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Intent

Our intention is that when children leave Osbaldwick Primary Academy, they do so as independent and happy young people with healthy bodies and minds, equipped with the necessary knowledge and skills to tackle life’s challenges as and when they arise. 

Our PSHE curriculum aims to prepare children for life in an ever-changing modern Britain. Through our programme of study children build on these overarching themes: 

Rights & responsibilities, managing feelings & emotions, healthy relationships, growing & changing, diversity and keeping safe.

Our Relationships and Sex Education enables our children to develop positive and safe relationships with family and friends (including online) now and in the future and recognise ways to stay safe both on and offline. 

We promote respect and tolerance for those who choose to live their lives differently to others. Through gaining accurate information and forming positive beliefs, values and attitudes we will encourage our children to challenge discrimination and nurture respect for different viewpoints not just in PSHE lessons but in every day life.

We take great care in our approaches towards pupil wellbeing and place importance on children sharing their concerns through daily emotional check-ins and provide bespoke well being support for all of our children, individually and in small groups, through the school’s WEB (Well Being) Team.

Implementation

EYFS – In the Foundation Stage, PSHE is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. 

Key Stages 1 & 2:

  • PSHE is taught through a clear and comprehensive scheme of work in line with the National Curriculum. 

Our curriculum follows a thematic approach, covering the 3 overarching themes set out in the PSHE Association Programme of Study and covers all statutory Health & Relationships elements. These are ‘Relationships, Living in the Wider World and Health & Wellbeing.’ 

  • All statutory relationships and health elements are delivered in the appropriate year groups.
  • Pupils are taught weekly timetabled PSHE lessons.
  • PSHE is responsive and relevant to our pupil’s needs. We have moved/ repeated content according to need as a result of triangulation between DSL, PSHE lead and WEB team. 
  • Progress is reviewed and assessment opportunities are built into the taught cycle of activities.
  • Staff collaborate to plan and deliver sessions, including HLTAs. Staff have all had CPD around the new RSE requirements.
  • PSHE elements are also woven into whole school assemblies and addressed through themed days and weeks over the course of the year linking in with local, national or cultural events giving children the opportunity for real life application. Examples include Anti-Bullying Week, Children’s Mental Health Week, LGBT History Month.

Wider Curriculum 

  • PSHE elements are also woven into whole school assemblies and addressed through themed days and weeks over the course of the year linking in with local, national or cultural events giving children the opportunity for real life application. Examples include Anti-Bullying Week, Children’s Mental Health Week, LGBT History Month.
  • Assemblies are also linked to our school values, British values and SMSC. 
  • PSHE, including our school values and British values, is an integral part of our whole school curriculum. These are considered by teachers when planning topics to reinforce the PSHE curriculum and to enable children to make links. 
  • Visitors to school support our PSHE offer and offer additional learning experiences e.g. emergency services, HealthyMe, Phunkyfoods etc. 

Impact

By the time our children leave Osbaldwick Primary Academy, they will: 

  • Be able to understand their emotions and have a range of strategies to help themselves manage these. 
  • Be prepared for the emotional, social and physical aspects of growing up. 
  • Be prepared to adapt and conduct themselves in preparation for life in modern Britain.
  • Know how to seek support should issues arise.
  • Be able to make informed decisions about their health and wellbeing outside of school. 
  • Be able to build respectful, loving and non-exploitative relationships for themselves.
  • Recognise ways to stay safe both on and offline. 
  • Appreciate difference and diversity.