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Banstead Infant School Personal, Social, Health and Economic (PSHE) Policy

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Page 1: Earlswood Infant and Nursery School€¦  · Web viewAt Banstead Infant School we provide the children with ... values and skills they need to understand their role in the world,

Banstead Infant SchoolPersonal, Social, Health and

Economic (PSHE) Policy

Page 2: Earlswood Infant and Nursery School€¦  · Web viewAt Banstead Infant School we provide the children with ... values and skills they need to understand their role in the world,

Introduction Under section 78 of the Education Act 2002 and Section 1 of the Academies Act 2010 all state maintained schools must offer a curriculum which is balanced and broadly based and which:

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.

At Banstead Infant School we provide the children with the knowledge, understanding, attitudes, values and skills they need to understand their role in the world, to make good choices and to live a healthy lifestyle.They learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn to understand and respect diversity and differences so that they can form the effective, fulfilling relationships that are an essential part of life and learning.

What is PSHE Education? Personal, social, health and economic (PSHE) education is a planned, developmental programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future. It equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. It contributes to personal development by helping children to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively. It comprises two strands:

Personal well-being Economic well-beingo relationships and sex education;o drug and alcohol education;o emotional health and well-being;o diet and healthy lifestyle; ando safety education.

o careers education;o work-related learning;o enterprise education; ando financial capability.

The Prevent DutyThe Prevent Duty (DfE June 2015) recognises the role of PSHE and Citizenship teaching in the prevention of radicalisation. It highlights the use of PSHE to teach and encourage children: • to recognise and manage risk, make safer choices, and recognise when pressure from others threatens their

personal safety and wellbeing. • to develop effective ways of resisting pressures, including knowing when, where and how to get help. • to develop positive character traits such as resilience, determination, self-esteem, and confidence.

Objectives of PSHE:

The PSHE/CITIZENSHIP programme supports the development of the skills, attitudes, values and patterns of behaviour, which enable children to:

o Have a sense of purposeo Develop the ability to reflect upon situations and circumstanceso Assess risk and possible consequenceso Apply a restorative approach to conflict resolutiono Value and respect themselves and others o Form and maintain positive healthy relationships

2Adopted: May 2016 To be reviewed: May 2017

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o Respond positively to challenge and appropriately manage feelings of anxietyo Value others for themselves, not only for what they have or what they can do for uso Develop and value relationships, including the family, and respect the differences between peopleo Develop confidence and a sense of purposeo Make and act on informed decisionso Communicate and work with others effectivelyo Be an active partner in their own learningo Begin to take an active part in the life of the school and the wider local community o Explore issues related to living in a democratic societyo Become healthy and fulfilled individualso Take responsibility for their actions o Use social skills such as how to share, take turns, play, help others, resolve simple arguments and resist

bullying

Which values do we promote?

The whole school follows a value for each half term. Assemblies also follow the themes.

Autumn RespectCo-operation

Spring HonestyPatience

Summer ResponsibilityTrust

Organisation of PSHE/Citizenship

PSHE and Citizenship is taught through:The Nurturing Programme (Citizenship – weekly)Across the curriculum in all year groups (see medium term plans)Assembly topics each termEnrichment activities e.g. healthy weeks, Sports day and inter-school events such as athletics and football, Bike It Events, school nurse, police and fire officer visits.

Methods of Approach

A variety of teaching and learning strategies are used to deliver PSHE/Citizenship which takes into account children’s age, development, understanding and needs. Children need to work in a safe, secure environment to be able to explore their own and others’ feelings. The school ethos of ‘Learning without Limits’ and the development of growth mindset approaches contributes to creating classrooms in which children feel trusted and safe to express their ideas and opinions. Effective PSHE/Citizenship lessons will involve a high level of interaction where each child has planned opportunities for learning through: The development of a trusting relationship between the teacher and the children enabling the consideration of

sensitive issues to take place Collaborative learning Opportunities for reflection Challenge within a safe environment Respect for each contribution Negotiation

3Adopted: May 2016 To be reviewed: May 2017

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Accommodating new information and skills Building on current experience

