PSHE curriculum statement

Our school vision
The Lord says, ‘I will instruct you in the way you should go; I will counsel you with my loving eye on
you.’ Psalm 32:8

We live our vision with three dynamics at the heart: Living, Learning & Flourishing together.
We live as role models and advocate good choices
We learn in all we do with a loving eye upon us
We flourish in the way we go, within school and into the world beyond
Our five Core Values are: Kindness – Koinonia – Compassion – Responsibility – Forgiveness
Through a positive, caring environment, we provide the opportunity for every child to reach their full
potential. We embrace Christian values and ensure all children are ready for their next steps. This
statement sets out how we do this in RE.
INTENT
At Great Massingham and Harpley Church of England Primary Schools Federation, we view PSHE
as a vital subject that embodies all our core values and develops our children spiritually,
emotionally and socially. PSHE takes high priority within the curriculum and is a taught through
a variety of avenues. The subject lead keeps up to date with developments and supports the
values underpinning the whole curriculum. The PSHE lead regularly engages with other leaders
and specialists to further develop the teaching on PSHE through PATHS within our school. The
teaching of PSHE and citizenship helps in many ways to meet the objectives set out in The
Children’s Act 2004 (‘Every Child Matters’) – that children ‘be healthy, stay safe, enjoy and
achieve, make a positive contribution, and achieve economic well-being’.
LEARN: The subject lead ensures that the syllabus for PSHE teaches children how to be safe,
care for one another, be aware of our feelings and those of others. Children are taught through

the PATHS curriculum, which is two lessons a week and and also through Goodness and Mercy
programme which is taught once a week. The PATHS programme stands for Promoting
Alternative Thinking Strategies and is designed to facilitate the development of self-control,
emotional awareness and interpersonal problem-solving skills. Children LIVE through PSHE to
enhance their social competence and social understanding of themselves and other children.
Staff emphasise active learning by including pupils in discussions, investigations and problem-
solving activities. They encourage pupils to take part in a range of tasks that promote active
citizenship, e.g. charity fundraising, the planning of special school events (such as healthy
schools week, anti-bullying week or an assembly), or involvement in helping other individuals or
groups less fortunate than themselves. Teachers organise classes in such a way that pupils are
able, through discussion, to set agreed classroom rules of behaviour, and resolve any conflicts.
Staff offer pupils the opportunity to hear visiting speakers, such as health workers, police and
local clergy, whom we invite into the school to talk about their role in creating a positive and
supportive local community.
It is of huge importance that we seek to engage all of our children in the teaching and learning
of PSHE and that we support our children to FLOURISH in the next part of their learning.

IMPLEMENT
Effective provision is in place to support pupils with special educational needs and/or disabilities
(SEND) ensuring equality of access and flourishing. This may involve additional small targeted
support, nurture groups and at times re-structuring the learning environment. Pupils talk with
interest about the different themes with guided support and scaffolding. They are motivated
to develop their knowledge and understanding.
Teacher’s mainly plan for PSHE using resources provided by the PATHS documents and the
Goodness and Mercy scheme.

IMPACT
Through regular and informal assessments, we continuously monitor pupils’ progress and note
any children that are falling behind in any areas so we can provide them with extra support to
stay in line with the PSHE curriculum.
We will know our PSHE Curriculum is having the desired impact on our children when:
 they can talk enthusiastically about their PSHE lessons and can articulate the context in
which PSHE is being taught;

 pupils can explain the key vocabulary and use it appropriately in lessons;
 they can talk about how to keep safe in different forms and why it’s important
 they can discuss their feelings and how these have an impact on others.
 regular assessments show children make good progress in PSHE;