Intent:

At Leamington Community Primary School, we aim to provide children with the opportunity to grow intellectually, socially, morally, emotionally and culturally through a creative, inclusive and challenging real-world curriculum.  Our PSHE/RSE curriculum plays a pivotal role in this. Throughout each academic year, children address important topics, including morals, behaviour, personal safety, celebrating difference, healthy minds and bodies, relationships and puberty. Children access important life skills in a variety of contexts as they develop their outlook and mind-set for now and the future. At Leamington, we aim to:

  • Provide a framework in which sensitive discussions can take place;
  • Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene;
  • Help pupils develop feelings of self-respect, confidence and empathy;
  • Create a positive culture around issues of sexuality and relationships;
  • Teach pupils the correct vocabulary to describe themselves and their bodies;
  • Nurture and support the spiritual, moral, social and cultural (SMSC) development of the pupils;
  • Promote fundamental British values;
  • Support pupils to develop the knowledge, skills and understanding they need to lead confident, healthy and independent lives, and become responsible citizens.

Implementation:

At Leamington, we follow the JIGSAW programme of work. JIGSAW brings together PSHE, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. JIGSAW is designed as a whole-school approach, with all year groups working on the same theme at the same time. We teach PSHE through discrete weekly lessons, as well as addressing PSHE themes in other curriculum areas. Our PSHE curriculum encourages collaborative learning whilst emphasising diversity, equality and tolerance for others. Our PSHE curriculum is designed to meet the criteria for the DfE guidance for Relationships and Sex Education (RSE) and Health Education.

To further enhance our PSHE curriculum, we also hold many events throughout the school year that further enhance our PSHE curriculum, including: Computing and Online Safety Week; Safer Internet Day; Anti-Bullying Week, NSPCC assemblies and workshops, Knife Crime workshops and regular theatre productions. ‘Aspirations Week’ has also been a key event in our PSHE calendar for a number of years, which provides children with opportunities to explore different careers and question a range of visitors to help ascertain their own aspirations for the future. This has been so successful that we are now embedding it throughout the curriculum, across the school year instead of it being a one-week event.

As well as the JIGSAW programme of work and themes explored through other curriculum areas and events, we offer a range of extra-curricular groups that address healthy lifestyles, i.e. cookery club, a variety of sports clubs, yoga, school council, wellbeing warriors, online safety officers and gardening club. These groups not only address the topic of healthy lifestyles but help children to develop friendships, citizenship and a positive mind-set. Leamington Productions, our dance and drama group, have also participated in the NOW Festival for the last two years which helped the children to explore and address different areas of mental health and highlight the importance of this to not only our school but the local community. They have been extremely successful in this event and won a number of awards, including ‘Festival Champions’ for ‘Best Overall Performance’.

At Leamington, we recognise that some children will need further support, outside of the classroom. We have a dedicated Inclusion Team who work with the teachers to ensure identified children receive the support they need. We have a full-time learning mentor, a Th.inc Room Practitioner, an attendance mentor and a Family Support Worker in school, who are able to support the children and their families when needed.

Impact:

At Leamington, our weekly celebration assembly showcases children’s progress according to our Leamington Values of Friendship, Honesty, Respect, Determination and Courage. This is an opportunity to celebrate not only academic achievement, but social, moral, emotional and cultural progress. Throughout our PSHE lessons, teachers collate evidence of achievement and progress using SeeSaw. The PSHE subject leader monitors the subject regularly, including listening to pupil voice, to review and adapt the curriculum.

PSHE Subject Leader: Rachel Mellor

Anti Bullying Art Week

Aspirations

C.E.L.L.S. Crime Awareness Workshop

Extra Curricular Clubs

Healthy Lifestyles 

Leamington Productions 

Mental Health Week 

Online Safety 

Residential Activities

Sports Events and Competitions

Theatre Productions

Whole School Productions

Important Documents:

DfE RSE Guidance

PSHE – Jigsaw Whole School Overview

PSHE (Jigsaw) Progression of skills

PSHE-RSE Progression of skills

PSHE-RSE Policy 2020 -2021

 

Other pages you may find useful:

 

How has Covid affected the PSHE/RSE Curriculum at Leamington Primary?

 

What was it like before Lockdown?

Before lockdown, teachers were delivering a broad and balanced curriculum. We had begun implementing the RSE curriculum within the Personal, Social, Health and Economic (PSHE) Education curriculum.  We followed the JIGSAW programme of work as it brings together PSHE, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. JIGSAW is designed as a whole-school approach, with all year groups working on the same theme at the same time. We taught PSHE through discrete weekly lessons, as well as addressing PSHE themes in other curriculum areas. Our PSHE curriculum encourages collaborative learning whilst emphasising diversity, equality and tolerance for others. Our PSHE curriculum is designed to meet the criteria for the DfE guidance for Relationships and Sex Education (RSE) and Health Education.

We also held many events throughout the school year that further enhance our PSHE curriculum, including: Computing and Online Safety Week; Safer Internet Day; Anti-Bullying Week, NSPCC assemblies and workshops, Knife Crime workshops and regular theatre productions. ‘Aspirations Week’ has also been a key event in our PSHE calendar for a number of years, which provides children with opportunities to explore different careers and question a range of visitors to help ascertain their own aspirations for the future. This has been so successful that we had begun embedding it throughout the curriculum, across the school year instead of it being a one-week event.

