Policy for PSHE and Citizenship. Swavesey Primary School

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1 Policy for PSHE and Citizenship Swavesey Primary School March 2011

2 Policy for PSHE and Citizenship At Swavesey Primary School we recognise that, although it is not a statutory National Curriculum subject, PSHE and Citizenship is central to achieving our school aims. If we are to Encourage in the children a sense of responsibility towards themselves and their surroundings and an awareness of the need for courtesy and consideration for others and to Provide a curriculum that encourages the children s intellectual, physical, social and spiritual growth PSHE and Citizenship must therefore, be at the heart of our whole school curriculum planning and development. It enables pupils to become effective learners and supports them as they move from childhood through adolescence to become independent young people and effective citizens. Personal, social and health education (PSHE) and Citizenship enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help develop their sense of self worth. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school through the school council. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society. This policy also underpins our provision and policies in many other areas of the curriculum and School life as a whole. These school policies are closely related to our work in PSHE and Citizenship: Sex and Relationship policy Drug Education policy Child Protection procedure Positive Behaviour policy Every Child Matters SEAL guidance National Healthy Schools documents RE policy Aims and Objectives Through our PSHE and Citizenship curriculum we aim to teach all our children skills, knowledge and attitudes so that they can: Be healthy: this includes being physically, mentally and emotionally healthy, having high self-esteem and being resilient to change, leading healthy lifestyles and choosing not to take illegal substances. Stay safe: this includes being safe from maltreatment, neglect, violence and sexual exploitation, being safe from accidental injury and death, being safe from bullying and discrimination and being safe from crime and anti-social behaviour. Children

3 must feel safe, secure and cared for in school and as far as possible in their lives, if they are to enjoy and achieve at school. Enjoy and achieve: children need to understand the importance of being ready for learning, having the right attitudes for making school an enjoyable, but challenging place. They should be taught that learning happens when we take risks and that motivation comes from within. They will be taught to be self-aware, since understanding their personal reactions and feelings can help them to manage themselves and achieve their goals. Make a positive contribution: children should be taught to understand their role and responsibilities in the community in which they live, from the class community, to the wider school community, their local community outside of school and to society in general. They must develop social skills, learn to express their opinions appropriately, engage in decision-making and make a positive contribution to their communities at a variety of levels. They will learn to develop empathy and positive relationships with others and choose not to bully or discriminate. They will learn to manage their feelings so that they are able to deal successfully with significant life changes and challenges. Be prepared for the future: the PSHE and citizenship curriculum should prepare all pupils for the opportunities, responsibilities and experiences of life. The achievement of the four aims above should ultimately contribute to all pupils achieving their potential in school, viewing themselves as lifelong learners, being able to cope with the opportunities and challenges of life, being ready for employment and achieving the economic well-being necessary to lead a decent life. PSHE and Citizenship contributes significantly to all five outcomes from Every Child Matters, DfES Teaching Objectives The three strands which are necessary for effective learning in all areas of PSHE and Citizenship are knowledge, skills and attitudes. These will be evident in all PSHE teaching and will enable the pupils to: Develop self-awareness and positive self-esteem, Become more mature, independent and self-confident, Learn to respect the differences between people and cultures, Learn to keep themselves and others safe, Develop effective and satisfying relationships, Make informed choices about their health, lifestyle and environment, Develop their sense of social justice and moral responsibility, Take more responsibility, individually and as a group, for their own learning and to resist bullying Begin to understand that their own choices and behaviour can affect local, national or global issues,

4 Play an active role as members of the school and citizens in the wider society, Make the most of their abilities. Our teaching follows the Cambridgeshire Scheme of Work. Curriculum Organisation Pupils will be taught PSHE through the implementation of the Cambridgeshire Scheme of Work for PSHE and the SEAL (social and emotional aspects of learning) programme. PSHE will be taught on a rolling programme as seen in the curriculum map (see Appendix 1). This breaks the curriculum into terms, identifies different areas for each year group and ensures continuity and progression from the Foundation Stage to the end of KS2. The topic areas are Emotions, Risk and Change, Me and My Relationships, Citizenship, World of Drugs, Keeping Safe, and Growing and Changing. Elements of PSHE and Citizenship education are also covered through Science, RE, English, History and Geography lessons. We also develop PSHE and Citizenship through enrichment activities and whole-school events, e.g. assemblies, the school council representatives from each class meet regularly to discuss school matters. We offer a residential visit to Year 6 children, where there is a particular focus on developing pupils self esteem and giving them opportunities to develop leadership and co-operative skills. We also receive visits from the Life Education Centre to support our World of Drugs education. The ethos and atmosphere of the school also contribute to the delivery of PSHE and Citizenship objectives and as a member of the National Healthy Schools programme, many areas of the PSHE curriculum are delivered through this initiative. Teaching and Learning Strategies At Swavesey Primary school PSHE is addressed using a variety of teaching and learning styles. These will include taught whole class sessions; group work, shared discussion, individual and partner work. Lessons will give the children time for reflection; small group discussions and decision making; the sharing of ideas and feelings by the whole class and opportunities for reporting back. Visits from outside agencies, the use of videos, stories, drama and role play, Draw and Write approach and worksheets are also employed. Pupils are able to participate in discussion to resolve conflicts or set agreed classroom rules of behaviour. The school also values the importance of circle time and recognises that it encourages the participation of individuals as a part of a large group and teaches the children respect for everyone s views.

