Lilycroft Primary School
PSHE
PSHE
Policy & Guidance
November 2014
CONTENTS
1.0 Rationale ………………………………………………………………………………………………….3
2.0 Equality ...... 3
3.0 Aims ...... 3
4.0 Delivering the PHSE scheme of work………………………………………………….4
Appendix 1: Guidelines ...... 6
Right to Withdrawal ……………………………………………………………………………….. 6
National Curriculum Science statutory requirements ……….………….. 6
RSE Guidelines ………………………………………………………………………………………….. 7
Visitors ………………………………………………….……………………………………………………… 8
Drugs and Alcohol ……………………………………………………………………………………… 8
The promotion of British values ……………………………………………………….. 11
Appendix 2: PSHE Association Programme of Study……………………………..13
Appendix 3: Lilycroft PHSE Scheme of Work KS1 & KS2 ….………………14
Appendix 4: Lilycroft RSE Scheme of Work ………………………….……….……32
Lilycroft Primary School
PSHE (Personal, Social and Health Education) Policy & Guidelines
Including Drugs education and RSE (Relationship and Sex Education)
1.0 Rationale
The purpose of this policy is to ensure that the school serves the needs of the children and the community, maintaining an ethos reflecting the schools aims and high expectations for all our children no matter their ability or background. We work in partnership with parents and the community to foster pupils’ positive attitudes and their spiritual, moral, social and cultural (SMSC) understanding. This policy supports our provision of the development of a sense of personal identity, social interaction and self-discipline through a wide variety of experiences so that children may learn about the world in which they live.
The school, in partnership with others, has the responsibility for preparing pupils for the opportunities, responsibilities and experiences of life. It is important to help children feel secure about the emotional and physical changes that take place as they grow and to develop the necessary skills and positive attitudes for supportive relationships. The school therefore addresses relationships and sex education within its Science and Personal, Social and Health Education programmes (PSHE).
The policy itself is written with reference to the policies for Local offer for children with special educational needs or disabilities, Equality, Behaviour, Anti-Bullying the Child Protection policy as well as the H&S policy, current guidance on fundamental British values and the Prevent Strategy.
2.0 Equality
Teaching will take into account the ability, age, readiness, and cultural backgrounds of all our pupils to ensure that all can fully access PSHE education provision. We will promote the needs and interests of all pupils, irrespective of gender, culture, ability or aptitude.
The Governing body has responsibilities under the Equalities Act 2010 to ensure that the school strives to do its best for all pupils, irrespective of disability, educational needs, race, nationality, ethnic or national origin. The school understands that depending on age and maturity sexual orientation and gender identity may be ‘emerging’. This means that PSHE education must be sensitive to the different needs of individual pupils and may need to adapt over time as the pupil population changes.
3.0 Aims
· To promote the needs and interests of all pupils, irrespective of gender, culture, ability or aptitude
· To ensure equal access to PSHE for all children
· To develop skills such as the sharing of feelings and opinions, risk awareness, informed decisions, getting help and understanding the needs of others.
· To provide positive role models
· To provide accurate, balanced information and understanding at the appropriate level to keep themselves and others safe and healthy
· To provide re-assurance that the physical and emotional changes that take place as children grow towards adolescence and adulthood are normal and acceptable.
· To promote the importance of stable loving relationships in a safe, caring environment
· To help children understand they have rights and should have control over who touches their bodies.
· To promote British values as they pertain to democracy, the rule of law, respect and tolerance
· To develop an awareness of how the body works and how to keep their bodies healthy and safe
· To develop an awareness of the effects of peoples’ actions and an acceptance of responsibility for their own actions
4.0 Delivering the PSHE Scheme of Work (SoW)
The rationale and stated aims will be delivered with a SoW that references PSHE Association guidance and schemes of work for all curriculum areas, particularly Science, PE, RE and English. When delivering PSHE content staff will pay particular attention to vulnerable groups to be aware of any changes in their behaviour patterns and respond accordingly.
Delivery
· There is no prescribed time element for the delivery of PSHE. The overarching concepts, essential skills and core themes (see appendix 3) should primarily be taught within the curriculum as a whole with particular regard to Science, PE, RE and Literacy.
· Specific PHSE lessons should be planned for to introduce new concepts, address misunderstandings and highlight particular issues
· Staff should use the ‘Programme of Study’ (PoS) and SoW from either Key Stage as befits the stage of development of the children
· Delivery of PHSE must remain positive in tone
· Use of SEAL materials must be supportive of school policy and the PHSE curriculum. It is not a PHSE curriculum in itself.
· Full use should be made of external groups to support understanding in the delivery of PHSE eg. School Nurse, Police Liaison Officers; Life Caravan, Road Safety Unit, Fire Safety officers, Health Agencies, Interfaith Centre personnel and Artists in School
· The school council, school visits, assemblies, circle times and relevant curriculum displays must be supportive of PHSE and take any opportunity to reinforce overarching concepts and key skills (see appendix 3)
Planning
· In KS1 and KS2 PHSE must be included on the Medium Term Plans (MTP)
· Planning for PHSE must be drawn from the ‘Programme of Study’ (PoS)/’Scheme of Work’ (SoW), and where appropriate related to the overall curricular theme.
· In Early Years Foundation Stage, MTPs are drawn from the EYFS curriculum and development matters; it is recognised that opportunities are often spontaneous, following the children’s experiences, ideas and learning.
· PSHE specific lessons should be timetabled on a weekly basis. Further short sessions (for example using a circle time) to respond to incidents can be included throughout the week.
· Opportunities for supporting the delivery of overarching concepts, essential skills and core themes in other parts of the curriculum should be highlighted on the creative MTP.
