PSHE/Well Being

 

1. Aims and Statement of intent:

At BJPS we aim to deliver a curriculum that will help maximise our pupils personal, social and mental wellbeing.

Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and understanding they need to manage their lives, now and in the future.

These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain. When taught well, PSHE education helps pupils to achieve their academic potential and leave school equipped with skills they will need throughout later life.

PSHE education helps pupils to develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions to healthy eating, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.

Through both PSHE lessons and daily life at school we aim to create and encourage equal opportunities for all, to be part of and celebrate our community and teach the importance of valuing and respecting every child and adult either within or outside of the community in line with our ethos. 

 

2. Statutory requirements

PSHE is a non-statutory subject. However, there are aspects of it we are required to teach.

 

3. Content and delivery

As stated above, we are required to cover the content for relationships and sex education, and health education, as set out in the statutory guidance (linked to above).

Refer to our Relationships and Sex Education (RSE) policy for details about what we teach, and how we decide on what to teach, in this subject.

 

Implementation of Curriculum Coverage:

  • PSHE Programme of study
  • Kodesh subjects greatly enhance the material covered
  • Staff Training and INSETS on well-being led by professionals
  • Heads up Programme (1,3, 4, 5, 6) with training.
  • Zones of regulation used in KS1 and across school for specific children
  • Year 2 Nature Project for wellbeing
  • Place2B training course for Staff.
  • Mental Health course for staff
  • Weekly Therapist works with students from across the school.
  • Art Therapist for particular children and their individual needs.
  • Nurture Space – social skills groups.
  • Safe Zone- a safe place for children to come during break time if they need a listening ear
  • PANTS program delivered across the school
  • Online Safety program delivered across the school
  • We celebrate the national mental health days – these are differentiated so that every child can access the importance of the different themes. (Anti-bullying and Mental Health Awareness Days).
  • Regular PSHE training sessions to up-skill staff across the school in their different roles.
  • See behaviour policy for use of scripts and modelled language.
  • See school club list.
  • Well-being displays across the school.
  • BJPS Action Project across school
  • Well-being assemblies.
  • School Council-pupil voice
  • School trips promote Respect, Responsibility, Teamwork and Challenge.
  •  Road safety workshops
  • Invite visitors in to talk about their career

 

Impact:

  • Children listen and care for each other
  • Adults and children will understand the wider society and the importance of their contribution to it.
  • Children will apply the values of mutual respect, tolerance and the British Values of Democracy.
  • Children will demonstrate a healthy outlook towards themselves, and their education.
  • Children seek help when they need from a variety of safe adults across the school.
  • Children have the appropriate skills and tools to self-regulate. (through teaching and modelled language).
  • Children understand the importance of mental and physical health
  • Children have an emotional language to use to express themselves

 

 

PSHE Program

The PSHE Association has produced a fully comprehensive PSHE Education programme in line with the National Curriculum, which includes creative lesson plans that can be easily integrated into everyday teaching, based on the needs of the pupils and schools. This scheme supports pupils’ spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experiences of life. The program aims to help pupils ‘develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain’.

 

Pupils will also be taught through these underlying core themes, within which there

will be broad overlap and flexibility:

  • Family and Friendships
  • Safe relationships
  • Respecting ourselves and others
  • Belonging to a community
  • Media and digital resilience
  • Money and work
  • Physical health and mental wellbeing
  • Growing and changing
  • Keeping Safe

 

Head’s Up

BJPS will also incorporate the Heads-Up Kids Scheme for years 3,4,5 and 6. We will be piloting the year 1 programme this year. These sessions are balanced out with our PSHE Programme and help to ensure full and varied curriculum coverage.

For the full curriculum progression of Skills and Objectives please see PSHE curriculum map.

Nurture Group provision:

At BJPS we nurture group is an intervention focussed on supporting children’s social, emotional and mental health difficulties, based on evidence-based practises.

A nurture group addresses difficulties linked to social, emotional and cognitive development. A clear focus is placed on emotional literacy, language development and communication. A nurture group offers an accepting and safe environment, in addition to the classroom, where children can develop positive and trusting relationships with peers and staff in a focussed and personalised way.

Two staff are responsible for weekly teaching and delivering nurture provision through a nurture group. Their roles are to run the nurture group sessions, under the strategic direction of the SENDCo

Please see Nurture Provision Policy for more information

 

 

4.Subject Provision

Time Allocation

Each class has a weekly lesson allocated to PSHE and wellbeing.

Time will also be given when the class teacher feels extra input is needed.

All year groups use the PSHE teaching scheme for their lessons. Staff follow a fully comprehensive PSHE Education programme in line with the National Curriculum, which includes creative lesson plans that can be easily integrated into everyday teaching, based on the needs of the pupils and schools. This scheme supports pupils’ spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experiences of life. The PSHE curriculum aims to help pupils ‘develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain’. Pupils will also be taught through three underlying core themes, within which there will be broad overlap and flexibility:

 

Some topics such as Healthy Eating and Safety are taught through other subjects such science. Assemblies can also incorporate and enhance learning from PSHE.