5 The opportunity for confidential discussions to deal with individual concerns is made available by teachers as necessary. Resources The Cambridgeshire Scheme of Work will be used throughout the school and the resources recommended within it when planning and delivering PSHE and Citizenship. The main resources needed for the implementation of this scheme are listed by unit of work for each age group. The school s resources are under review and will be added to as finances allow. We will avoid a resource led approach to delivering PSHE and Citizenship, instead focusing on our planned learning objectives. We will carefully evaluate teacher resources, leaflets or videos, before using them. We will select resources which: Are consistent with the PSHE curriculum Relate to the agreed aims and objectives of this policy Are suitable to the age, maturity, needs, linguistic proficiency and ability of the young people Appeal to adults and young people Are up-to-date in factual content Are produced by a reputable organisation Do not show unfair bias e.g. towards a commercial product Avoid racial, gender and sexual stereotyping Encourage active and participative learning (See Appendix 2, Checklist for Selecting Resources ) Visitors are a very valuable resource for enhancing the delivery of PSHE but guidelines for the use of visitors should be adhered to: The care and management of pupils is the responsibility of the school at all times. In class teaching situations, visitors will not be asked to work alone with pupils, but will be accompanied by a member of staff. The school will be aware of whether visitors are CRB checked and arrangements will be made to accompany them as appropriate. All visitors supporting the school in the provision of PSHE will be made aware of the content and principles of this policy, prior to their visit. All lessons will be planned in direct liaison with the teacher or PSHE Co-ordinator, taking account of the age and needs of the group and the context of the work within the PSHE programme. Visitors will be reminded that whilst contributing to SRE in a classroom setting, they must adhere to the same confidentiality code as staff members. Any resources which a visitor wishes to use or distribute will be discussed and agreed with the PSHE Co-ordinator or class teacher before hand. The contributions of visitors will be regularly monitored and evaluated to ensure consistency of standards. (See Appendix 3, Working with Visitors Checklist )

6 Equal Opportunities The school is committed to the provision of PSHE and Citizenship to all of its pupils. All children will have access to appropriate resources available in school which will reflect a multicultural society, without stereotyping or discrimination. All children will be given the opportunity to participate in all activities regardless of gender, race or ability. Our programme aims to respond to the diversity of children s cultures, faiths and family backgrounds. Confidentiality Class Teachers and Teaching Assistants conduct PSHE lessons in a sensitive manner and in confidence. Children s questions are answered as honestly and fully as appropriate. As a general rule a child s confidentiality is maintained by the teacher or member of staff concerned. However, if this person believes that the child is at risk or in danger, she/he will report the disclosure to the designated person for child protection immediately. The child concerned will be informed that confidentiality is being breached and reasons why. The child will be supported by the teacher throughout the process. Child Protection The school has a separate Child Protection Policy. Effective PSHE & citizenship may bring about disclosures of child protection issues and staff should be aware of the procedures for reporting their concerns. Time Allocation PSHE and Citizenship is timetabled as a separate subject, but it is also identified and taught through other areas of the curriculum, especially RE, science, history, geography and literacy. Also art and music, where feelings can be expressed, and in PE team co-operation provides further opportunities. Links with home and the community PSHE cannot be confined to the school day as it permeates all aspects of life at home and in the community. It is important that parents are aware of initiatives in school as they can support their children s understanding and raise the profile of topics covered through the PSHE curriculum. We work closely with parents, carers and members of the wider community in a number of ways, keeping them informed of school activities through regular newsletters: National Healthy Schools initiative involving parents/carers in the working party, feedback from questionnaires.

