The Relationships, Sex Education and Health Education (RSHE) aspects of Personal, Social, Health and Economic education (PSHE) are now compulsory within all schools.
RSHE covers broad areas of particular relevance and concern to children and young people today - mental health and wellbeing, physical health (including healthy lifestyles and first aid) and learning about safe, healthy relationships, including understanding consent and negotiating life online. These new statutory requirements do not extend to sex education at KS1 and 2 (beyond the biological/reproductive aspects schools are already required to cover in science). Parents of UKS2 pupils will have the right to withdraw their child from sex education but not from statutory Relationships Education or Health Education.
In developing a PSHE scheme of work at Woodthorpe, we have taken objectives from the PSHE Association programme of study, as well as DfE guidance which can be found here
At Woodthorpe Primary School, we believe that PSHE help sto give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives, in order to become informed, active and responsible citizens.
The aims of the PSHE curriculum at Woodthorpe are to:
Delivery of PSHE (including RSHE)
Children at Woodthorpe take part in daily circles within their classes, focusing discussion around various aspects of the PSHE curriculum. These are often tailored to the needs of the class, and may link to current affairs. In order to supplement these discussions, children also receive formal lessons of PSHE. Examples of work completed in these lessons are then recorded in a class PSHE book. We aim to have at least one piece of evidence for each of the following strands of the PSHE curriculum over the academic year:
As far as is appropriate, pupils with special educational needs should follow the same PSHE education programme as all other students. Careful consideration is given concerning the level of differentiation needed, and in some cases the content or delivery will have to be adapted. Teachers and/or teaching assistants work with individual pupils where required, and if appropriate.
1. Review – a member of the leadership team, utilising national guidance, developed a draft policy.
2. Staff consultation – staff were given the opportunity to look at the policy and make recommendations.
3. Ratification – the policy was shared with and reviewed by governors from the Child & Community Committee and approved by the full Governing Body.