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PSHE and RSE

Curriculum Intent
To provide all of our children with knowledge that will enable them to make informed decisions about their well-being health and relationships. This will ensure that they are ready to embrace the challenges of creating a happy and successful adult life in modern Britain. To ensure high quality teaching and learning through a coherently planned curriculum which provides children opportunities to learn new skills, practise and apply embedded skills and allows children quality time to reflect on what it means to them.

Curriculum Implementation
Our Programme of Study has been taken from the PSHE association and adapted to fit the needs of the children at Lutley. It includes suggested resources, training and quality key texts and is supported by the United Nations Convention of the rights of the child (UNCRC).
The Programme of study is broken down into three core themes:

  • Core theme 1. Relationships (R) – Autumn Term
  • Core theme 2. Living in the Wider World (L) – Spring Term
  • Core theme 3. Health and Wellbeing (H) – Summer Term

Staff have been given the resources, training and quality time to deliver high quality PSHE lessons. Each term will have a core theme focus to ensure consistency across year groups and phases and to provide a clear progression from EYFS to Year 1. Assemblies, focus days and other whole school events can be centred around the core themes. The Programme of Study ensures thorough coverage of the statutory guidance set out by the Department for Education for Relationships and Sex Education (RSE) and Health Education. This has been embedded within the Programme of Study whilst ensuring a broad and balanced curriculum is being delivered.

Autumn: Relationships 

Spring: Living in the wider world 

Summer: Health and Wellbeing 

Families and friendships 

Safe relationships 

Respecting ourselves and others 

Belonging to a community 

Media literacy and digital resilience 

Money and work 

Physical health and mental wellbeing 

Growing and changing 

Keeping safe 

Curriculum Impact
This PSHE and RSE curriculum will lay the foundations that children will need at high school and beyond. They will be able to embrace the challenges of creating a happy and successful adult life, equipped with the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Children will put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. This high quality, evidence-based and age-appropriate programme of study, coupled with high quality teaching and learning in all areas of PSHE and SMSC will help prepare pupils for the opportunities, responsibilities and experiences of adult life in modern Britain.

A copy of our RSE policy can be found in our policies page here.

Meeting the needs of all our children through SMSC
At Lutley Primary School we promote our pupils’ SMSC through a range of opportunities which impact on their self-esteem and confidence. We also promote fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.

Spiritual
Pupils’ spiritual development is shown by their:

  • Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • Use of imagination and creativity in their learning
  • Willingness to reflect on their experiences.

Examples of outcomes and Impact:

  • PSHE and RSE curriculum – PSHE and RSE is taught throughout the school which is based around 3 core themes; Relationships, Living in the wider world and Health and Wellbeing. Spiritual development is interwoven throughout the programme of study.
  • RE discrete lessons - Religious education is taught throughout the school where children have the right to express their thoughts and opinions regarding their own beliefs and the beliefs of others. Children have the opportunity to learn about religion and from religion.
  • Pause for thought - Children have a platform to express their views in a safe environment. Thought provoking questions encourage the children to think in depth about a given topic. It inspires them to express what they believe in and understand that others’ views may be different to their own. It helps build individual liberty and mutual respect. They understand the importance of listening to others and recognise that their voice will be heard.
  • Lutley Challenge Curriculum - Enquiry based curriculum based on topic questions where children lead their own learning following enquiry questions. This allows children to directly contribute to the curriculum, therefore enriching their knowledge and understanding.
  • Strong links with Gambia - Children have direct contact with children from another culture. Sharing experiences and stories. E.g. making bookmarks in textiles and selling these to raise money to send to the Gambia.
  • Self-assessment - Constant expectation to reflect on learning. Therefore, equipping them with the skills of how to self-assess in order to apply that to different contexts.
  • Gambia focus day to promote a fascination in learning about others in the world around them. The day gives children an opportunity to understand how others live and allows them time to reflect on their own lives.
  • Collective worship in assembly – Children have an opportunity to reflect on their own.
  • Celebration of religious festivals: Harvest, Christmas, Easter.

Moral
Pupils’ moral development is shown by their: 

  • Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
  • Understanding of the consequences of their actions
  • Interest in investigating, and offering reasoned views about, moral and ethical issues.
  • Examples of outcomes and Impact:
  • PSHE and RSE curriculum – PSHE and RSE is taught throughout the school which is based around 3 core themes; Relationships, Living in the wider world and Health and Wellbeing. Moral development is interwoven throughout the programme of study.
  • Behaviour policy. A robust behaviour policy which is adhered to by all staff. Children clearly understand what is expected from them, there is consistency across the school in terms of sanctions and rewards.
  • Behaviour Charter: child led ethos. The children have created their own charter to which they have agreed to adhere to. When behaviour is tackled it is directly linked to the behaviour charter whereby the children understand which specific strand they have not followed.
  • School values are adhered to by everyone in school.
  • Achievers assembly. Rewarding good behaviour and hard work. Children understand that positive actions result in positive feedback. The children celebrate the achievements of others which therefore builds a mutual respect.
  • Understanding democracy. House captain elections, pupil voice, class council, pass survey,
  • Rights Respecting School Award helping children to understand the rights of the child, allowing them to distinguish between right and wrong and understanding the impact of which their behaviour has on not only themselves but those around them.

