The new National Curriculum states that ‘All schools should make provision for personal, social, health and economic education (PSHEe), drawing on good practice.’
Personal, Social ,Health, Economic Education
Personal, social, Economic and health education is a wide ranging subject encompassing many issues including, personal hygiene, sex education, personal and social relationships, and issues of moral and ethical values. It encourages pupils to make decisions and develop positive attitudes so that they can become healthy, happy and secure adults
Social and Emotional Aspects of Learning
Social Emotional aspects of learning (SEAL) is a comprehensive approach to
promoting the social and emotional skills that underpin effective learning, positive behaviour and
emotional health and wellbeing in school which supports and compliments the PSHEe curriculum.
We see PHSEe/SEAL as being at the centre of the teaching and learning of our pupils. It has a
positive influence on the ethos, learning and relationships in the school and therefore receives the full commitment and involvement of the school community as a whole. Our school ethos is one where everyone is valued and encouraged, where positive relationships are seen as important, and where the environment is safe, secure and conducive to learning. Our school motto is ‘Believe in Yourself’ which recognizes the individual skills, talents and potential of every child. Therefore we have developed a whole school approach to PSHEe and SEAL which involves all members of school, including the lunchtime supervisors.
To provide every child with learning experiences that will enable them to achieve their
potential and lead a fulfilling life
To meet the needs of all by taking into account the differences of gender, ability, ethnicity, cultural, social and religious backgrounds
To promote spiritual, moral and cultural, mental, emotional and physical development of pupils
To prepare pupils for the opportunities, responsibilities and experiences of adult life
To encourage parents and the community to play an active part in life at the school
To liaise with groups that benefit the school
The three strands which are necessary for effective learning in all areas of PSHEe /SEAL are
Knowledge, Skills and Attitudes. These will be apparent in all PSHEe /SEAL teaching and will
enable pupils to:
Develop self-awareness and positive self esteem
Become more mature, independent and self confident
Learn to respect the differences between people and cultures
Learn to keep themselves and others safe
Develop effective and satisfying relationships
Make informed choices about their health, lifestyle and environment
Develop their sense of social justice and moral responsibility
Take more responsibility, individually and as a group to resist bullying
Begin to understand that their own choices and behaviour can affect local, national or global issues
Play an active role as members of the school and citizens in the wider society
Make the most of their abilities
PSHEe is a subject for which non-statutory guidelines are provided in the National
Curriculum. These guidelines set out desired knowledge, skills and understanding in four areas:
Developing confidence and responsibility and making the most of their abilities
Preparing to play an active role as citizens
Developing a safer, healthy lifestyle
Developing good relationships and respecting the differences between people
The school follows the SEAL curriculum which supports and enriches the PSHE curriculum. The SEAL curriculum is a spiral curriculum in which all year groups visit the same themes each year, adding to their learning and developing their skills as they move through the school. It incorporates the following themes:
Getting on and Falling Out
Say no to Bullying
Going for Goals
Good to be Me
Learning and Teaching
PSHEe /SEAL is delivered within a whole school approach which includes:
Discrete curriculum time
Teaching PHSCE/SEAL through and in other subjects/curriculum areas
Through PHSCE/SEAL activities and school events
Through pastoral care and guidance
In order to delivery a well rounded PSHEe curriculum we draw on resources from the Primary National Strategy SEAL (Social, Emotional Aspects of Learning) framework. There are seven whole school themes to enhance children’s ability to develop social, emotional and behavioural growth. Throughout the children’s time at school these themes will be revisited to develop their skills further. We use a range of teaching and learning styles. We place an emphasis on active learning by including the children in discussions, investigations and problem-solving activities. We encourage the children to take part in a range of practical activities that promote active citizenship, e.g. school special events such as anti bullying week, charity events, school council and healthy dinners. We organise classes in such a way that pupils are able to participate in discussion to resolve conflicts or set agreed classroom rules of behaviour. We offer children the opportunity to hear visiting speakers, such as health workers, fire officers and representatives from the local churches, whom we invite into the school. We use the Golden Rules for Behaviour which promotes a culture of positive mutual respect, responsibility, calmness and kindness. This is reinforced in assemblies, classrooms and all other opportunities throughout the school day. All staff are encouraged to develop a range of flexible, active learning methods. These may include:
Individual, paired and group tasks
Discussion, both teacher and pupil lead
Drama and role play
Encouragement of active participation from all pupils
The teaching of PSHE and SEAL begins on entry into school. We relate the SEAL/ PSHE aspects to the objectives set out in the Early Learning Goals (ELG’s) and match the aim of developing a child’s personal, emotional and social development as set out in the ELG’s. We also support citizenship education in reception classes when we teach ‘how to develop a child’s knowledge and understanding of the world.’