  • The lessons take a varied form including discussions, role plays, creative activities and both written and verbal activities – this allows opportunities for all children to feel included, regardless of abilities or background.
  • Each class keeps books as evidence. This book includes an objective, examples of work/photos and/or quotes from children on post-it notes.
  • Any concerns which are raised about children from lessons are taken from the class teachers to the line managers and/or wellbeing coordinators or DSL if deemed necessary.
  • Using the PSHE curriculum and the Heads-Up Kids scheme as a base ensures teachers are given discussion points and do not let their personal beliefs and attitudes influence the learning.

 

From nursery to Year 6 the children will be taught in progression the PSHE curriculum in a way which is carefully sequenced and progressive and matches the age and maturity of pupils.

The content of the curriculum will cover:

  • what is meant by a healthy lifestyle
  • how to maintain physical, mental and emotional health and wellbeing
  • how to manage risks to physical and emotional health and wellbeing
  • ways of keeping physically and emotionally safe
  • about managing change, such as puberty, transition and loss
  • how to make informed choices about health and wellbeing and to recognise sources of help with this
  • how to develop a growth mind set
  • how to respond in an emergency
  • how to identify different influences on health and wellbeing
  • about respect for self and others and the importance of responsible behaviours and actions
  • about rights and responsibilities as members of families, other groups and ultimately as citizens
  • about different groups and communities
  • to respect equality and to be a productive member of a diverse community
  • about the importance of respecting and protecting the environment
  • about where money comes from, keeping it safe and the importance of managing it effectively
  • how money plays an important part in people’s lives but at the same time money does not equal happiness
  • how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
  • how to recognise and manage emotions within a range of relationships
  • how to recognise risky or negative relationships including all forms of bullying and abuse
  • how to respond to risky or negative relationships and ask for help
  • how to respect equality and diversity in relationships.

 


5. Teachers Expectations for Mental Health and Well-being Days

 

  • Teachers to introduce MH week/day at the start of the week and set aside time to complete lessons on PSHE timetable
  • Teachers to print L0 and Success Criteria for each activity/lesson
  • Teachers to complete Activities set by the PSHE lead
  • Teachers to Evidence all work in books, including sticking in pictures

 

  • Teachers to interview at least 4 children and send in these 4 quotes to the PSHE Lead-questions include but are not limited to the following:

1. What have you enjoyed most about the MH lesson/activity/presentation? 

2. What have you learned? 

3. What will you do or think about differently as a result of this week’s educational activities/events?

  • Teachers to send in at least 4 photos to the PSHE Lead to be displayed/included in weekly Newsletter.

 

6. Teachers Expectations for Weekly PSHE Lessons and Circle Times

  • Teachers to prepare L.O and Success criteria for each lesson
  • Teachers to present a clear and structured lessons and display on whiteboards the order of the lesson
  • Teachers to evidence all work and activities through writing/worksheets or photos in PSHE workbooks
  • Teachers to assess learning through questioning and marking children’s work
  • Teachers to have a dedicated wall display in classrooms based on current PSHE unit

 

Circle Time

  • Teachers to lead one whole class circle time session per week and one mini circle time (groups) led by one child in each group. Completing a Head’s-Up circle time session is equivalent to a whole-class session.

 

Please refer to Circle Time Handout under the PSHE Folder in Curriculum Keep for details on how to conduct a circle time.

 

 

7. Staff Mental Health and Well-being

As school staff juggle a multitude of different tasks and demands, it is important that everyone is given the right emotional and practical support so that they can, in turn, support their pupils. In addition to having a positive impact on colleagues and children, staff wellbeing can improve performance and job satisfaction, which can lead to reduced staff turnover. It can also help to reduce absence (both short and long term), increase productivity and promote staff engagement.

We hope that BJPS’s caring ethos and environment will have a positive impact on the wellbeing of its staff and pupils. The leaders define that culture and vision of the school and make it clear what behaviours, values and beliefs underpin it. The leaders of the school work hard to build a culture of trust where staff feels valued, can be open about their health and wellbeing and know how to access support if they need it.

Staff Support

  • Staff are encouraged to discuss anything with their line managers, the well being lead or SLT at any point. There is an open door policy at BJPS.
  • Performance management meetings ensure there is a specified time for staff to discuss their responsibilities with members of the SLT and to share any issues they are having and their plans for the future which school endeavours to support.

 

 

8. Roles and responsibilities

The governing board

The governing board will approve the PSHE policy and hold the Head teacher to account for its implementation.

The Head teacher

The Head teacher is responsible for ensuring that PSHE is taught consistently across the school.

Staff

Staff are responsible for:

  • Delivering PSHE in a sensitive way
  • Modelling positive attitudes to PSHE
  • Monitoring progress and achievements
  • Responding to the needs of individual pupils
  • Following the curriculum map ensuring the full coverage of the curriculum

Pupils

Pupils are expected to engage fully in PSHE and, when discussing issues related to PSHE, treat others with respect and sensitivity.

 

10. Monitoring arrangements

The delivery of PSHE is monitored by Tamara Reznick and the head teacher through learning walks, half termly book looks and verbal feedback. This Handbook will be reviewed annually. At every review, it will be approved by the governing board and the Head teacher.

 

11. Links with other Handbooks or policies

This policy links to the following policies and procedures:

  • RSE policy
  • BJPS Behaviour Policy
  • BJPS PSHE Skills and Progression Map
  • Staff Wellbeing policy
  • Pupil Wellbeing policy