Personal, Social, Health and Economic Education (PSHE)

Personal, Social, Health and Economic Education (PSHE) at Thomas Bewick School

At Thomas Bewick School, our intent is for pupils to gain the knowledge and skills to enable them to:

• build positive relationships with others
• self-manage in order to adopt healthy, happy lifestyles
• self-regulate in order to manage feelings and thrive in the wider world.

Thomas Bewick School’s PSHE curriculum aims to meet the statutory and mandatory requirements outlined in the Relationships Education, Health Education and Relationships and Sex Education guidance. We aim to do this in a way that takes into account each pupil’s developmental stage, rather than age. We aim to provide a comprehensive PSHE programme that integrates, but is not limited to, the new statutory content. As such, where it is developmentally appropriate, we cover aspects of PSHE relating to careers education, economic wellbeing, personal safety and preparing for adulthood. Although this is not yet a statutory part of PSHE education, we believe this learning is critical in supporting our pupils to become as knowledgeable and independent as possible. Learning, knowledge and skills will be continually built upon as a child moves through each phase of their education at Thomas Bewick School. It is our belief that a strong, carefully planned PSHE curriculum can help enable our students to become healthy, independent and responsible members of society. We would also like children to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. Our ultimate aim is for our pupils to successfully transition into adulthood and lead a happy, fulfilling life as an active participant in the wider community.

Our PSHE curriculum is characterised by flexible pre-formal (Reception/Engager), semi-formal (Explorer/Steps into Independence) and formal (Discoverer/Steps into Work) learning pathways, to reflect the diverse range of developmental needs, differences, abilities and aspirations of our pupil population. The PSHE curriculum also teaches pupils to keep safe both in school and beyond, to keep safe online and to make good decisions. The curriculum meets statutory requirements relating to British Values and social, moral, spiritual and cultural (SMSC) education. We also strive to ensure that pupils develop a thorough understanding of protected characteristics through discrete lessons, our culture and enrichment programme and assemblies. Along with our broad and balanced curriculum, there are overlaps with other subjects, for example computing (E-Safety), science (recycling materials) and Physical Education (PE) (leading healthy and active lives). Additionally, as part of our culture and enrichment programme, we celebrate key observances and campaigns that occur throughout the year to promote awareness and understanding of key themes such as Anti-Bullying Week, Safer Internet Day, Black History Month, Pride Month and International Women’s Day.

PSHE on the Reception / Engager pathway

During the Reception year, the curriculum reflects the Early Years Foundation Stage (EYFS) framework.  PSHE is taught through a daily focus on the prime area of Personal, Social and Emotional Development (PSED) and is incorporated into each of our half-termly topics (All about Me, Festivals and Celebrations, Weather, Once Upon a Time, Animals and Travel), which aim to engage pupils in a broad range of motivating learning experiences. The curriculum is delivered through carefully planned engage and explore time, with a balance of child initiated and adult initiated activities. Indoor and outdoor environments are organised, engaging and richly resourced with high quality adult support available. Pupil progress is measured and assessed using the Early Years Developmental Journal, and assessment will inform the next most appropriate curriculum pathway for each pupil (Engager, Explorer or Discoverer).

The Engager pathway is for our pupils with the most complex needs and is again underpinned by the key principles of the EYFS. Teaching is predominantly play based, and much like our Reception curriculum, there is a focus on the prime area of PSED within each of the half-termly topics that characterise the Engager pathway. We try to promote active engagement within the learning environment through themed engage and explore lessons linked to pupil interests, topic based learning and carefully integrated autism specific strategies and integrated therapies (for example Speech and Language Therapy and Occupational Therapy strategies). Pupils learn through a balance of child-initiated and adult-directed activities and challenges. Child-led learning is facilitated through engage and explore time, where highly skilled staff model, scaffold and encourage the development of knowledge and skills whilst promoting interaction and play. We incorporate group activities such as circle time and snack time in Engager classes to give the pupils a sense of belonging to a group. Pupil progress is measured and assessed against the steps within the Thomas Bewick Learning Journal.

PSHE on the Explorer / Steps into Independence pathway

PSED within the semi-formal Explorer curriculum pathway builds upon skills in that pupils have developed whilst following the Reception or Engager pathway. Like the Engager curriculum pathway, the Explorer pathway is also underpinned by the key principles of the EYFS and is characterised by topic themes and play opportunities incorporated into engage and explore time. However, our Explorer pupils will be demonstrating a readiness to learn in a more formal way but may have a ‘spiky learning profile’, meaning that they excel in some areas but may have significant difficulties in other areas.  They will therefore access a blend of formal lessons in English, maths and some discrete PSHE alongside engage and explore time, in addition to being supported to develop key life and personal independence skills such as toileting, feeding skills, dressing and personal hygiene.

