Through PSHE, it is our intention that children at St Paul's CE Primary School will grow to become confident members of their community. It is the curriculum subject that inspires children to flourish, succeed and share their own 'light', as per our vision for education, with confidence by giving them the knowledge, understanding, social and practical skills they need.
The PSHE curriculum at St Paul's celebrates the diversity of our community and allows children to feel proud of who they are while giving them a safe and supportive space to share their thoughts, feelings and worries.
Children will express their opinions and ideas with confidence in PSHE. This will then equip them with clear communication skills they can apply to everyday life. Through a carefully planned progression of subjects and activities, pupils will have an awareness of clear relationship boundaries, respect for themselves and those around them, as well as an understanding of other people's opinions and how to respond to different ideas. Pupils will develop the oracy skills to build on other people's thoughts and agree or disagree respectfully in a safe environment.
At St Paul’s, we follow the 'Jigsaw' curriculum, adapted to meet the needs of our children. This uses a variety of tasks such as: role play, oracy, scenario-work and creativity to teach the PSHE topics as stated in the national curriculum. Through the topics: Being Me in My World, Celebrating Difference, Healthy Me, Dreams and Goals, Relationships and Changing Me, we support the children in expressing themselves, respecting others and forming bonds as a school family.
Using a topic-based approach, PSHE teaches the children the social and emotional skills that they will need to live in our ever-changing world. British Values are a key part of PSHE, and we have paired these with our school values to match each half-termly topic. While we use the 'Jigsaw' scheme of learning, this has been carefully mapped out and adapted in close consultation with our church community and parents, who have been instrumental during the consultation process in ensuring our lessons will most benefit the children in our school and tie in with messages to be reinforced by parents and carers.
Subjects such as 'self-esteem and the impact of social media' have been included at the request of the parents. Progression is clear from Nursery to Year 6. The children are able to share their learning through whole school assemblies, as they are all experiencing and exploring the same topic at the same time. Our school community is very important to us and parents are updated half-termly on their child's PSHE content, and provided with resources they can use to continue discussions with children at home.
Our school's focus on mindfulness is threaded through each session with a 'calm me' practise at the start of every session, to help children to centre themselves and organise their thoughts, ready for learning. After this, the class teacher introduces a new experience or thought to the children which they have an opportunity to discuss in partners and as a class. Children practise turn-taking with the use of Jigsaw plushies and are supported to develop their oracy by using stem sentences to agree, disagree and build upon other people's ideas. PSHE uses a variety of creative tasks in order to record children's learning, either thorough an independent task or collaboration to produce learning.
Each class has a 'Jigsaw Journal' where the children's learning is kept. These show each PSHE lesson and are taken up with the children as they move through the school so they have a record of how they've grown emotionally and socially. Their learning is celebrated in the journals so they can look back on their journey and feel a sense of pride.
Children’s understanding of the world and confidence to participate will be recorded in the learning they create and will be showcased in the 'Jigsaw Journals.' This will be a mixture of writing, drawings, recordings of class discussions, child interviews and photographic evidence. As these are taken with the children as they move up through the school this will show progress over time. Children's participation in class will also be monitored by the class teacher in conjunction with their oracy targets.
The PSE and RSE leader will act as expert and advisory teacher and support teachers in understanding the curriculum, its delivery and overcoming challenges. Outcomes will be monitored termly by the lead, seeking children’s and staff views and making adjustments and planning CPD accordingly.