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PSHE/RSE Subject Leadership

Gilded Hollins Primary School

Subject Leadership of

PSHE/RSE 2021-2022

 

Overall picture of current practice

Intent

 

At Gilded Hollins, we deliver a PSHE/RSE (and RSE) curriculum which is accessible to all and that will maximise the outcomes for every child, promoting positive behaviour, positive and healthy relationships, good mental health, well-being, resilience and achievement.

 

At Gilded Hollins Primary School, personal, social, health and economic (PSHE/RSE) and Relationships and Sex Education (RSE)  enable our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. This subject has strong links with our school values.

 

 

Implementation

 

There's a proven link between pupils' health and wellbeing, and their academic progress. Crucial skills and positive attitudes developed through comprehensive Personal, Social, Health and Economic education (PSHE/RSE) are critical to ensuring children are effective learners. PSHE/RSE makes a significant contribution to every child's development. The PSHE/RSE curriculum at Gilded Hollins follows the SCARF scheme of learning and our statement of intent states that PSHE/RSE education enables our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

 

PSHE/RSE in the classroom involves discussion, drama and group work. Work and activities are recorded in a class scrap book and on Seesaw. Expectations in respect of pupil progress in the National Curriculum with regards to English are reflected in the expectations of pupil progress in the PSHE/RSE curriculum.

 

All classes have the equivalent of around 1 hour of PSHE/RSE each week. This takes the form of a class assembly every Thursday which is followed up by a focused activity. The PSHE/RSE curriculum is supported by visits from the Life Education Bus which all children take part in.

The expectations of SEND children is the same as non-SEND children and in order to facilitate this, their needs are met through various means including the differentiation of questioning, mixed ability groupings and a variety of ways of recording learning.

 

 

Areas taught across the school

 

 

 

 

How the subject is assessed

 

Although there is no statutory requirement for end of key stage assessment in PSHE/RSE, to be successful learners, children need regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need to do to continue their learning. Teachers also need to be clear about the progress and achievements of the pupils they teach, and how their learning might be improved.

 

To enable this to happen, assessment has to be an integral part of the teaching and learning in PSHE/RSE education. However, the personal nature of PSHE/RSE means that it cannot be assessed in the same way as most other subjects and it would be inappropriate for assessment in PSHE/RSE to imply passing or failing 'as a person'. It is however possible to recognise and evidence progress and attainment in the knowledge, understanding, skills and attributes PSHE/RSE strives to develop.

 

Teachers monitor progress continually and adjust their teaching accordingly. Much of the learning covered in PSHE/RSE is through enquiry and discussion. Assessment through questioning and verbal discussion is an area that the school is working hard to promote and enhance. 

 

In Foundation stage, learning is initiated from the child’s own knowledge and assessment of children’s knowledge is measured through the steps made in the EYFS profile and is evidenced in the children’s learning journals on Seesaw.

 

Impact

 

(This may include lesson observations, planning, displays, scrap books, journals, what teachers say, what pupils say, resources, photos and Seesaw)

 

Informal observations of children working in PSHE/RSE lessons have shown that they enjoy the subject of PSHE/RSE - children cheered when they were told it was time for PSHE/RSE. They are keen to ask questions based on their learning, respond to others' questions with their opinions.

 

The subject leader has met with a sample of children to provide pupil voice.

 

Knowledge

‘I know that sleep helps my body rest and grow.’ Year 1

‘I know that I should talk to someone if I feel unsafe.’ Year 2

‘I know that some people can get bullied because of the way they express their gender.’ (Year 5)

‘I know what happens to a male and female body during puberty and how a baby is conceived.’ (Year 6)

 

Why study PSHE/RSE?

‘I know that good behaviour helps me to do well at school’ Year 1

‘We learned about behaviour and I know someone else’s behaviour can affect how I feel.’ Year 2

‘We learn about our feelings and how to recognise them.’ (Year 4)

‘We learn about the choices people may choose to make in relationships and this will help us as we grow up.’ (Year 5)

 

Current standards and progress

 

Effective assessment allows pupils and teachers to reflect on what has been learned, increases motivation for future learning and demonstrates impact. The SCARF curriculum has clear assessment foci that teachers use to inform their assessments. Staff use their professional knowledge to form a judgement which is reported to parents. Data from INSIGHT shows that attainment in RE is broadly in line with core subjects.

 

Where to now?

Recent developments, highlights and priorities for future developments

 

* The RSE curriculum is now fully rolled out across school and is embedded within PSHE

* PSHE/RSE is seen as a strength of the school

* Each class has had a visit from SCARF (our scheme provider)

* PSHE/RSE’s profile is raised as a curriculum area

* Staff have all had access to CPD in this subject area.

* Mental Health Champions introduced in the Kindness Corner

 

Next Steps for 2022-2023

 

-   Fully implement the new behaviour plan and values across school.

- To implement the new SCARF programme with revised lessons for PSHE and RSE education across the school

- To ensure PSHE/RSE development of the lowest 20% is supported so that they know more and understand more in PSHE

- To explore, develop and implement a range of strategies to improve staff well-being

- Introduce a team of Mental Health Champions in KS1

PSHE at Gilded Hollins

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