Activities include: Circle time Role play Group discussion

The school will teach the children the importance of a healthy lifestyle through: activities such as PE lessons, Inter-class/school competitions, Golden Boot, Bike It Bear, Pedals and Bike It Events. teaching about a healthy diet through learning about healthy eating, cooking activities and providing healthy

snacks. teaching them about the benefits of learning outside e.g. in Forest School teaching them to be safe in the real world by making good choices about their personal safety e.g. Stranger

Danger, wearing a cycling helmet, knowing about road safety teaching them to be safe in the online world through a structured programme of learning about e-safety teaching them how to express their emotions so that they can talk about how they feel

Parental InvolvementThe school believes that it is important to have the support of parents for PSHE/Citizenship. Parents are given the opportunity to find out about the school’s programme through: Year group curriculum letters School displays Bike It Events Promotion of before, during and after school clubs that involve physical activities

Monitoring and EvaluationThe PSHE/Citizenship leader will monitor the delivery of the curriculum through classroom visits, discussion with staff and evaluation of planning. There will also be opportunity for the children to feedback their opinions through feedback discussion sessions in each class once a year. The results of these discussions will be evaluated by the PSHE/Citizenship leader. Meetings with the Advanced Teaching Assistants to monitor the delivery of The Nurturing Programme and Citizenship, will be held once a term. Teachers also meet with the Advanced Teaching Assistants once a term to plan the learning for the following term.The policy will be reviewed annually.

Training and SupportOpportunities will be given for staff to identify their training needs which will then be covered by INSET and/or as funds allow. The PSHE/Citizenship leader will offer support as and when needed.

Links with other policies: This policy needs to be read in conjunction with: RSE (Relationships and Sex Education) policy Safeguarding Policy Drug and Alcohol Policy and Programme of LearningE-safety policy Equality Policy and PlanSEND policy Behaviour policy Teaching and Learning PolicyAnti-bullying policy

4Adopted: May 2016 To be reviewed: May 2017

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APPENDIX 1BANSTEAD INFANT SCHOOL

PROGRAMME OF LEARNING FOR PSHE

Foundation Stage - Personal, Social and Emotional Development

Children will be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn.

Personal, Social and Emotional Development is made up of the following aspects:

Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas and will choose the resources they need for their chosen activities. They say when they do and don’t need help.

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and other’s behaviour and its consequences and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.

Making Relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

Physical Development includes:

Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

5Adopted: May 2016 To be reviewed: May 2017

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Key Stage 1

DfE Citizenship Programme Knowledge skills and

understandingPSHE Association Core Themes

Children will be taught:

Developing confidence and responsibility and making the

most of their abilities

To share opinions on things that matter To deal with feelings in a positive way To recognise personal strengths and qualities How to develop self confidence How to set simple goals

Preparing to play an active role as citizens

Living in the world - Economic wellbeing and being a

responsible citizen

How to contribute to the life of the classroom To help construct, and agree to follow, group and class rules and to

understand how these rules help them That people and other living things have needs and that they have

responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed)

That they belong to various groups and communities such as family and school

What improves and harms their local, natural and built environments and about some of the ways people look after them

That money comes from different sources and can be used for different purposes, including the concepts of spending and saving

About the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices

How to interact with others negotiating plans and activities To take part in a simple debate about topical issues To recognise good choices and the difference between right and

wrong

Developing a healthy, safer lifestyle

Health and Wellbeing

What constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health

To recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences

To think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals

About good and not so good feelings, a vocabulary to describe their feelings to others and simple strategies for managing feelings

About change and loss and the associated feelings (including moving home, losing toys, pets or friends)

The importance of and how to maintain personal hygiene How some diseases are spread and can be controlled and the

responsibilities they have for their own health and that of others About the process of growing from young to old and how people’s

needs change About growing and changing and new opportunities and

6Adopted: May 2016 To be reviewed: May 2017

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responsibilities that increasing independence may bring The names for the main parts of the body The similarities and differences between boys and girls That household products, including medicines, can be harmful if not

used properly Rules for and ways of keeping physically and emotionally safe

(including safety online, the responsible use of IT, the difference between secrets and surprises and understanding not to keep adults’ secrets; road safety, cycle safety (through the Pedals programme) and safety in the environment (including rail, water and fire safety))

