PSHE
Intent, Implementation and Impact Statement: Personal, Social, Health and Economic
Intent
At William Bellamy Primary School, it is our intent that all pupils will be ‘lifelong learners’ with the confidence and ability to develop their skills and understanding when having new experiences, meeting new challenges and finding themselves in unfamiliar situations. We share a cohesive vision to help pupils to understand and value how they and others fit into and contribute to the world. We have a strong emphasis on emotional wellbeing, building resilience and nurturing mental and physical health through the delivery of a programme of engaging and relevant PSHE within a whole school approach. We also invest significantly in nurture provision across the schools and providing pupils with safe adults and high quality nurture provision. Our approach aims to develop the qualities and attributes pupils need to thrive as individuals, family members, members of society and the global community.
The school’s overarching intent based in nurture and diversity, this is embedded into the curriculum to ensure that the curriculum is reflective of our school community and all teaching is delivered using a nurturing approach.
Implementation
PSHE at William Bellamy is a personalised curriculum to meet the needs of our pupils’ backgrounds and needs identified from their Boxall profiles. It is implemented used resources from the Young Citizen’s Programme which is a whole school approach. Progression in skills and knowledge in the subject is outlines in the PSHE overviews. The curriculum for PSHE is delivered thought the whole school. The themes covered each week are explored further in weekly class examples are also embedded through other lessons where appropriate.
The aims of PSHE and the Young Citizens programme is to provide pupils with:
Accurate and relevant knowledge
Opportunities to create personal understanding
Opportunities to explore and challenge a range of values, attitudes, beliefs, rights and responsibilities
A range of skills and strategies to live a healthy, safe, fulfilling, responsible and balanced life
Our PSHE programme deals with the diverse beliefs, values and attitudes that individuals and societies hold. It helps pupils to develop themselves, their understanding of the world, and their ability to communicate their feelings. Pupils also acquire an understanding and experience of British Values that are neseccary if they are to make a sense of their experiences, value themselves, respect others, appreciate differences and feel confident and informed as a British citizen.
Impact
Pupil’s emotional wellbeing is assessed as a whole school using the Boxall Profile to initially identify areas of strength and development for both individuals and classes. This information is then used by the Nurture Team and teachers to plan appropriate provision to equip pupils and develop their emotional wellbeing. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all pupils to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible and confident individuals and citizens.
William Bellamy Primary School Statement on British Values
William Bellamy Primary School is committed to serving its community and surrounding areas. It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom, and therefore those it serves. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them.
The school, as a ‘Community School’, accepts admissions from all those entitled to an education under British law, including pupils of all faiths or none. It follows the policies outlined by its governing body regarding equal opportunities, which guarantee that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. It seeks to serve all.
The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools.
The government set out its definition of British values in the ‘Prevent Strategy’ - values of:
• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs
and this definition has been used in the Independent School Standards since January 2013. This definition remains the same in the new standards.
The school does, through a wide range of activities, secure such standards and uses strategies within the National Curriculum and beyond to secure such outcomes for pupils. The list below outlines samples of when and where such British Values are shared. The list is not exhaustive, and represents only some of what we do.
Subject studies: Developing the skill base required to access/share information, make/express decisions and apply themselves to society and the world. These include the understanding and use of money, effective writing and reading skills, collaborative work, to discuss and research ideas and concepts, and gain a broad and balanced understanding of the society in which they live. Aspects of study beyond core skills include historical and geographical context of the United Kingdom, incorporating local and national evolution, as well as international comparisons.
Whole school acts of collective worship/assembly: The sharing of stories, images, events, music and expectations that, with clarity and precision, promote the values expressed. Such proceedings vary in the methodology of delivery in order to secure interest and understanding and are designed to impact on children regardless of knowledge, experience or cognitive maturity. As a ‘community school’, ‘collective
worship’ is nondenominational and recognises that those attending may have a wide range of faiths, or none. It is however, in line with regulation and is "wholly or mainly of a broadly Christian character".
Religious Education: Gaining a greater understanding of religious diversity and practices, which covers key religions represented in the UK. Planning for the subject is directed by the ‘Standing Advisory Council on Religious Education (SACRE)– Agreed Syllabus for Religious Education’.
Physical Education: Promotion of the concept of ‘fair play’, following and developing rules, inclusion, celebrating and rewarding success, being magnanimous in defeat and participation in activities that promote kinship and affiliation with others.
School Council: Promotion of democratic processes, fostering the concept and application of freedom of speech and group action to address needs and concerns. Key to this is the concept of holding others to account, including those in positions of authority and influence.