Personal, Social and Health Education
'Pupils have a strong sense of right and wrong and they use this to monitor their own and others’ behaviour. Pupils in Year 4 spoke enthusiastically about helping the children in the Reception classes to walk quietly to and from assembly and around the school.'
OFSTED 2019
To see our 'Health Education' page please click here To see our 'Relationships Education' page please click here
To see our 'In the Wider World' page please click here To see our 'Wellbeing' page please click here
To see our 'Philosophy for Children' page please click here
To see our work on 'To keep myself safe' please click here
Pupil Voice
Anti-bullying
PSHE
Pupils considered the different types of care that a baby requires.
Philosophy
Philosophy for children is an exciting new area that we are developing. It is designed to improve thinking skills in children of all ages, which in turn will help them to grow in their understanding of themselves, others and their world. Sessions are fun and usually begin with a warm up game and then a stimulus is introduced which leads to a question being chosen by the children and discussed. Final thoughts let the children reflect on what has been shared and think about how their own view point might have been expanded or even changed.
Social, Moral, Spiritual and Cultural learning
We are always trying to provide opportunities to promote the SMSC development of pupils. This will happen in everyday lessons and as we work and play as part of a community. We love to hear about achievements and reflections pupils have made; celebrations or traditions they have been involved with. Explicit opportunities, such as assemblies, outside visits, special occasions, guests, as well as links with other schools, countries and continents are welcomed. Please come and share your ideas and your cultural heritage with us!
SMSC
PSHE
Vision
Excellence achieved through care, creativity and challenge.
Intent
Our curriculum design ensures all pupils have equal access to knowledge and skills to understand and manage themselves, develop and maintain healthy relationships, keep themselves safe and be prepared for life as useful citizens in an ever-changing world. We understand that pupils who understand themselves, their physical and mental health alongside healthy relationships, can achieve better academic and personal success.
Implementation
Our PSHE curriculum fulfils the National Curriculum statutory guidance and uses the Cambridgeshire PSHE scheme as a starting point. PSHE stands for Personal, Social and Health Education. PSHE is an umbrella term that covers Health Education and Relationships Education, Citizenship and some Economics education. With our pupils, we use three strands for learning: Health and Wellbeing, Living in the Wider World and Healthy Relationships. Sex Education is a narrow and discrete strand within Relationships Education.
Class teachers usually plan and deliver lessons to children they know well. We have many good resources in school. PSHE has many cross-curricular links that enhance learning and offer opportunities to put in to practice skills and attitudes learned.
An emphasis on regular teaching about healthy relationships-maintaining, restoring and developing, is an area we feel is particularly important for us. Many of our pupils come from family settings which are fluid, sometimes unstable and often challenging. Due to high CP/CIN/DA, we have to teach our children what healthy relationships are. To that end, we also take time to develop good emotional literacy.
A typical lesson will have a clear learning intention linked to success criteria and appropriate learning experiences. It will show an understanding of pupils’ existing knowledge and proficiency level and build on this with deepening vocabulary, knowledge and skills; offer time for reflection, questions and application. Formal records of lessons are not always necessary, but we do aim to record when relevant and through a variety of different means.
Impact
Well taught PSHE will help pupils achieve their academic potential and flourish as individuals within a world of rapid changes. Assessment for learning is continuous. It is seen within lessons, through achieving skills of independence and commitment to the smooth running of the school community. Observing resilience and self-care are key indicators. Our ultimate aim is that children achieve their full academic potential by the end, alongside a positive understanding of themselves as unique beings, being able keep themselves healthy and safe, build, maintain and develop healthy, respectful relationships, undertake different responsibilities successfully and be equipped with the skills needed for the next stage of their education.
Enhancements
Pupils have opportunities to develop as capable citizens through opportunities in school including assemblies, personal goal setting, representation in clubs and teams, group work, holding responsibilities, trips, assemblies and the House System. The House System provides opportunities for collaborative work, pastoral care, competition, and building of peer relationships, mentoring and a sense of belonging.
PSHE Progression
P4C
Vision
Excellence achieved through care, creativity and challenge.
Intent
Our curriculum design ensures pupils have the opportunity to become more critical and reflective thinkers and learners. They will develop their verbal skills: to form questions, consider careful use of vocabulary and become confident speakers who can develop views on different matters.
Implementation
P4C is a philosophical approach to learning and teaching that enables students to think with others and to think for themselves. Our initial interest in P4C was to encourage better thinking and verbal reasoning. The collaborative element means it is useful as an inclusive activity, not dependent on written outcomes.
Starting with commonplace ideas, or ‘concepts’, children learn to use philosophical skills to listen to ideas, follow a line of thought, offer personal or imaginative ideas, question and extend their own knowledge and understanding of the chosen concept.
P4C is an integral part of our themes. As part of our ‘’Big Bang’ days, P4C questions challenge pupils to critically share knowledge, offer justifications, showcase experiences and challenge assumptions. P4C is a tool that provides effective thinking skills for other curriculum areas across the school, linking to metacognition: an individual’s ability to plan, monitor, evaluate and make changes to their own learning behaviours. These skills are proven methods to help children achieve their educational potential.
The purple strands were chosen to equip pupils to take part in an exploration of an idea. They are: enquiry skills, questioning skills and talking skills. Alongside the purple threads, is a continuous development of P4C skills. These 4 ‘C’s are interwoven: Caring-about the concept in hand, Collaboration-working together in a non-judgemental way, Critical-being ready to justify, challenge or call out assumptions, and Creative-really thinking outside of the box.
Impact
Assessment for learning is embedded within each session. The quality of thinking can be seen through improved questioning skills and the move from simple vocabulary to nuanced. Pupils become more critical and reflect on what they learn and concepts they encounter. In a knowledge-rich curriculum, there are plenty of concepts that need unpacking. Big social issues of the day can be significantly addressed by P4C.
Enhancements Enrichment opportunities to enhance lessons include P4C after school clubs, Big Bang Day questions, Home Learning and assemblies.
SMSC
Vision
Excellence achieved through care, creativity and challenge.
Intent
Pupils show an appreciation for diverse communities and cultures, with a strong sense of self, belonging and the importance of teamwork. They understand moral teaching and are keen to explore moral conundrums. Pupils show awe, wonder, and a curiosity of the world around them.
Implementation
Four strands make up SMSC: Social-learning about how to interact with others, show respect, make a positive contribution to groups and communicate effectively. Moral-knowing the difference between right and wrong, respecting the rule of law, understanding the consequences of behaviour, the dilemmas of moral conflict and having a concern for the rights of others. Spiritual-not to be mistaken for religious understanding, is a growing awareness of self and a fascination for the wider world. Cultural-the learning to appreciate of different cultures and traditions. The strands are thread through all areas of the curriculum including opportunities highlighted in weekly planning by staff.
Impact
SMSC learning will contribute to a pupil’s personal development and their ability to be confident and articulate. Pupils will appreciate and understand the world around them, being individuals with integrity, able to make decisions that consider others. They will show a pride in themselves and an awareness of their place in the communities they belong to and wider society.
Enhancements
Enrichment opportunities to enhance lessons include the many free clubs we offer, P4C, After School Club and Breakfast Club. Music, drama, visits to places of interest such as the Fitzwilliam Museum, Kettles Yard and welcoming visitors into our school all build on SMSC provision.
Knowledge Organisers are available here: www.kingshedgesprimary.org.uk/learning/knowledge-organisers
