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Carlton Miniott, Thirsk, North Yorkshire, YO7 4NJ

Mr S Crocker

PSHCE

PSHCE Intent

At Carlton Miniott Primary Academy the aim of our PHSE teaching is to provide all pupils with opportunities to develop confidence and responsibility and make the most of their abilities. We hope to prepare children to play an active role as citizens through developing skills for living and valuing themselves and respecting others. We want children to develop a healthy lifestyle and contribute to their community and the wider world, becoming morally and socially responsible. We also recognise they need to develop good relationships and respect the differences between other people. PHSE skills are reflected intrinsically through the values of our school.

PSHCE Implementation

Staff Subject Knowledge and CPD

The PSHCE subject leader attends yearly North Yorkshire subject development and networking days to keep up to date with new developments and gather new resources and teaching ideas. Time is then allocated for this new information to be shared with staff and discussions to take place.

The subject leader will also identify any areas for development in subject knowledge through book scrutinies, discussions with pupils and monitoring. 

Teaching across school

Our planning follows the North Yorkshire guidance and the PHSE Association scheme of work which focuses on key life skills such as resilience and managing well - being. Having built positive relationships with the children, we then use our specific knowledge of individual children to tailor our PSHCE curriculum accordingly.

 

The framework Key Stages 1-2 is structured into six themes:

 

  • My Relationships
  • Keeping myself safe
  • My healthy lifestyle
  • My future
  • Becoming an active citizen
  • Moving on.

 

PSHCE is taught throughout the school. A range of teaching strategies is used as appropriate. These include:

Circle time, role-play, discussion – whole class (some written work or artwork), 1:1, visitors, stories e.g. exploring behaviour of characters, creative activities, and pupil initiated activities. There is also opportunities during collective worship e.g. stories and discussion to further promote PSHCE objectives beyond the taught curriculum.


Whole school events such as enrichment weeks and residential visits incorporate the different aspects of PSHCE; this will become an intrinsic part of school life. Children will take part in projects which develop their skills and awareness of good citizenship such as collecting produce at Harvest Festival and donating it to Thirsk foodbank.

Children are given opportunities to plan and work together, and also have constant exposure to good role models throughout the school community in accordance to the school values. 

 

EYFS

Early learning goals include:
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will select the resources they need for their chosen activities. They say when they do or don’t need help.

Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.


Learning environment

Children are constantly aware of the values of the school and observe role model older pupils and adults.
Displays around the school reinforce the school values and illustrate key themes. They showcase the learning that has taken place in lessons.

Pupil Feedback

The school has implemented a ‘Keep Up not Catch Up’ approach to learning.  In lessons, teachers monitor work carefully and give immediate feedback to pupils.

Assessment and Tracking of Pupil progress

Children will record their learning in their Wonderful Workbook at least once each half term.

Staff use the online assessment and tracking program ‘Insight, to record and monitor pupil progress in PSHCE.  Assessment is linked to the RSE curriculum and statutory KPIs. Formative assessment is also used to inform planning. The subject leader then uses the information to identify strengths and areas for development across the school. Children will be assessed on how well they can use their knowledge and understanding, for example when carrying out activities involving rules, regulations and specific procedures.

Children will also be assessed on how well they apply their skills and understanding to situations such as managing conflict, participating in discussions and promoting positive relationships. These assessments will be carried out through informal teacher observations.

PSHCE Impact

Through learning walks, pupil voice and book scrutinies, subject lead found the following impact of PSHCE learning in school: 

  • Teaching staff show good subject knowledge of the six key themes. 
  • There is evidence of progress in children's books through written work and photos of learning activities. 
  • Displays in school showcase the children's learning effectively and promote elements of the curriculum through out the school. 
  • Children are able to speak with growing confidence about online safety and healthy lifestyles. 
  • Children are familiar with the school values and these are embedded throughout teaching and learning experiences. 
  • Through effective modeling and cross curricular learning, children are progressing well on their journey towards being able to play an active role as citizens and developing skills for living, valuing themselves and respecting others.