PHSE

Vision Statement

Our vision is to enable pupils to better understand each other as human beings and global citizens, share cultures and grow empathy to improve their capacity to learn (across the curriculum) and ultimately improve their life chances.

Intent Statement

At Hornsea Burton and Skipsea Primary school federation, we aim to deliver a PHSE (Personal, Health, Social and Economic) curriculum which enables our children to become healthy, independent and responsible members of a society, enabling pupils to develop a firm foundation of life skills that will help them be successful learners and contribute positively in the wider community.

The PSHE curriculum has been structured to build on the pupils’ current knowledge and understanding, giving them the opportunity to consider a wider range of the moral, social and cultural issues that they will encounter as they grow up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.

The programme complements our 3 drivers of: aspiration, cultural awareness and diversity and physical and mental wellbeing. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and take on opportunities beyond their horizons as well as being the change they want to see in themselves, their community and the wider world, becoming the best that they can be. Particular importance has been placed on the subject of PSHE; the national guidance regarding this subject states that ‘the knowledge and attributes gained will support their own, and others’, wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.’

Implementation

An intrinsic PHSE curriculum is integral to the development of children’s values in order for them to become responsible citizens in a forever changing community. At HBSFED, we follow the ‘Jigsaw’ scheme to equip pupils with a sound understanding of risk and responsibility giving children to skills and knowledge to make safe and informed decisions. This also incorporates the RSHE curriculum and identifies links to British Values, Cultural Capital and our school’s values. We are aware that the delivered curriculum must reflect the needs of our pupils so we are mindful to develop children’s wider education i.e., drug education, financial education, citizenship, personal safety, first aid, physical and emotional wellbeing. PHSE is an important part of school assemblies where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured. There are many components to our PSHE curriculum, to ensure that pupils develop strong personal and social skills, as well as a secure understanding of health and economic matters. Our PSHE curriculum is organised into a progression model that outlines the skills, knowledge and vocabulary to be covered in a comprehensive order.

The core lesson progression has been planned and structured around the mindful, ‘Jigsaw’ units (puzzles), each one focused on one key area:

There are six Puzzles in Jigsaw (quickly identified by their colour scheme) designed to progress in sequence from the beginning of each academic year:

Term 1: Being Me in My World

Term 2: Celebrating Difference (including anti-bullying)

Term 3: Dreams and Goals

Term 4: Healthy Me

Term 5: Relationships

Term 6: Changing Me (including Sex Education)

Each Puzzle has six Pieces (lessons) which work towards an ‘end product’, for example, The School Learning Charter or The Garden of Dreams and Goals. Each Piece has two Learning Intentions: one is based on specific PSHE/HWB learning (purple) and the other based on emotional literacy and social skills development (green).

The lesson structure as follows:

Connect Us – games to improve social skills

Calm Me - children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity

Open my Mind – focusses the mind on what is significant

Tell Me or Show Me - introduce new information

Let Me Learn – enables children to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning

Help Me Reflect - reflect on their learning experiences

Closure - summarise the key learning points

The whole school works on the same Puzzle at the same time, meaning that each Puzzle can be launched with a whole-school assembly and learning can be celebrated by the whole school in a meaningful way. The Jigsaw ‘puzzles’ allow subject specific aims and vocabulary to be explicitly discussed and modelled with pupils. The puzzles are launched in a whole-school assembly, with key questions introduced to engage the pupils in the upcoming pieces. Throughout each puzzle, pupils will consider a particular, age-appropriate, personal, societal or global issue through class and paired discussion, being given the chance to reflect on their own and other people’s thoughts and values. These might link to a whole school theme (such as anti-bullying) but with each year group focusing on a year group-specific strand. In addition to the Jigsaw scheme of work, other whole-school assemblies are explicitly linked to PSHE, British Values and SMSC. In particular, the ‘Picture News’ stimuli encourages pupils to make thoughtful and reflective observations that are applicable in the wider society. Consistent learning walls in every classroom provide constant scaffolding for children. Subject specific vocabulary is displayed on displays along with key facts, questions, and model exemplars of the work being taught. Curriculum review quizzes are used to check that children know more and remember more.

Impact

At Hornsea Burton and Skipsea Primary school federation, our children feel safe and happy. Confidence is instilled in our children, so that they are more likely to push themselves outside of their comfort zones and be better equipped to be resilient within a modern society. They will be aware of how to be physically and emotionally safe and make good, informed choices. Through our positive discipline and restorative approach to behaviour management, our children will be able to reflect upon their behaviour identify what makes good behaviour choices and what a good learner should look like. Through our overarching PHSE approach, our children are more likely to be aspirational (in all aspects of school life) and recognise their full potential beyond their time with us. Due to the nature of this curriculum area, PSHE monitoring takes various forms. A key component of this is pupil voice; school leaders use pupil voice as an effective tool to ascertain the pupils’ ability to reflect on their own behaviour and their ability to demonstrate a positive mind-set around school. Book monitoring throughout all year groups also takes place once a term to compliment this.