PSHE

We take a very careful approach to the teaching of RSE. To find out more, please click below. 

RSE

At Long Toft Primary school, our PSHE curriculum looks like this: 

Intent:

Long Toft Primary School is an inclusive school with a cross curricular approach to learning. At our school, we believe that PSHE and RSE plays a vital part of primary education and is an integral part of our whole curriculum and school life. As a school we follow the Jigsaw scheme of work and have daily Circle Times to complement our positive start to each day. Along with Thrive and bespoke interventions such as Time to Talk, Keeping Myself Safe, every child’s individual needs are met. Our Safeguarding Officer works closely with the Inclusion Team to ensure specific children are supported through difficult times in their life to help them cope with these events.

The aims of our PSHE curriculum are to:

Develop confidence in their own and other’s abilities.

Take responsibility for their actions.

Take responsibility for their learning and become active citizens.

Understand the importance of developing a healthy and safe environment in which to live and learn.

Develop good relationships and respect the views of others.

Work well with others.

Understand that everyone is different and respect those differences.

Learn to respect their environment and that of the wider world.

Develop their self-esteem and own worth.

Feel safe, secure and happy in school.

Reflect on their own 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.

As part of RSE and PSHE, pupils will be taught about the nature and importance of developing and sustaining healthy, happy relationships in whatever form these make take. We aim to provide accurate information and to help to develop skills to enable our children to understand difference and respect themselves and others. We hope to prevent and remove prejudice and stigma. RSE should contribute to promoting the spiritual, moral, cultural, mental and physical development of pupils at school and within society, thus preparing them or the responsibilities and experiences of adult life. We will work towards this aim in partnership with parents/carers.

The following aims of the RSE/PSHE curriculum complement those of the science curriculum in KS1 and KS2:

• To have confidence and self-esteem to value themselves and others
• To understand about the range of relationships, including the importance of family for the care and support of children
• To develop confidence in talking, listening and thinking about feelings and relationships
• To be able to name parts of the body and describe how their bodies work
• To be prepared for puberty both mentally, physically and socially
• To understand the consequences of their actions and behave responsibly within relationships
• To be able to recognise unsafe situations and be able to protect themselves and ask for help and support
• To understand the role the media plays in forming attitudes

 Implementation

What will it look like in the classroom?

Teaching and learning in the classroom should show progression across key stages following the Jigsaw core themes; being me in my world, celebrating differences, dreams and goals, healthy me, relationships and changing me. PSHE will also be covered through other curriculum subjects, on planned themed days, daily circles and assemblies/class discussions. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class and we encourage this where possible.

Thrive sessions will support small groups of children or individuals with a bespoke plan to encourage their social and emotional learning.

Our classrooms will…  

• Provide a nurturing environment for learning where children, whatever their age can work individually, in pairs and cooperate in small groups.  

• Share a range of age-appropriate texts and resources to support previous and current learning in PSHE whilst also extending reading skills.   

Our children will be …  

• Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp.  
• Engaged by the challenge within lessons to demonstrate their knowledge.   
• Encourage by specific feedback given by their teacher to reflect on their work and areas to improve.   
• Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas.

Impact

How will this be measured?

At the end of each Jigsaw module, Class Teacher’s use the Jigsaw Summative Assessment to determine the understanding of each child.

During Thrive class assessments - Any children struggling with social and emotional development will be identified when the Thrive screening tool is used. This will also identify children who score at ‘right time’ development and beyond.

During Circle Times children will show the appropriate feelings and offer support to their peers when it is suitable. They will feel confident to share their own experiences and be willing to listen to others.

PSHE

We take a very careful approach to the teaching of RSE. To find out more, please click below. 

RSE

At Long Toft Primary school, our PSHE curriculum looks like this: 

Intent:

Long Toft Primary School is an inclusive school with a cross curricular approach to learning. At our school, we believe that PSHE and RSE plays a vital part of primary education and is an integral part of our whole curriculum and school life. As a school we follow the Jigsaw scheme of work and have daily Circle Times to complement our positive start to each day. Along with Thrive and bespoke interventions such as Time to Talk, Keeping Myself Safe, every child’s individual needs are met. Our Safeguarding Officer works closely with the Inclusion Team to ensure specific children are supported through difficult times in their life to help them cope with these events.

The aims of our PSHE curriculum are to:

Develop confidence in their own and other’s abilities.

Take responsibility for their actions.

Take responsibility for their learning and become active citizens.

Understand the importance of developing a healthy and safe environment in which to live and learn.

Develop good relationships and respect the views of others.

Work well with others.

Understand that everyone is different and respect those differences.

Learn to respect their environment and that of the wider world.

Develop their self-esteem and own worth.

Feel safe, secure and happy in school.

Reflect on their own 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.

As part of RSE and PSHE, pupils will be taught about the nature and importance of developing and sustaining healthy, happy relationships in whatever form these make take. We aim to provide accurate information and to help to develop skills to enable our children to understand difference and respect themselves and others. We hope to prevent and remove prejudice and stigma. RSE should contribute to promoting the spiritual, moral, cultural, mental and physical development of pupils at school and within society, thus preparing them or the responsibilities and experiences of adult life. We will work towards this aim in partnership with parents/carers.

The following aims of the RSE/PSHE curriculum complement those of the science curriculum in KS1 and KS2:

• To have confidence and self-esteem to value themselves and others
• To understand about the range of relationships, including the importance of family for the care and support of children
• To develop confidence in talking, listening and thinking about feelings and relationships
• To be able to name parts of the body and describe how their bodies work
• To be prepared for puberty both mentally, physically and socially
• To understand the consequences of their actions and behave responsibly within relationships
• To be able to recognise unsafe situations and be able to protect themselves and ask for help and support
• To understand the role the media plays in forming attitudes

 Implementation

What will it look like in the classroom?

Teaching and learning in the classroom should show progression across key stages following the Jigsaw core themes; being me in my world, celebrating differences, dreams and goals, healthy me, relationships and changing me. PSHE will also be covered through other curriculum subjects, on planned themed days, daily circles and assemblies/class discussions. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class and we encourage this where possible.

Thrive sessions will support small groups of children or individuals with a bespoke plan to encourage their social and emotional learning.

Our classrooms will…  

• Provide a nurturing environment for learning where children, whatever their age can work individually, in pairs and cooperate in small groups.  

• Share a range of age-appropriate texts and resources to support previous and current learning in PSHE whilst also extending reading skills.   

Our children will be …  

• Enthused by their learning because coherent learning experiences give them the confidence to reach beyond their grasp.  
• Engaged by the challenge within lessons to demonstrate their knowledge.   
• Encourage by specific feedback given by their teacher to reflect on their work and areas to improve.   
• Nurtured to show confidence in contributing to their learning through sharing thoughts and ideas.

Impact

How will this be measured?

At the end of each Jigsaw module, Class Teacher’s use the Jigsaw Summative Assessment to determine the understanding of each child.

During Thrive class assessments - Any children struggling with social and emotional development will be identified when the Thrive screening tool is used. This will also identify children who score at ‘right time’ development and beyond.

During Circle Times children will show the appropriate feelings and offer support to their peers when it is suitable. They will feel confident to share their own experiences and be willing to listen to others.