7 Parents, carers, governors and, if appropriate, outside agencies are consulted when sensitive policies relating to PSHE are reviewed. Participating in community activities and initiatives. Inviting the local clergy to take weekly assemblies. Encouraging parents/carers to be involved in the school day. Parents/carers are invited into class assemblies. SEAL keeping parents/carers informed of the themes as they are undertaken, and inviting them to attend SEAL assemblies. The LEC provides an opportunity for parents/carers to view materials covered. Parents will be kept informed of their child s progress socially and emotionally through parents evening and written reports. However, it is also important that the staff are available for informal meetings when something important arises that needs to be discussed. Assessment Although no formal records of development are currently kept, there will be ongoing informal assessment throughout each term; teachers are expected to record a few informal comments each term about each pupil s personal and social development which can be used in discussions with parents and for completing the annual report. Comments may include those about: developing maturity and independence; leadership and negotiation skills; attitudes and relationships towards others in the class; playground behaviour, accidents and incidents; links made with the community; representation of the class e.g. on the School Council and representation of the school. For pupils on the SEN register, teachers comments will also refer to progress made on agreed targets in relation to IEPs that refer to personal and social development. Teachers assess the pupils response to the tasks set in planned activities as well as their response in other lessons and across the school day. It is the responsibility of individual teachers to identify pupils progress which is well above or below that which is expected. A formal written assessment of the social and emotional development of children will be kept for all children in Foundation Stage and will constitute a part of the Foundation Stage profile. All staff, including midday supervisors, catering staff and administrative staff are responsible for the well being of the pupils in school and are therefore responsible for informing the teachers about notable points of personal and social development in individual pupils.

8 Monitoring and Evaluating The PSHE and citizenship co-ordinator together with the Head is responsible for monitoring the standards of children s work and the quality of teaching of this subject. The subject leader supports colleagues in the teaching of PSHE and Citizenship, by giving them information about current developments in the subject and by providing a strategic lead and direction for the subject in the school. The subject leader is also responsible for reporting to the Head evaluating strengths and weaknesses in the subject and indicating areas for further improvement The PSHE co-ordinator will monitor progress in PSHE throughout the school through; Observations Work Scrutiny Interviews of children Professional Development Through effective monitoring any necessary professional training needs will be established. All staff will be given the opportunity to receive support and development in PSHE. This will be through: School-based inset related to PSHE and Citizenship. Relevant courses led by outside agencies. Staff meetings to review current school issues and to make aware new initiatives, practices and resources. The PSHE co-ordinator will be given the opportunity to update and develop expertise throughout PSHE by attending courses, consulting with advisors and networking with other schools and co-ordinators. Review This policy will be reviewed in line with the school s policy review programme. The subject leader is responsible for reporting to the governors curriculum committee about the quality of its implementation and its impact on standards. In the light of this, policy amendments may be made.

9 Appendix 2 Checklist for Selecting Resources The following statements describe the criteria which will be applied to resources to be used for PSHE. We will use resources which: Are consistent with the PSHE and Citizenship curriculum Relate to the agreed aims and objectives of this policy Are suitable to the age, maturity, linguistic proficiency and ability of the young people Appeal to adults and young people Are up-to-date in factual content Are produced by a reputable organisation Do not show unfair bias e.g. towards a commercial product Avoid racial, gender and sexual stereotyping Encourage active and participative learning You may choose to use the following Checklist when assessing whether resources meet the criteria. You may also look at lists of recommended resources to find out other people s views of them. These are available from the PSHE Service Our Checklist Title Publisher Review carried out by: Date Published General With which age group do you intend to use the resource? Does the content match the PSHE & Citizenship Curriculum for your chosen age group? Is it consistent with the school s values and aims for PSHE (as stated in the PSHE policy)? Have other resources from this publisher been used in school? Does the resource display bias towards a particular product or moral/religious view point? If it a children s resource (Fiction or non-fiction, printed or audio-visual): Will it appeal to the young people? Is it suitable for the age, maturity and the ability of the young people? Does the resources display any racial, gender* and sexual** stereotyping Does the resource use vocabulary consistent with agreed vocabulary for the chosen age group? *gender used here to denote social and cultural aspects of a person s sex **sexual used here to denote the biological characteristic of male and female If it is a teacher s resource: Does it address the need to develop knowledge skills and attitudes in relation to PSHE? Does it encourage the use of a range of teaching methodologies consistent with good PSHE? Does it encourage the teacher to enable all the young people to participate in their learning? Does it address the need to develop knowledge skills and attitudes in relation to PSHE? Decision on Suitability We will/will not use this resource with our Y pupils. Decision made: / / Signed:

10 Appendix 3 Working with Visitors Planning Checklist This checklist has been completed by: Name Organisation Phone Number Preliminaries Date of Session Meeting point for visitor Number of pupils Time of Session Class location School Adult to be present Visitor CRB checked? Visitor has read PSHE policy? Visitor will follow school confidentiality policy What are the Aims/Objectives of the session? These objectives complement the school s work (Name Units of Work) Practicalities Room Layout Equipment to be supplied by the visitor Equipment to be supplied by the school Names for resources for pupils Resources approved by school How will the session be followed up? For pupils? For Teachers? For the visitor?

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