As well as the JIGSAW programme of work and themes explored through other curriculum areas and events, we offered a range of extra-curricular groups that address healthy lifestyles, i.e. cookery club, a variety of sports clubs, yoga, school council, wellbeing warriors, online safety officers and gardening club. These groups not only addressed the topic of healthy lifestyles but helped children to develop friendships, citizenship and a positive mind-set. Leamington Productions, our dance and drama group, have also participated in the NOW Festival for the last two years (prior to the pandemic) which helped the children to explore and address different areas of mental health and highlight the importance of this to not only our school but the local community. They have been extremely successful in this event and won a number of awards, including ‘Festival Champions’ for ‘Best Overall Performance’.

At Leamington, we recognise that some children will need further support, outside of the classroom. We have a dedicated Inclusion Team who work with the teachers to ensure identified children receive the support they need. We have a full-time learning mentor, a Th.inc Room Practitioner, an attendance mentor and a Family Support Worker in school, who are able to support the children and their families when needed.

 

What was it like during Lockdown?

During the first lockdown (March – July 2020), the majority of pupils did not received a full and balanced education. We did not teach PSHE units specifically as there were so few children in school, and those at home where not set up for online learning however there were a variety of  opportunities to complete PSHE and wellbeing tasks on Class Dojo and our school social media outlets. Dr Jennifer Nock states: ‘research shows that children who experienced quarantine or social isolation in previous pandemics were five times more likely to need mental health interventions than those who did not.’ As all of our children experienced this and are therefore all at risk of experiencing poor mental health during this experience at Leamington we identified this risk and prioritised Children’s wellbeing and mental health in our return to school. As Professor Barry Carpenter (2002) reflected ‘the overall impact [of this pandemic] cannot be underestimated’ therefore at Leamington we focused on acknowledging the impact of the loss of routine, structure, friendship, opportunity and freedom, and how it ‘can trigger the emergence emotionally of anxiety, trauma and bereavement in any child.’ (Barry Carpenter, 2020). This catapulted the PSHE curriculum to the forefront of our priorities as the children’s wellbeing was a focus for the school as identified on the 2020-21 School Development Plan. During both lockdowns children who were identified as needing extra support were offered additional weekly calls from the school Learning Mentor, Th.inc room therapist, Safeguarding lead, Attendance Officer and Family Support Worker who then provided updates or any concerns to relevant staff. Children needing further assistance were referred to the school SENCo or Mental Health Lead who facilitated support for that child from CAMHS.

In preparation for our September 2020 return to school we identified the need to prioritise children’s wellbeing and ensured this was reflected as the first priority in the 2020-21 School Development Plan. We implemented the ‘Zones of Regulation’ curriculum and created a return to school Wellbeing Week in which the whole school explored a PSHE based week that focused on introducing the Zones of Regulation framework through the story ‘The Dot’. This addressed themes such as health and wellbeing, resilience, relationships and provided our pupils with new skills in how to identify the emotions they are feeling as well as creating a toolbox of strategies to use to regulate these emotions. After this initial week, our staff returned to teaching the Jigsaw curriculum weekly however due to the time we were away home there were gaps in the PSHE curriculum. Due to the whole-school approach, with all year groups working on the same theme at the same time and how we consolidate skills through this cycle of themes, we decided to begin the academic year as normal with staff aware of possible gaps in the curriculum that will need addressed and possibly merged into their themes this year. Some gaps were addressed in the initial week and through whole school Mental Health Awareness Days such as World Mental Health Day in October 2020.

During the second lockdown (Jan – March 2021), we continued to deliver the full primary curriculum online and to the children of key workers that were in school. We provided laptops and Wifi dongles to ensure as many children as possible had access to our lessons. The PSHE lead filmed a weekly lesson for the whole school to complete. This ensured gaps were being addressed and provided a dedicated time for families at home to complete a health and wellbeing lessons together. These lessons encouraged families have open conversations about how the pandemic is impacting them and followed themes that arose from staff contact with parents. The PSHE coordinator planned these lessons by merging PSHE skills with the arising needs of the school. Due to a rise in emotional and behavioural issues at home the coordinator planned and recorded lessons on worries and anxiety; coping with anger; low mood; ways to express yourself; spreading kindness; self-esteem and a final lesson focusing specifically on the return to school.

 

What was it like after Lockdown?

In preparation for the return to school in March 2021, the PSHE lead implemented Wellbeing Wednesdays throughout the whole school. This means the whole school now dedicates every Wednesday afternoon to our PSHE/RSE lessons and other mindful, health and wellbeing lessons such as P.E. and art. The PSHE/RSE lesson across the whole school follows a focused structure that promotes health and wellbeing. This structure and its aims are:

Movement: Sensory breaks and physical activity to encourage movement

Connect Us: Activities and games to encourage peer interaction and introduce a theme

Stretch and relax: Stretching and yoga activities to create a calm and mindful space

Circle time: Implement Jigsaw lesson at this point. Time to introduce stories, scenarios and discussions to explore a theme further

Feel & believe:  Affirmations for self-esteem, confidence and positivity and massages to promote deep relaxation.

We have also implemented Wellbeing Journals for every child in the school to provide children with a space to be creative and complete wellbeing tasks which will also support future assessment in this subject.

What does the future look like?

We will continue to deliver PSHE/RSE units through the Spring and Summer Terms of 2021 as we would any other year. In Summer term, I will be monitoring the PSHE/RSE curriculum and will be able to identify gaps in knowledge, areas for development throughout the curriculum and gain pupil feedback in order to identify their needs.

Unfortunately, not every child at home accessed the online PSHE lessons provided by their teachers therefore teachers need to be aware of the ongoing impact of this on some pupils and if pupils require further support in relation to their mental health and wellbeing the teacher can refer them to our inclusion team for support and access to our school mentor, Th.Inc room therapist, Mental Health Practitioner or Seedlings provisions.

 

Mrs Ciara Maher

PSHE Subject Leader

March 2021

 

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