“PSHE education isn’t just another school subject. It’s a chance to give every child and young person an equal opportunity to develop the skills and knowledge they need to thrive now and, in the future,”

The PSHE Association  

Intent - What do we want our children to learn?

Our PSHE and RSHE curriculum aims to give children the knowledge, skills, and attitudes that they need to effectively navigate the complexities of life in the 21st Century. Our curriculum covers key areas which will support children to make informed choices now and in the future around their health, safety, wellbeing, relationships, and financial matters and will support them in becoming confident individuals and active members of society.

Our carefully planned lessons cover the Relationships and Health Education statutory guidance (as set out by the Department for Education), including the non-statutory sex education. We also ensure that wider PSHE learning is in place and that it is in line with the requirement of the National Curriculum 2014, which states that schools ‘should make provision for personal, social, health and economic education (PSHE).’ Children’s learning through our curriculum significantly contributes to their personal development as set out in the Ofsted Inspection Framework and promotes the four fundamental British values which reflect life in modern Britain: democracy; rule of law; respect and tolerance and individual liberty. Quality PSHE and RSE teaching is at the heart of our curriculum and we fully intend to carry out our duty of care with regards to safeguarding during lessons. The DfE’s statutory ‘Keeping Children Safe in Education’ guidance states that ‘Governing bodies and proprietors should ensure that children are taught about safeguarding, including online safety. Schools should consider this as part of providing a broad and balanced curriculum’. In response to the child-on-child abuse updates to Section 5 of Keeping Children Safe in Education (DfE), our curriculum introduces and revisits ideas of personal boundaries, consent and communicating our boundaries with others. This prepares pupils for the challenges and responsibilities they will face in the future.

Implementation - How is learning delivered across our school? 

At Crane Park Primary School, we have adopted and tailored the Kapow Primary scheme of work for PSHE and RSHE in order to implement a consistent whole school approach.

Our curriculum consists of three areas of learning in EYFS: Reception (to match the EYFS Personal, social and emotional development prime area) and five areas of learning across Key stages 1 and 2.

EYFS

● Self-regulation ● Building relationships ● Managing self ●

Key stage 1 and 2

● Families and relationships ● Health and wellbeing ● Safety and the changing body ● Citizenship ● Economic wellbeing ●

Our curriculum is a spiral curriculum whereby each area is revisited to allow children to build on prior learning and add to it as they learn and grow. Our lessons are progressive and are based upon the statutory requirements for Relationships and Health education.  We also ensure that our long-term plans refer to the PSHE Association Programme of Study which is recommended by the DfE.

Sex education has been included in line with the DfE recommendations and is covered in Year 6. Our school curriculum supports the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons.

Impact - How do we identify that the our PSHE & RSHE curriculum is having a positive impact on pupils’ learning and how do we identify gaps in learning and fill them?

We have ensured that within each unit of lessons teachers have the resources and opportunities to identify whether pupils have met, exceeded, or failed to meet the desired learning intentions. Teachers use assessment quizzes and knowledge catchers to ascertain this knowledge whilst also verbally assessing children’s understanding throughout each lesson and giving verbal 1:1 support where needed.

Each assessment quiz contains 10 questions, nine of which are multiple-choice and can be used either at the end of the unit or at both the start and the end to help measure progress and identify any gaps in learning.

The Knowledge catchers are in two formats – either as a mind-map or table - and can be used at the start of a unit, to see what the children already know (and to inform planning), and then again at the end of a unit where pupils can revisit the same version of the knowledge catcher and talk about anything else that they have learned throughout the unit, further demonstrating progression in their learning.

Once children have covered the curriculum for their year group, they will have met the objectives set out within the Relationships and Health Education statutory guidance and can utilise their learning within their daily lives, from dealing with friendship issues to resilience to making healthy choices and knowing where and how to get help when needed.

If you visited a PSHE lesson at Crane Park you would see: 

Children engaged in learning in a variety of ways through the use of our adopted Kapow curriculum and ‘Think Equal’ EYFS scheme.  Children learning about ways of developing their character and confidence within the world and teachers who provide a safe space for them to do so. Our PSHE journals take pride of place in each classroom and a variety of tasks, activities and photographs of pupils learning through PSHE are displayed.  

Pupil Voice (quotes across both KS1 and KS2)

Year 1 pupil – ‘It was fun learning about our emotions and doing them with our bodies and taking photos.’

Year 3 pupil – ‘I love when we dress up in Yellow as it is a bright and cheerful colour, which makes us all feel happy. I also remember learning that we are all the same but we are all different too.”

Year 5 pupil - 'I have learned about being a ‘bucket filler’ and about how to be kind to others.  I also now know how to relax myself, if I am feeling upset or stressed, because we learned about unwinding the mind through breathing, colouring, exercise and lots more.'

Cultural capital

As a school, we ensure our children are provided with extra-curricular experiences to enhance their knowledge across the curriculum through workshops, off-site trips and themed days/weeks. These opportunities are carefully selected each year to provide diversity, promote current affairs and developments locally, and to celebrate the geographical sites in and around London. For PSHE events such as World Mental Health Day and Hello Yellow, we actively encourage our children to participate in whole school celebrations, linked to talking about our mental health, and pupils learn strategies to support themselves and to develop resilience. Children are able to express themselves freely during our annual ‘Dress to Express’ day and the mantra ‘My Voice Matters’ is embedded in all that we do.

How do the pupils at Crane Park Primary School develop the school values through PSHE? 

We have created a set of values that we feel are critical to becoming effective learners. We want to enable our children to be ‘lifelong learners’ by following our lifelong values:

Aspirational -what we teach in the classroom will help our pupils foster lifelong aspirations, goals and values - PSHE is a chance to give every child an equal opportunity to develop the skills and knowledge they need to thrive now and in the future. 

Respectful – our children learn to listen to the views and opinions of others and feel comfortable to share their own.

Integrity – our PSHE curriculum encourages our pupils to feel safe and comfortable to share their ideas, views and feelings with others and to be open and honest in discussion.

Responsible – pupils are encouraged to develop impendence and to adopt strategies to look after themselves emotionally and physically and to seek help when needed.

Co-operative - confidently share their thoughts and approaches, instilling within themselves that they are valued members of the class.

Kind - show empathy towards their peers, establishing a safe and supportive learning environment, listen to each other, not be judgemental and become a ‘bucket-filler,’ making others feel good due to their kind words and actions.

“The things that make me DIFFERENT are the things that make ME,”

Christopher Robin.