Knowle DGE Learning Centre. PSHE Policy

Transcription

1 Knowle DGE Learning Centre PSHE Policy

2 Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities and experiences at Knowle DGE. We will GUIDE each student towards these learning opportunities and in doing this are confident that each student will ENJOY their learning experiences at Knowle DGE. In order to succeed, we aim to encourage every individual at our Learning Centre to develop BELIEF in themselves to aim higher, to REPECT themselves, others and their Learning Centre and take RESPONSIBILITY for their decisions and actions. We recognise that we are ALL EQUAL and deserve the very best. We recognise that we are ALL DIFFERENT in the ways we learn and interact. We recognise that we can ALL ACHIEVE TOGETHER- as a Learning Centre Community, as a student within the community and as a parent/carer. Introduction All pupils at Knowle DGE Learning Centre have a range of learning difficulties and/or an Autistic Spectrum Condition. They have a statement in accordance with current legislation, the SEN Code of Practice and LA guidelines. The Governing Body and staff of Knowle DGE Learning Centre will ensure that the Learning Centre provides a broad and balanced curriculum for all pupils that is relevant and differentiated to meet individual needs and abilities. Teachers planning takes into account a pupil s strengths and SEN and the provision made therefore enables all pupils to engage effectively in curriculum activities and broader aspects of the Learning Centre s life.

3 Aims and Objectives The aims and objectives of are: 1.1 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 and 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. 1.2 The aims of personal, social and health education and citizenship are to enable the children to: a. know and understand what constitutes a healthy lifestyle, including good mental health; b. be aware of safety issues; c. understand what makes for good relationships with others; d. have respect for others; e. be independent and responsible members of the school community; f. be positive and active members of a democratic society; g. develop self-confidence and self-esteem, and make informed choices regarding personal and social issues; h. develop good relationships with other members of the school and the wider community. In addition KS3 and 4 PSHE is aimed to help pupils extend their skills, knowledge and understanding in order to: develop further as effective and motivated learners who value their achievements develop confidence, positive self-esteem and willingness to take responsibility for themselves and others participate satisfactorily in a wide range of fulfilling relationships and appreciate differences between people make informed choices about leading healthy and safe lifestyles, deal with risk and meet challenges successfully participate actively in democratic society and safeguard the environment.

4 The National Healthy School Standard launched in 1999 offers an integrated whole school process for enabling schools to build on their collaborative relationships with parents and local partners and agencies to promote further opportunities for PSHE including drug education, emotional health awareness and literacy, healthy eating, physical activity, safety and sex and relationship education. Pupils gain from real life and simulated experiences, where they can learn, practise and demonstrate their personal and social skills as well as acquiring new skills and information about specific issues such as basic emergency aid procedures and causes, symptoms and treatments for stress. Time for reflection should be planned as part of the overall time allocation to allow pupils to share reactions and make sense of their experiences in relation to themselves and others. Opportunities should be provided for pupils to assess evidence, make decisions, form and deal with relationships, solve problems and work both independently and co-operatively. Teaching methods that are effective here include: case studies, debates, quizzes, role plays, problem solving exercises, questionnaires, surveys, games, simulations and involvement with outside agencies to provide speakers and other resources. PSHE and Citizenship curriculum planning We teach PSHE and citizenship in a variety of ways. Some of the objectives are covered in dedicated PSHE/ Tutor times which primarily fall on a Monday morning. Many of the objectives are covered through other areas of the school s curriculum e.g. RE, Science and the hidden curriculum; attitudes and expectations of behaviour promoted by adults in the school. We also develop PSHE and citizenship through activities and whole-school events e.g. the school Student Voice representatives from each class meet termly to discuss school matters. Each class in KS 1-4 participates in Tutor Time each week for a minimum of 1 hour. To ensure develop and extend skills in building relationships, confidence and self-esteem.

