Ankermoor Primary School PSHE Policy

Transcription

1 Ankermoor Primary School PSHE Policy Personal Social Health Education and Citizenship Adoption Date: See Policy File Review:

2 PSHE, SEAL & Citizenship Policy PSHE: Personal, social & health education SEAL: Social and emotional aspects of learning Policy Statement. Health Education is the provision of knowledge, skills and attitudes, which help pupils make informed decisions and develop positive healthy lifestyles. It includes the physical, social, emotional, mental and spiritual aspects of health. At Ankermoor we promote pupil s self esteem, health and emotional well being and help them to form and maintain worthwhile and fulfilling relationships based on respect for themselves and others at home, school and in the community. Citizenship in our school is central to all that we do. All children contribute to decision making and organisation, taking more responsibility as they get older. Citizenship is a way of life for the whole school community. Aims. For children to know and understand what constitutes a healthy lifestyle. For children to understand what makes for good relationships and have respect for others. To help children develop self confidence, self esteem and make informed choices regarding personal and social issues. To encourage children to be independent and responsible members of the school and the wider community. For P.S.H.E and Citizenship to be the responsibility of all who work in the school. Healthy attitudes will be promoted throughout the daily life of the school. For P.S.H.E and citizenship to be integrated into work carried out in other areas of the curriculum where possible. However certain topics are more appropriately taught as discrete units of work. Areas covered. Personal health, drugs education including prescription drugs, smoking and alcohol, personal hygiene and fitness, keeping safe, crime and consequence including vandalism, social and emotional aspects of learning, citizenship and being part of a wider community.

3 Health, safety and crime and consequence Drugs Education This will be delivered in accordance with the recently reviewed drugs education policy. Social and Emotional aspects of learning What are social, emotional and behavioural skills? Within each of the social and emotional aspects of learning there are a number of individual skills encompassed in the seven themes: New Beginnings-Empathy, Self-awareness, Motivation, Social Skills Getting On & Falling Out- Managing Feelings, Empathy & Social Skills Say No To Bullying-Empathy, Self-awareness & Social Skills Going For Goals- Motivation & Self-awareness Good To Be Me- Managing Feelings, Empathy & Self-awareness Relationships- Managing Feelings, Empathy & Self-awareness Changes- Motivation, Social Skills & Managing Feelings They take the form of I can statements and represent the range of knowledge, skills and understanding that a child might demonstrate having accessed the learning opportunities within the resource. Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. They are fundamental to school improvement. Where children have good skills in these areas, and are educated within an environment supportive to emotional health and well-being, they will be motivated to, and equipped to: be effective and successful learners; make and sustain friendships; deal with and resolve conflict effectively and fairly; solve problems with others or by themselves; manage strong feelings such as frustration, anger and anxiety; be able to promote calm and optimistic states that promote the achievement of goals; recover from setbacks and persist in the face of difficulties; work and play cooperatively; compete fairly and win and lose with dignity and respect for competitors; recognise and stand up for their rights and the rights of others; understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own.

4 Most social, emotional and behavioural skills are developmental and change over time. We cannot therefore teach these skills as a one-off. There is a need to revisit and develop the concepts, understanding and skills over time, building on what has been learned previously. Assemblies are delivered by senior members of staff at the beginning of each new theme. Follow up work is carried out by staff & pupils in curriculum time & other discreet opportunities where necessary to reinforce the theme. Anti-bullying Pledge Ankermoor is committed to eradicating bullying and helping pupils to adopt strategies to deal with types of bullying issues. As a result of all the hard work undertaken we have signed up to the Staffordshire Anti-bullying Pledge since Sex and Relationship Education. Please refer to SRE policy Bereavement Bereavement is a subject that is dealt with through P.S.H.E. Ankermoor aims to provide a caring and sensitive framework whereby children can gradually gain an understanding of death and explore ideas and beliefs. Effects on a bereaved child can be emotional, educational and behavioural. This will be taken into account when dealing with this sensitive subject. Sunscreen In order to promote practical measures for staff and pupil s protection from the sun, Ankermoor Primary School will: plan provision for shade in the playground; arrange for children to have access to indoor shade on hot days; advise appropriate clothing and hats; promote the use of sunscreen It is the responsibility of the parent to provide and label sunscreen to be brought to school. Children will apply their own sunscreen. Medicine School recognises that there will be times when it is necessary for a pupil to take medication during the school day. Parents will be expected to administer medicine to their own children. If this is not possible they must consult the Head to complete appropriate forms. The child will need to receive his/her medicine at the school office Asthma inhalers are kept in the child s classroom where the child has access to use when he/she needs to.

5 Epipens are kept in the school office in a clearly marked box/drawer. Children with medical conditions & allergies are identifiable to all staff through photographic documentation in all areas/classrooms Equal Opportunities (see separate policy) Every child will have access to the P.S.H.E curriculum irrespective of intellectual, physical, cultural and gender differences. The teacher s planning will reflect this. Differentiation, S.E.N and Gifted and Talented. Where appropriate tasks will be set which offer open ended outcomes to allow for different abilities. The teacher will plan accordingly. I.E.P s for S.E.N children will be followed closely. Support will be given when needed. The more able (G&T) child will also have access to a higher level curriculum through higher order questions and a range of extended and enrichment activities. E.A.L It is important that the teacher explains skills and activities in a variety of ways including rephrasing instructions and physically showing children good practise, pictures and artefacts. Monitoring, Assessment and Evaluation. Assessment is on going and involves informal observations of children s work and discussion with children. Teachers feedback to parents twice yearly at parents evening and formally at the end of the year in the form of a school report. The P.S.H.E and Citizenship Co-ordinator monitors the planning, the children s work and makes evaluations regularly. Health Promoting Schools Ankermoor has achieved HPS status & is working towards it s renewal in January This is a national award which is used to access the health of the whole child and the whole school within the context of the wider community. Celebrations of Success It is important that children s successes in P.S.H.E and citizenship are acknowledged and celebrated throughout the school. This is done through a system of house points, stickers, displays and achievement assembly. Special Needs/Inclusion Ankermoor Primary School recognises the needs of the individual when planning and delivering PSHE. Ensuring that the quality of learning experience is equal for each individual is paramount. When necessary, children with special needs will be clearly acknowledged and provided for in planning. Careful account should be taken of differentiated learning and assessment. When necessary consultation will take place between the class teachers and the Inclusion Manager.