and knowledge to avoid any situation that would compromise their safety and well-being.

Many elements of PSHCE are taught across the curriculum and also through whole school events. Assembly themes following the 6 Jigsaw puzzles/units, reinforce learning and enable students to take what they learn into everyday situations.  Celebration of achievement events reinforce the students’ emotional well-being and aim to increase students respect for each other and to build their self confidence. Circle time forms part of the timetable across the school. Within these time students are given the opportunity to discuss how they are feeling and interact with others around them, which forms part of the building relationships through sharing and listening to one another.  Students also have daily reflection time in which they can discuss how their day has gone and how they are feeling.  When students are new to the school, circle time can also form part of settling in and give the students an opportunity to get to know each other.  This is something that can be revisited throughout the year.

Some of the students at Cleeve Meadow will have the opportunity to join College Link courses and take part in programmes such as Animal Days Out. This forms part of the enterprise education and also forms part of the maths lessons across the key stages.

Students have weekly life skills lessons, focussing on; dressing independently, personal hygiene, road safety, shopping, keeping selves safe, entertainment and leisure, making food and drink, skills around the home. In the life skills sessions.

There will also be weekly careers lessons, where students will have the opportunity to investigate a range of different careers, learn different work skills and also take part in enterprise activities, including growing and selling plants, setting up a fair trade tuck shop and planning and hosting a summer drinks party.

Staff Responsibilities

Subject leader

  • Take the lead in policy development and review, including the implementation of new strategies
  • To keep curriculum & schemes up to date with current changes in curriculum requirements
  • Ensure good practice is recognised and shared with others, including learning walks and observations
  • To lead and support on Accreditation entries, exams and coursework.
  • To oversee teaching and learning and support teachers where necessary.
  • Analyse data to inform target setting and future planning
  • Be aware of up and coming new initiatives
  • Ensure there are sufficient resources purchased and organised
  • Provide the Head teacher with an annual Governors subject report, to include future developments, progress and budget plans.

Class teachers have responsibility for Teaching, Planning, Assessment, Marking, and Levelling, recording and reporting.

Key stage leaders have responsibility for monitoring the above roles, work scrutiny, planning scrutiny, pupil progress meetings and overseeing reporting and annual target setting.

TARGETS FOR THE FUTURE

PSHCE is a very important subject at Cleeve Meadow and very much focuses on the individual needs of the students. The subject will continue to move forward and the most important priorities currently are as follows.

•   Skilled and trained staff who are confident in the delivery of all PSHE and RSE topics

•   The tracking of student progress, and clear evidence of learning.

•    Consistent monitoring and quality assurance to ensure the highest levels of teaching and learning across the school.