5 Assessment and recording Assessment needs to value and recognise what pupils have done or completed successfully, thereby raising their self-esteem. A variety of approaches to the assessment of individual achievement will therefore need to be practiced by teachers. Teachers need to exercise caution in judging the individual performance of pupils, in terms of attitudes, values and behaviours apparent, as their own will undoubtedly have an influence on this process. Achievements of pupils in PSHE and Citizenship are assessed in line with the whole school monitoring policy and individual pupils are assessed using B Squared each term to ensure progress and coverage. All progress is reported to parents at the end of each year. Resources Staff use the objectives from the New Framework ( National Curriculum Guidance) Staff have access to the LCP PSHE folders, Social and Emotional Aspects of Learning (SEAL) resources. The school has a range of other PHSE programmes of work including lifelines, Streetwise, Primary foundations, Your Life, PHSE Education scheme and PHSE Matters resources. The school has a range of other resources dealing with more specific aspects of PSHE including bereavement, Drugs, Sex Education, Alcohol abuse, Healthy Life styles including smoking. We also have empathy puppets; school posters, parachute games and all of the resources from the SEAL pack e.g. feelings fans. At Knowle-DGE we have introduced Forest School to our KS2-3 pupils. A specialist teacher engages the pupils on a weekly rotating programme and becomes part of their PSHE lessons. Forest School is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees. FS is a long-term process of regular sessions, rather than a one-off or infrequent visits; the cycle of planning, observation, adaptation and review links each session. FS takes place in a woodland or natural environment to support the development of a relationship between the learner and the natural world. FS uses a range of learner-centred processes to create a community for being, development and learning. FS aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners. FS offers learners the opportunity to take supported risks appropriate to the environment and to themselves. FS is run by qualified Forest School practitioners who continuously maintain and develop their professional practice.

6 Roles and Responsibilities Our educational provision is the responsibility of all members of staff. The Strategic Leadership Team (SLT) and middle leadership team, under the overall leadership of the Headteacher, is responsible for the day-to-day operation of provision with the support of the PSHE subject leader. Current- Ms L.Swords The PSHE subject leaders will oversee: Liaising with and advising colleagues on appropriate curriculum materials. Monitoring and evaluating the PSHE provision in the school in line with the school s curriculum monitoring cycle. The Governing Body aims to secure the appropriate provision for all pupils. Inclusion in PSHE At Knowle DGE Learning Centre we recognise and respect the fact that pupils: Have different educational, medical, physical, social and emotional needs and aspirations. Require different approaches to learning and behaviour support. Learn at different rates. Require a range of different teaching strategies and experiences. Teachers respond to pupil needs by: Providing personalised support in all curriculum areas. Planning to meet individual needs through setting IEP targets. Developing each pupil s understanding through a variety of learning experiences. Planning for full participation in learning and in physical and practical activities. Planning to manage behaviour, enabling pupils to participate effectively and safely in learning. Monitoring, reviewing and evaluating pupil progress on a regular basis with support from middle leaders. Ensuring that pupils have access to all parts of the curriculum. All pupils at the appropriate stage in their school careers will have access to a realistic range of opportunities without any form of discrimination. The school actively tracks pupil progress to ensure all pupils achieve their full potential.

7 Inclusion Provision Knowle DGE has Inclusion Provisions at partner mainstream schools, enabling Knowle DGE pupils to have supported access to mainstream provision where appropriate. Allocation of Resources Our educational provision is the responsibility of all members of staff. The Senior Leadership Team (SLT) and middle leadership team, under the overall leadership of the Headteacher, is responsible for the timetabling and management of resources including staffing and facilities to meet the needs of all pupils. The Headteacher informs the Governing Body on a regular basis as to how funding has been allocated to meet pupil needs. Requests for additional resources are discussed and approved at Governing Body meetings. Success criteria The success (impact) of this policy is judged against the aims and objectives set out in section 2. The policy is reviewed regularly. L Swords February 2015 To be reviewed: February 2017