The intent of our PSHE and Mental Wellbeing offer is to deliver a curriculum that ensures the children in our school are safe, mentally well, ready for learning and able to develop the skills needed to grow into caring, respectful citizens who achieve their full potential. These intentions reflect our school’s three core values of love, respect and resilience as well as encouraging the children to follow our school motto of ‘Let Your Light Shine’. The curriculum also encompasses the Relationships and Sex Education Framework which provides children with age-appropriate knowledge, building life skills over time in a way that prepares pupils to make informed choices about their future relationships.
We take our curriculum planning from Coram Life Education (SCARF) because the topics support social, moral, spiritual (linking to our RE curriculum) and cultural development and provide children with protective teaching on essential safeguarding issues, developing the knowledge of when and how children can ask for help. As a result of this learning they will:
Whole School Learning
We aim to take a whole school approach to wellbeing through our culture and curriculum. For example:
Pupils in need of additional support
We are aware of risk factors which may indicate a pupil needs help and we know our children well to recognise changes in their behaviour and personality. We use our Mental Health and Wellbeing Provision pyramid to guide our responses. These may include:
HIGH LEVEL NEED
Pupils need support from external agencies e.g. CAMHS. School works in partnership.
Mental Health and Wellbeing Provision pyramid
MEDIUM LEVEL NEED
School’s own family support worker provides bespoke support using recognised interventions such as ELSA or advice from external agencies.
LOW LEVEL NEED
Pupils showing low level well being needs. Class teachers and teaching assistants “keeping an eye” on pupils. Informal pastoral care such as coming in 5 minutes early from play, extra check ins, calm corner time.
WHOLE SCHOOL PROVISION
Good mental health learning for all. Character building curriculum to increase resilience and self-esteem.
In our weekly PSHE lessons lasting around 60 minutes, we teach the suggested half-termly units on Coram Life Education (SCARF) built from the non-statutory National Curriculum guidance and the EYFS framework. This is supported by a clear skills and knowledge progression to ensure that these are built on year by year and sequenced appropriately to maximise learning for all children in line with the social and emotional experiences they might have at a particular age. Through the following, we aim to provide a rich and broad experience in the study of PSHE and RSE in every year group. Wellbeing lessons can also happen when they are required; teachers do not wait for the ‘friendship’ lesson to come up if a discussion is required in class that week.
Using the long-term overview taken from SCARF, teachers will present a sequence of lessons using skills and progression which marry up with the learning opportunities outlined by the PSHE Association. Teachers aim to provide a sensitive and nurturing environment suitable for the age group taught whilst building on the previous year’s learning. Pupils are encouraged to share their own ideas and experiences whilst reflecting thoughtfully on those of others. Teachers are aware of the chance that children may disclose safeguarding information during or as a result of a topic discussion.
In Early Years, the programme of Study comes from the EYFS Framework and teaches the following statements.
In Year 1 to 6, each lesson will come under one or more of the statements from the Relationships Education and Health Education programme of Study.
EYFS Curriculum 2020 related Early Learning Goals
Communication and Language, Personal Social and Emotional Development
RELATIONSHIPS EDUCATION Programme of Study:
HEALTH EDUCATION Programme of Study:
Families and people who care for me
Internet safety and harms
Physical health and fitness
Drugs, alcohol and tobacco
Health and prevention
Basic first aid
Changing adolescent body
We ensure that every pupil, regardless of SEN(D) or ability, is able to participate in lessons and access the curriculum. The nurturing circle time sessions allow for equality between the children with a chance for every child to be listened to. The children have an agreement of how to respect each other during these sessions and adults support the opinions that pupils offer.
Assessment: Foundation Stage pupils are assessed against the EYFS Early Learning Goals of Personal Social and Emotional Development. Pupils in years 1-6 are regularly monitored and assessed against the criteria in our progression and skills document using an end of unit quiz and if there are children that flag concern they are referred to home school link workers and/or our in-house ELSA team (Emotional Literacy Support Assistance).
By the time our pupils leave Grove CE Primary in Year 6, we aim for them to;
❖ Understand how to keep themselves physically and mentally healthy.