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Sherford Vale School

Sherford ValeSchool

Sherford ValeSchool

Purposeful PSHE

                                            PSHE Intent Statement                               

Personal, Social and Health Education (PSHE) at Sherford Vale Primary school is an important and necessary part of children’s education.  Our PSHE provision is designed to equip children with a sound understanding of risk and with the knowledge and skills to make safe and informed decisions.  Our PSHE curriculum builds on the statutory elements of the National Curriculum: Sex education, drugs and alcohol, financial education and the importance of physical activity and diet for a healthy lifestyle.  We intend for our children to be taught in a safe atmosphere where they can express their feelings and explore sensitive issues. Children will develop the skills to empathise with others and develop their own identity, values and beliefs.

                                                   

 

                                                          PSHE Implementation___________________

Personal, Social and Health Education at Sherford Vale Primary school taught using a mindful approach through the Jigsaw scheme of work. This embraces emotional literacy, social skills and spiritual development.  Children have one lesson per week through varied teaching strategies and differentiated approaches to suit all children.  This is a whole school approach with all year groups working on the same theme (puzzle) at the same time.  This is launched by an introductory assembly, generating a whole school focus for adults and children alike.   We are also using the REST  (resilience and engagement scale tool) materials to enhance children’s resilience, which enhances their ability to learn equipping them for life. Emotional resilience can be taught, practised and developed through a series of lessons and activities.  This tool provides the school with an effective screening and measurement tool to determine children’s level of resilience and emotional well-being and offering interventions to develop the 10 resilience building descriptors.

Mindfulness approach

The mindfulness aspect to the curriculum helps address the emotional health and behaviour issues which often can create barriers to learning.  Children will become aware of their thoughts and feelings as they arise and will be able to focus their mind on what they chose to focus on.  Mindful children can more readily choose their responses to situations rather than react while caught up in the thought-flows and emotions, saving behaviour issues from happening, helping concentration and lessening stress and anxiety.

The Jigsaw Programme

This is made up of six puzzle pieces which correspond to units of work.

Term 1: Being me

Term 2: Celebrating difference (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. 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.

Statutory Sex Education

The Jigsaw programme provides a comprehensive PSHE Programme which covers all the requirements of the government guidance and outcomes, and more. The Relationships and Healthy Me Puzzles (units) cover most of the aspects in the guidance but these are enhanced, revisited and foundations built throughout the Jigsaw Programme. Jigsaw’s philosophy starts by building positive self-image, a sense of identity and a healthy relationship with self, and from that starting point helps children grow healthy relationships with others.

Health Education in Jigsaw embraces not only physical health but has a strong focus on mental health and emotional literacy throughout, and empowers children to be aware of their own thoughts and feelings and know how to manage and regulate these (e.g.using Calm Me (mindfulness techniques).  Jigsaw values every child and so takes inclusively as a given, promoting acceptance of individuals for who they are and who they will become. Please see the position paper and parent leaflet on the Community Area for our approach to LGBT+ relationships. (This can also be found on this page)

SMSC

Every Piece (lesson) contributes to at least one of these aspects of children’s development. A mapping document is available from the Jigsaw Community Area showing this coverage. (See coverage maps)

Safeguarding, British Values, Prevent and Ofsted

The Jigsaw programme is supports all government agendas and is updated regularly to support school leaders and teachers. The Relationships and Changing Me Puzzles have a strong safeguarding focus in particular, obvious to teachers but not necessarily so explicit to children. Our philosophy is to grow resilience and positive self-esteem and confidence in children, so they can recognise when they feel uncomfortable in a situation and know who to trust and how to speak up for help. They respect themselves and their bodies and know what healthy relationships feel like.

(There may be some issues that some schools feel they do not yet need to include in their universal PSHE curriculum, but others do, e.g. FGM and sexuality issues. In this case, we may well add specific lesson plans to the Community area of the Jigsaw website and/or signpost people to specialist resources/ websites for further information, and Jigsaw schools are then welcome to download these for FREE and use them as they see fit.)

At Sherford Vale School, we take children’s safety and well-being very seriously, trying to empower them to speak up and get help if needed and to know how to keep themselves safe.

We ask the children to draw a Jigsaw Friend with either a smiley face/ neutral face/ unhappy face at the end of each Jigsaw lesson in their Jigsaw Journal. The teacher can then ascertain if any children are feeling worried or concerned about the lesson and follow this up with specific children if needed. Jigsaw recommends this as good practice.

The Learning Environment

Jigsaw aims to meet children’s needs in this ever-changing world and does not skirt around the most sensitive issues like bereavement and family change.

Therefore, establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital.

To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every Piece - by using The Jigsaw Charter. The first lesson plans of the Being Me in My World Puzzle enable this.

                                               

                                                     PSHE Impact___________________________

PSHE will be recorded through floor books and some lessons will require children to access work through the Jigsaw workbooks.  Many of the lessons will be through discussions and group activities. All classes will contributing towards the whole school display situated in the main corridor.  Staff will evaluate the children's contributions through AfL using the Jigsaw 'I can' statements.  Children will be involved in self and peer assessments in each session.  Children's achievements and reflections will also be celebrated in weekly assemblies.  Children will be able to talk about their feelings in a safe environment and gain a good understanding of themselves and of others.  Children will learn about British Values and safe relationships to enable them to make informed and safe decisions.