ICT will be used where appropriate to enhance learning in PSHE /SEAL. For example every year group will begin ICT lessons by completing a unit on e-safety.
Assessment, recording and reporting
We do not assess pupils formally in all areas of the SEAL and PSHE curriculum.
However there are opportunities for pupils to reflect on their progress through self
assessment. Teachers use observation and discussion as a means to evaluate pupils’ knowledge and understanding and how well they use this to develop skills and attitudes. Good participation and progress is rewarded throughout school by all staff members. Children who have been
identified as needing extra support are included in small group work or individualised support
National Healthy School Status
The school is committed to the North Tyneside Healthy School Programme and has achieved National Healthy School Status.
Each class teacher is provided with the relevant section of the PSHE and SEAL scheme of
work for their year group they are teaching. This outlines the scheme of work and breaks down each term’s units of work. There is a hard copy of lessons and assemblies in a file stored in the staff room, and these documents can also be accessed electronically in the shared area under ‘PSHE resources.’
Consideration is given to all the needs of the children including children with learning difficulties, children with physical difficulties and children with emotional problems. For gifted, talented and more able children, teachers will provide additional opportunities for these children to take responsibility, develop leadership skills, think creatively and use their talents for the good of the class or wider community.
Our aim is to give all pupils an equal opportunity of receiving high quality PSHE /SEAL Education regardless of physical or mental ability, race, gender and social circumstances. The coordinator monitors curriculum materials for racial and gender stereotyping. When planning lessons, staff pay close attention to detail for example of the roles boys and girls carry out in role-play and ensure chosen books reflect a multicultural society. Throughout the teaching of PSHE /SEAL explicit teaching and learning about discrimination and stereotyping takes place.
The Teaching of Fundamental British Values
Through PSHE and SEAL and other subjects we will introduce children to the backgrounds and beliefs of other cultures and faiths thus enabling prejudice and misunderstanding to be overcome at an early age.
The DFE has issued guidance about 'British Values' being taught in schools. The following is an excerpt from that guidance:
Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC (spiritual, moral, social and cultural provision).
Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.
Through their provision of SMSC, schools should:
enable students to develop their self-knowledge, self-esteem and self-confidence;
enable students to distinguish right from wrong and to respect the civil and criminal law of England;
encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
encourage respect for other people; and
encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
The list below describes the understanding and knowledge expected of pupils as a result of schools promoting fundamental British values.
an understanding of how citizens can influence decision-making through the democratic process;
an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;
an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and
an understanding of the importance of identifying and combatting discrimination.
It is not necessary for schools or individuals to ‘promote’ teachings, beliefs or opinions that conflict with their own, but nor is it acceptable for schools to promote discrimination against people or groups on the basis of their belief, opinion or background.
Radicalisation Extremism SMSC and British Values
Whitehouse is fully committed to safeguarding and promoting the welfare of all its pupils. Every member of staff recognises that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability in today’s society. Members of staff have all received training to develop an understanding of radicalisation and extremism, and to recognise the indicators or factors that may contribute to vulnerability.
Extremism is defined by the government as ‘’vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.’’
As a school, we will refer to the prevent agenda and work in partnership with LSCB and police to safeguard all children, particularly those who may be vulnerable and at risk of radicalisation.
Staff receive regular training, and have been working on ensuring that this aspect of SMSC is weaved throughout our curriculum and is reflected in our pupils. Fundamental British values are promoted through
Children within our school are taught about how citizens can influence decision making through the democratic process. Whitehouse prides itself on giving pupils a voice. We have a school council which meets regularly to discuss issues raised in class council meetings. Council members for each year group are voted for by their class and all make a genuine impact on changes within school.
Children are taught about the importance of distinguishing right from wrong. In all their daily interactions and throughout every lesson, respect for the individual is reinforced and modelled by all staff. Across all year groups children experience a range of visits and hear from a range of different speakers, in order for them to develop a respect for their global community.
As a creative school, children at Whitehouse learn that as an individual they are free to express themselves through art, dance, drama, music, sport etc. Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of learning challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Children are taught to appreciate the fact that we are all different and unique individuals. Children within our school understand that everyone has a voice and is entitled to share their opinions, ideas and beliefs. Our children are taught to recognise discrimination and understand the importance of their role in stopping it.
Date of review September 2020