PSHE Education overview
At Cherry Fold we have always placed a high value on Personal, Social, Emotional and Economic Education. We have always chosen to teach this subject. Relationships and Health Education is now statutory for all Primary School children. We teach all statutory elements through our PSHE provision and we also choose to teach non statutory elements.
Statutory Health Education is:
- Mental wellbeing
- Internet safety and harms
- Physical health and fitness
- Healthy eating
- Drugs, alcohol and tobacco
- Health and prevention
- Basic first aid
- Changing adolescent body – This will include puberty. As part of non-statutory aspects we may choose to teach human reproduction. This may be statutory in Science Education.
Statutory Relationships Education is:
- Families and people who care for me
- Caring Friendships
- Respectful relationships
- Online relationships
- Being safe
Rationale
Our programme aims to assist in preparing our children for adult life and the challenges of modern day living. It supports them in facing challenges and barriers they may face as well as helping them become well – rounded individuals who can contribute positively to society. It aims to improve their understanding and knowledge of; health and well-being, relationships and the wider world. We want our programme to help our children to respect the beliefs, values and attributes of others and develop their sense of personal identity. Our hope is the programme helps our children to keep mentally, physically and emotionally healthy.
Approach
Designed as a whole-school approach, Coram establishes consistency that gives all teachers confidence to deliver high-quality lessons. Not only does Coram meet all statutory RSHE requirements, but it also elevates educational outcomes together with mental health and safeguarding.
SEND
At Cherry Fold we recognise the right for all pupils to have access to PSHE education learning which meets their needs. We will ensure that pupils with SEND can access the PSHE programme by using adaptive teaching techniques, directly linked to targeted learning plans. We promote social learning and expect our pupils to show a high regard for the needs of others. Teachers will use a wide range of teaching styles and support partnership and group work within sessions. Teaching staff consistently promote diversity, respect and tolerance through communication, positive regard and restorative language. All children will take part in their current year group PSHE provision. Some children may need additional sessions, pre teaching or intervention work using adaptive teaching and outcomes that are broken down into smaller steps. Children who are identified as working below ARE may have specific needs which contribute to their difficulty in this area. Where needs are specifically related to a Special Educational Need or Disability, specific and targeted support will be outlined and reviewed through the child’s EHCP and/ or Pupil Progress Meetings; elements of which may be recommended by external agencies. It is also important to recognise that children identified as having SEND may not always be the least able in PSHE and could excel in the subject. Pupils’ attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.