About people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that children

can help these people to look after them To recognise that they share a responsibility for keeping themselves

and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’

Developing good relationships and respecting the difference

between people

Relationships

To communicate their feelings to others, to recognise how others show feelings and how to respond

To recognise how their behaviour affects other people The difference between secrets and surprises and the importance

of not keeping adults’ secrets, only surprises To recognise what is fair and unfair, kind and unkind, what is right

and wrong To share their opinions on things that matter to them and explain

their views through discussions with one other person and the whole class

To listen to other people and play and work cooperatively (including

strategies to resolve simple arguments through negotiation) To offer constructive support and feedback to others To identify and respect the differences and similarities between

people To identify their special people (family, friends, carers), what makes

them special and how special people should care for one another To judge what kind of physical contact is acceptable, comfortable,

unacceptable and uncomfortable and how to respond (including who to tell and how to tell them)

That people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable)

To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say

That there are different types of teasing and bullying, that these are wrong and unacceptable

How to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help

7Adopted: May 2016 To be reviewed: May 2017

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APPENDIX 2School Rules

This is how we behave at Banstead Infant School

We are kind, helpful and polite

We listen when other people are speaking

We keep our hands and feet to ourselves

We use quiet voices in school

We walk sensibly in school

We look after each other and our school

8Adopted: May 2016 To be reviewed: May 2017

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APPENDIX 3

CitizenshipThis programme is non-statutory and schools are not required to follow it. It is included so that schools can plan a whole curriculum.

Key stage 1During key stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development.They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older peopleAs members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.

Knowledge, skills and understandingDeveloping confidence and responsibility and making the most of their abilities1. Pupils should be taught:a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong;b. to share their opinions on things that matter to them and explain their views;c. to recognise, name and deal with their feelings in a positive way;d. to think about themselves, learn from their experiences and recognise what they are good at;e. how to set simple goals.

Preparing to play an active role as citizens2. Pupils should be taught:a. to take part in discussions with one other person and the whole class;b. to take part in a simple debate about topical issues;c. to recognise choices they can make, and recognise the difference between right and wrong;d. to agree and follow rules for their group and classroom, and understand how rules help them;e. to realise that people and other living things have needs, and that they have responsibilities to meet them;f. that they belong to various groups and communities, such as family and school;g. what improves and harms their local, natural and built environments and about some of the ways people look after them;h. to contribute to the life of the class and school;i. to realise that money comes from different sources and can be used for different purposes.

9Adopted: May 2016 To be reviewed: May 2017

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Developing a healthy, safer lifestyle3. Pupils should be taught:a. how to make simple choices that improve their health and wellbeing;b. to maintain personal hygiene;c. how some diseases spread and can be controlled;d. about the process of growing from young to old and how people's needs change;e. the names of the main parts of the body;f. that all household products, including medicines, can be harmful if not used properly;g. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.

Developing good relationships and respecting the differences between people4. Pupils should be taught:a. to recognise how their behaviour affects other people;b. to listen to other people, and play and work cooperatively;c. to identify and respect the differences and similarities between people;d. that family and friends should care for each other;e. that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.

Breadth of opportunities5. During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:a. take and share responsibility (for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well);b. feel positive about themselves (for example, by having their achievements recognised and by being given positive feedback about themselves);c. take part in discussions (for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from');d. make real choices (for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly);e. meet and talk with people (for example, with outside visitors such as religious leaders, police officers, the school nurse);f. develop relationships through work and play (for example, by sharing equipment with other pupils or their friends in a group task);g. consider social and moral dilemmas that they come across in everyday life (for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues);h. ask for help (for example, from family and friends, midday supervisors, older pupils, the police.)

10Adopted: May 2016 To be reviewed: May 2017