PSHE

PSHE and SRE At Primrose Hill

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 Government’s PSHE education review of PSHE Education (March 2013) stated that the subject would remain non-statutory and that no new programmes of study would be published.
However, Right Honourable Justine Greening, Secretary of State for Education, announced, on March 1st 2017, that it is her intention to make Relationships Education statutory in Primary schools from September 2019 and that content guidance will be published prior to that.

At Primrose Hill, we use the Jigsaw scheme of work to deliver these aims. We are confident that the Jigsaw Programme covers all aspects of Relationships and Sex Education in an age-appropriate way but are assured if there are any gaps that Jigsaw will provide its schools with materials to ensure all statutory duties are fulfilled. The DfE specified as part of its National Curriculum guidance that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. The review also detailed:
“PSHE remains an important and necessary part of all pupils’ education. We believe that all schools should teach PSHE, drawing on good practice, and have outlined this expectation in the introduction to the new National Curriculum” (Written Ministerial Statement: Review of Personal, Social, Health and Economic education, March 2013).

This Jigsaw PSHE policy we use is also informed by DfE guidance on Relationships, Sex and Health Education (as above), preventing and tackling bullying (Preventing and tackling bullying: Advice for head teachers, staff and governing bodies, July 2013, updated 2017), Drug and Alcohol Education (DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies, September 2012), safeguarding (Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children, March 2013 and Keeping Children Safe in Education, 2018) and equality (Equality Act 2010: Advice for school leaders, school staff, governing bodies and local authorities, revised June 2014). The Jigsaw Programme meets all the outcomes in the PSHE Association Programmes of Study, 2017.

Please download a copy of this policy if you are interested in learning more about our work in this area, and about the topics and themes we teach here.

Please also remember that although we hold a series of special parent and carer meetings every year in the Summer term to discuss the work we will be doing in the area of SRE, you are welcome to make contact with us at any time. You can do this by telephone school on 0161 921 2400 or by visiting our school office and asking to speak to either Mrs Emerson (our PSHE lead) or Mr Ashton, our headteacher.

__________________________________________________________

Primrose Hill use Jigsaw for the PSHE curriculum across Years 1-6.

There are six Puzzles, one per half term, with six Pieces each half term. Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes. Each year group is taught one lesson (piece) per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

The Puzzles

Autumn 1 - Being Me In My World

This covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.

Autumn 2 - Celebrating Difference

This half term focuses on similarities and differences and teaches about diversity, such as disability, racial, cultural, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t, including cyber and homophobic bullying – is an important aspect of this Puzzle.

Spring 1 - Dreams and Goals

During this half term we aim to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world.

Spring 2 - Healthy Me

Throughout this half term we cover two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic.

Summer 1 – Relationships

This half term has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes. All Jigsaw lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

Summer 2 - Changing Me

This final half term deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Self and body image, puberty, attraction and accepting change are diverse subjects for children to explore. Each year group thinks about looking ahead, moving year groups or the transition to secondary school. Life cycles and how babies are made and grow are treated sensitively and are designed to meet children’s needs. All year groups learn about how people and bodies change. This Puzzle links with the Science curriculum when teaching children about life cycles, babies and puberty.