PSHE on the Discoverer/Steps into Work Pathway

In the Discoverer/Steps into Work pathways, pupils engage in subject specific learning and therefore access more formal, discrete lessons in PSHE. Although the Discoverer / Steps into Work pathway is more subject specific, it is still highly differentiated to meet the individual needs and interests of pupils. We use the PSHE Association SEND Programme of study as a planning framework which is organised into six specific sections:

• Self-Awareness (Me, who I am, my likes, dislikes, strengths and interests)
• Self-care, Support and Safety (Looking after myself and keeping safe; aspects of Relationships and Sex Education)
• Managing Feelings (Understanding feelings, and that how I feel and how others feel affects choices and behaviour; aspects of Relationships and Sex Education)
• Changing and Growing (How I and others are changing; new opportunities and responsibilities; aspects of Relationships and Sex Education)
• Healthy Lifestyles (Being and keeping healthy, physically and mentally)
• The World I Live In (Living confidently in the wider world)

Each of the above sections is sub-divided into different half termly topic areas for each Key Stage. Pupils are taught content relative to both their age and development stage. Pupils receive a weekly discrete PSHE lesson, where knowledge and understanding of a specific topic area is developed and built upon. Pupils revisit and expand upon most topic areas as they progress through each Key Stage, as part of our spiral curriculum.

By accessing lessons that incorporate content linked to the above six sections, our aim is for pupils to leave Thomas Bewick School with increased confidence, self-management skills, personal ambition, respect for others, an awareness of what constitutes a positive relationship and healthy lifestyle, and a breadth of knowledge and skills that will help them to make a positive contribution to their local and wider communities.

Opportunities for Accreditation

Thomas Bewick School provides the following accreditation opportunities for pupils in KS3 and above:

• ASDAN Personal Progress (Steps into Independence Pathway)
• ASDAN Exploring (KS3) / Transforming (KS4) / Realising Aspirations (Post 16)
• ASDAN Personal Social Development (Steps into Work Pathway, Post 16)
• ASDAN Certificate of Personal Effectiveness Level 1 (Steps into Work Pathway, Post 16)
• ASDAN Duke of Edinburgh’s Award -  Bronze and Silver Award

How does PSHE link with careers and preparing for adulthood?

At Thomas Bewick School we recognise the importance of prioritising the careers and economic wellbeing aspect of PSHE, and so there is a natural link between the PSHE and careers provision within our curriculum offer.  Through PSHE education we support our pupils to develop an understanding of themselves, to experience empathy and to support their ability to work with others which will in turn help pupils to form and maintain good relationships, develop the essential skills for future employability where possible, and to better enjoy and manage their lives.

PSHE education at Thomas Bewick School incorporates many learning opportunities linked to careers and the world of work, such as

• supporting pupils to evaluate their own personal strengths and areas for development, and to use this self-reflection to inform goal setting
• teaching pupils about the unacceptability of all forms of discrimination and prejudice in the wider community, including the workplace
• helping pupils to recognise how their strengths, interests, skills and qualities are changing and how these relate to future employability, where relevant
• raising awareness of the information, advice and guidance available to pupils and how to access the most appropriate support
• supporting the development of study and employability skills (including time management, self-organisation and presentation, project planning and team-working)
• raising awareness about the range of opportunities available to pupils for future progression, including in education, training and employment
• teaching pupils about rights and responsibilities at work (including their roles as workers, and the roles and responsibilities of employers)

PSHE education at Thomas Bewick School is also closely aligned with the four key ‘Preparing for Adulthood’ themes:

Further education and employment

• Helping pupils to understand that there are different ways of financing adult life and independent living (e.g. paid work, personal independence payments).
• Helping pupils to understand and recognise that there are different types of employment e.g. paid / unpaid (voluntary), full time/part time, work placements etc.
• Teaching pupils about the different jobs that family members, friends and people in the community may do.

Friends, relationships and community

• Supporting pupils to identify different kinds of friendship and relationships
• Helping pupils to understand the value and importance of friendships and relationships with others
• Helping pupils to understand what a healthy relationship is
• Supporting pupils to access facilities and services within their local communities
• Helping pupils to recognise, value and celebrate diversity within their local communities

Independent Living

• Teaching pupils about different types of living arrangement (e.g. independent supported living arrangements, residential care, independent living
• Providing opportunities for pupils to learn, develop and practice life and independence skills (e.g. safe travel, shopping and meal preparation etc.)
• Helping pupils to develop a sense of personal safety and the skills to keep themselves safe in a range of situations

Health

• Teaching pupils about the importance of leading and maintaining a healthy diet and lifestyle
• Helping pupils to identify self-regulating supports and strategies to use when anxious, worried or stressed
• Teaching pupils about services and support available to promote good health

Relationships Education Policy 

Relationships and Sex Education Policy