Social
Pupils’ social development is shown by their:

  • Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • Willingness to participate in a variety of social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • Interest in, and understanding of, the way communities and societies function at a variety of levels.
  • Examples of outcomes and Impact:
  • PSHE and RSE curriculum – PSHE and RSE is taught throughout the school which is based around 3 core themes; Relationships, Living in the wider world and Health and Wellbeing. Social development is interwoven throughout the programme of study.
  • Playground leaders and Buddy system. Children develop social skills by actively resolving friendship issues. Children themselves take an active role in helping to enforce new initiatives to raise self-esteem in other children around them
  • After-school sports clubs. Allows the children to work as a team and represent our school. Participation in tournaments builds resilience and promotes good sportsmanship.
  • Volunteering in the community. E.g. Carol singing in care homes. Allows the children to have an impact on their community.
  • Visits to different religious places of worship. E.g. Mosque, Christian Fellowship, Synagogue. Builds a tolerance of those with different faiths and beliefs.
  • Charity events – involving parents and the community. Children organise and deliver a range of fundraising events, where they must co-operate well with others in order to succeed.
  • Economic well-being – bank, mini-market, raffles, fundraising
  • Debates/Pause for thought which allow the children freedom of speech teaching them to express their thoughts and opinions effectively.
  • Community volunteering where children participate in a range of volunteering from helping in care homes to litter picking within the local area. This allows children to give back to the community and feel a sense of pride in supporting others. It builds their self confident and self belief whilst making a difference.
  • Class assemblies where children participate in explaining the life of a chosen role-model in British history. They work together as a class to educate their fellow pupils, therefore building their own self-esteem and self-confidence.
  • Eco-council/School Council/ Junior Leadership Team allows children to have their voice heard within the school. They participate in a wide range of social events, therefore embedding their own social skills and self-confidence.
  • Cultural
  • Pupils’ cultural development is shown by their:
  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
  • Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
  • Examples of outcomes and Impact:
  • PSHE and RSE curriculum – PSHE and RSE is taught throughout the school which is based around 3 core themes; Relationships, Living in the wider world and Health and Wellbeing. Cultural development is interwoven throughout the programme of study.
  • Gambia links/Gambia focus days. Children have direct contact with children from another culture. Sharing experiences and stories. E.g. making bookmarks in textiles and selling these to raise money to send to the Gambia.
  • Farm school community – grandparents are invited in
  • Sports tournaments – children participate in a wide range of sporting events where they are encouraged to strive to be the best, whilst not only celebrating their own victories but the victories and achievements of others as well.
  • Young voices – children have the opportunity to work with a wide range of schools from across the country where diversity is celebrated and children are encouraged to work together towards the same goal.
  • Working with Secondary school – project tapas, project algebra, level 6 maths
  • International award – helps children to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Circle time – promotes a mutual respect to the speaker and identifies individual differences within the group and differences of opinions.

Rights Respecting
What are children’s rights?
Children and young people have 54 rights which are listed in the United Nations Convention on the Rights of the Child or UNCRC for short. These rights are the things that children need to be safe, healthy and happy. Rights are things that every child should have or be able to do. All children have the same rights no matter what their background, gender, ethnicity or religion. Almost every country has agreed to these rights and governments have agreed to do their utmost to respect and ensure that each child has the ability to exercise their rights. All rights are connected to each other and all are equally important. Sometimes, we have to think about rights in terms of what is best for children in a situation, and what is critical to life and protection from harm.

What is a Rights Respecting School?
Together young people and the school community learn about children’s rights, putting them into practice every day. The Award is not just about what children do but also, importantly, what adults do. In Rights Respecting Schools, children’s rights are promoted and realised, adults and children work towards this goal together. There are four key areas of impact for children at a Rights Respecting school; wellbeing, participation, relationships and self-esteem. The difference that a Rights Respecting School makes goes beyond the school gates, making a positive impact on the whole community.

Going for Gold
We have been awarded a Gold Rights Respecting Award. It is granted by UNICEF UK to schools that have fully embedded children’s rights throughout the school in its policies, practice and ethos, as outlined in the RRSA Strands and Outcomes.

Assessment summary: It was clear during the visit that everyone placed a real importance on respect for rights and on promoting the school’s rights respecting ethos, which was very participatory. Lutley Primary School is one of a large number of primary schools in Dudley working to become rights respecting and one of only a few to be accredited at Gold and this reflects the emphasis that children and staff put on rights.
Particular strengths of the school are:

  • A very strong focus on children being safe and empowered.
  • Happy, confident and articulate children who understood a wide range or rights and could apply them in their own context.
  • Children who were extremely enthusiastic about their school.
  • Excellent staff ambassadors for RRSA.