Assessment in PHSE
· Coverage of concepts can be assessed by highlighting the appropriate sections of the ‘core themes’ in the PSHE ASSOCIATION PoS.
· Assessment of understanding can be done against the DfE end of Key Stage statements
Vocabulary
Appropriate vocabulary, both general and technical, will be identified in class/year group/subject plans- medium and short term.
Personal disclosures
Will be dealt with sympathetically in line with child protection guidelines and any agreed procedure regarding confidentiality.
Implementation of the policy is the responsibility of the Head and Governors.
Approved by Governors
Chair of Governors______Date______
Headteacher ______Date______
Appendix 1: Guidelines
Right to Withdrawal
Parents can choose to withdraw their children from all or part of sex education only ‘where it is provided outside the statutory programmes of study within the National Curriculum 2014 framework’. It may be necessary to make parents aware of the implications of removing their child. How it may make them feel and how it may affect their relationships with other children.
National Curriculum 2014 Science statutory requirements
Parents cannot withdraw their children from any part of the following statutory requirements. These are the sections of the NC2014 for Science with relevance to PHSE & RSE.
Year 1
To identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Year 2
To know that animals, including humans, have offspring which grow into adults.
To find out about and describe the basic needs of animals, including humans, for survival (water, food and air).
To describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Year 3
To know that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.
To know humans and some other animals have skeletons and muscles for support, protection and movement.
Year 4
To recognise that environments can change and that this can sometimes pose dangers to living things.
To describe the simple functions of the basic parts of the digestive system in humans.
To identify the different types of teeth in humans and their simple functions.
Year 5
To describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.
To describe the life process of reproduction in some plants and animals.
To describe the changes as humans develop to old age.
Year 6
To identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
To recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
To describe the ways in which nutrients and water are transported within animals, including humans.
To recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
RSE Guidelines
RSE is delivered with regard to the ‘Sex and Relationship Education Guidance’ July 2000. RSE is normally delivered by class teachers in mixed gender groups other than when it is deemed more appropriate for topics to be covered in single sex groups.
Active learning methods, which involve children’s full participation, are encouraged.
Occasionally, appropriate and suitably experienced and/or knowledgeable visitors from outside school may be invited to contribute to the delivery of RSE in school. Lilycroft Primary School has a code of practice for using visitors to support the delivery of PSHE:
· Visitors are invited in to school because of the particular expertise or contribution they are able to make;
· All visitors are familiar with and understand the school’s RSE policy and work within it;
· All input to PSHE lessons are part of a planned programme and negotiated and agreed with staff in advance;
· All visitors are supervised/supported by a member of staff at all times;
The input of visitors is monitored and evaluated by staff and pupils. This evaluation informs future planning.
Elements of the sex education in the science curriculum are assessed formally.
Evaluation of the RSE programme outside the science curriculum is conducted using a variety of informal activities. Teachers are required to keep their own personal evaluation of each lesson, which are used to inform future planning.
Upper KS2 - Discrete provision
Year 5 – Local health authority nurses come in to school to discuss puberty with girls only, due to the fact that girls in general begin puberty earlier than boys.
Year 6 – Local health authority nurses support ‘growing up’ talks and the use of educational DVDs.
These are delivered separately to boys and girls. Permission is sought from parent/carers and they are welcome to attend the talks along with their child and watch the DVD in advance.
Visitors
• When outside agencies are to be involved in the delivery of the PSHE curriculum they will work within the school’s policy and planning.
• Teacher’s will work alongside visitors when they work in the classroom
• External contributors will include our community police officer and other health professionals in liaison with PSHE coordinator. We also aim to include as many individuals who represent a variety of different professions / occupations as possible to compliment the citizenship component of the PSHE curriculum.
§ There will be a risk management assessment completed for external providers where appropriate, eg dancers, circus skills etc. External providers will also be expected to provide evidence of appropriate training , qualifications and CRB checks as well as public Liability insurance.
Drugs and Alcohol
1. Aims and Objectives
Our school community aims to inspire curiosity, awe, and wonder and a passion for learning. In accordance with these values, this policy aims to set out the school’s approach to teaching and learning about drugs and Lilycroft’s management of situations involving drugs. National guidance (DfES/92/2004) and the local Drug and Alcohol Education Guidance have informed the policy for Schools (2003).
In creating a safe and supportive learning environment, the Governors do not condone the misuse or supply of legal substances as well as the use of illicit substances, and will take seriously any attempt to do so. Procedures for dealing with suspicions about substance misuse are identified in the guidelines for this policy.
A drug is defined as any substance which, when taken into the body, affects the chemical composition of the body and how the body functions. (See: appendix 3)
Our school operates a smoke free site and takes the matter of illegal drugs very seriously as part of our Healthy School programme. We are aware of the increasing problem of drug misuse throughout the country and within our community. We are committed to working with our parents and will ensure parents are informed about their children’s drug education and the school rules in relation to drugs
2. Drug education curriculum
Drug education within the school is mainly delivered as part of the PSHE programme. It also forms part of the statutory Science curriculum.
The goal of drug and alcohol education is:
For pupils to develop the knowledge, skills and attitudes to appreciate the benefits of a healthy lifestyle, promote responsibility towards the use of drugs and relate these to their own actions, both now and in their future lives.
The learning objectives for drug and alcohol education include:
Attitudes and Values.
· to examine own opinions and values, and those of others
· to promote a positive attitude to healthy lifestyles and keeping self safe
· to enhance self-awareness and self esteem
· to value and respect self and others
· to value diversity and difference within society
· to promote a sense of responsibility towards the use of drugs
Personal and Social Skills
· to identify risks to health
· to communicate with peers and adults, including parents/carers and professionals