In line with the National Curriculum 2014, all schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
• Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
• Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The National Curriculum advises schools to make provision for personal, social, health and economic education (PSHE), drawing on good practice. At William Patten, PSHE is considered across the curriculum and is a fundamental part of the children’s school experience. In maths, children are taught the importance of a growth mindset which supports their self-belief, resilience and perseverance and supports success across the wider curriculum and in social contexts. In humanities, the children learn the significance of their local area and key figures from within it. They also have access to positive role models from the community and this supports their learning in many areas, including religious education and learning about local heritage. Children also have access to positive role models from a range of fields, including STEM ambassadors in science, and learn about a range of career possibilities, as part of careers week in upper KS2. In addition the emphasis on PSHE across the work of the school, Personal, Social, Health Education is taught explicitly as part of the whole-school approach. We believe that successful PSHE supports children’s learning capacity and this aspect of the school’s work is held in high regard as we believe that it promotes wellbeing and underpins children’s development as people.
To support our aims, the school is a member of the DfE funded PSHE association. We follow the Jigsaw Programme scheme of work, which holds the PSHE Association Quality Mark. Jigsaw PSHE offers a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area. Our approach also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
We aim to ensure that all children:
• Develop confidence and responsibility and to make the most of their abilities
• Prepare to play an active role as citizens in Britain
• Develop a healthy, safer lifestyle
• Develop good relationships and to understand and celebrate the differences between people.
Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.
Term Puzzle (Unit) Content
Autumn 1: Being Me in My World Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Autumn 2: Celebrating Difference Includes anti-bullying (cyber and homophobic bullying included) and understanding
Spring 1: Dreams and Goals Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society
Spring 2: Healthy Me Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
Summer 1: Relationships Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
Summer 2: Changing Me Includes Relationships and Sex Education in the context of coping positively with change
At William Patten School, PSHE lessons are taught every other week in KS1 and each week in Reception and KS2. This ensures that we are able to teach the PSHE knowledge and skills in a developmental and age-appropriate way.
These explicit lessons are reinforced and enhanced in many ways which include:
• Word of the Week Assemblies, which explore the aspects of each term’s specific themes in greater depth, supporting children to make links to their own lives within and beyond school
• Praise and reward systems,
• A child-informed Learning Charter,
• Positive relationships child to child, adult to child and adult to adult across the school.
We aim to ‘live’ what is learnt and apply it to everyday situations in the school community.
Class teachers deliver the weekly lessons to their own classes. The school’s ethos, curriculum design and PSHE lesson coverage promote the following –
• Empathy and compassion (including impact on decision-making and behaviour)
• Respect for others’ right to their own beliefs, values and opinions
• Discernment in evaluating the arguments and opinions of others (including challenging ‘group think’)
• Skills for employability, including Active listening and communication (including assertiveness skills)
• Team working
• Negotiation (including flexibility, self-advocacy and compromise within an awareness of personal boundaries)
• Leadership skills
• Presentation skills
• Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, identifying opportunities, taking positive risks)
• Recognising, evaluating and utilising strategies for managing influence
• Valuing and respecting diversity
• Using these skills and attributes to build and maintain healthy relationships of all kinds
To enrich the school’s approach to PSHE and to broaden the curriculum, we organise events and opportunities such as Careers Week and participate in national drives, such as UK Parliament Week. The school’s celebration of the annual ‘Children’s Mental Health Week’ also raises awareness and compliments the school’s commitment to promoting good mental health. Furthermore, the school offers targeted support to families and children through the onsite ‘Place to Be’ children’s mental health charity provision and this also includes ‘Place to Talk’ which is available to all children.
In each curriculum area, consideration is given to the school’s own context to ensure that learning experiences are meaningful and relevant. Learning experiences themselves are also varied and opportunities for learning outside the classroom are also valued, considered and specifically planned for. Children are provided with opportunities to take pride in and ownership of the school grounds, making use of the edible playground resources and the school’s rooftop terrace garden.
Through the involvement of visitors with specialist skills and backgrounds and the careful consideration and planning of trips and real-life experiences, the children are able to build on their knowledge of community and develop the skills they will require for life after education.
The school has established and maintained a positive learning environment where the children have positive relationships with their peers and teachers. The extent to which the school successfully promotes the spiritual, moral, cultural, mental and physical development of pupils at the schools is further evidenced through the school’s recognition by a number of nationally recognised agencies. The school holds the Council for Learning Outside the Classroom’s Quality Mark at Gold standard in recognition for ‘continue and progressive learning outside the classroom’. The school also holds the British Council’s International School Award, for ‘outstanding development of the international dimension in the curriculum’. This recognises the work of the school in promoting global citizenship, which itself is supported through an ongoing collaboration with a partner school in Madrid. With weekly assemblies, we ensure that PSHE remains a constant and relevant part of each child’s education.
We regularly maintain up to date training which the subject co-ordinator disseminates to ensure an approach that is informed by current pedagogy and advice from experts, as well as involving the use of recommended resources.
• A full copy of the whole school’s progression documents, informed by the Jigsaw Scheme, are available to view on request.
The school recognises that there are likely to be gaps in children’s knowledge and skills, as a result of the period of the period of school closure during the pandemic in summer 2020 and spring 2021. To address this, teachers will be mindful of the objectives from previous year groups which relate to current content according to each of the six PSHE topic titles. Consideration of these, at planning level, in addition to ongoing assessment and responsive and preemptive teaching will ensure that teaching addresses previous gaps within the current programme of study.