PSHE & RSE

Introduction: Our Vision“Each bee plays a part in the hive.”At Stretton Sugwas Church of England Academy, our Christian vision, rooted in the Body of Christ, recognises that every individual has a unique and valuable contribution to make. Our PSHE curriculum reflects this by helping children understand who they are, how they relate to others and how their choices can affect the people and world around them.Through PSHE, we aim to nurture children who feel a strong sense of belonging, have the confidence to believe in themselves and understand how to behave with kindness, respect and responsibility. We want pupils to develop the knowledge, attitudes and skills needed to flourish personally, socially and emotionally, both now and in the future.Intent: Preparing Children for LifePSHE has a distinctive role within our curriculum. It provides children with opportunities to explore the experiences, relationships, choices and responsibilities that form part of everyday life.Our curriculum aims to help pupils:

• develop a positive sense of identity and self-worth;
• recognise, understand and manage their emotions;
• build healthy, respectful and supportive relationships;
• understand how to keep themselves and others safe;
• make informed and responsible choices;
• develop resilience and confidence when faced with challenges;
• understand that everyone is different and deserves dignity and respect;
• recognise their responsibilities as members of their school, local and global communities.

We want children to leave Stretton Sugwas with the confidence to use what they have learned beyond the classroom. PSHE therefore goes beyond acquiring knowledge; it supports pupils in developing the attitudes, behaviours and practical skills needed to navigate life successfully and contribute positively to the lives of others.Implementation: Learning for LifeOur PSHE curriculum follows a spiral approach, with important themes revisited throughout a child’s time at Stretton Sugwas. This enables pupils to encounter familiar ideas at an increasingly appropriate level of depth and complexity as they mature.Learning is carefully sequenced so that children can connect new ideas with what they already know. Lessons provide opportunities to talk, listen, question, reflect, rehearse and apply learning. Sensitive subjects are approached in an age-appropriate way, creating a safe environment in which pupils can ask questions and share their views.The curriculum provides opportunities for children to explore issues through:

• discussion and debate;
• stories and scenarios;
• role play and practical activities;
• reflection and self-evaluation;
• collaborative learning;
• problem solving and decision making;
• real-life and local contexts.

Pupil voice is an important part of our approach. Children are encouraged to express their opinions, listen respectfully to different viewpoints and understand that their voice can contribute to positive change.How Children Learn in PSHEPSHE learning is most effective when children are given time to talk, think, practice and reflect.We therefore use a range of approaches to support pupils in developing both knowledge and personal skills. New concepts and vocabulary are introduced explicitly and revisited regularly. Teachers use modelling, questioning and carefully chosen scenarios to help children explore situations they may encounter in their own lives.Where appropriate, pupils are given opportunities to rehearse responses through role play, discussion and practical activities. This allows children to develop confidence before applying their learning independently.Learning is also connected to children’s experiences and the wider world. Local issues, current experiences and age-appropriate real-life situations provide meaningful contexts through which pupils can consider how their choices and actions affect themselves and others.EYFS LinksIn EYFS, the foundations of PSHE are established through Personal, Social and Emotional Development. Through play, relationships and everyday experiences, children begin to develop an understanding of themselves and others.Children learn to recognise and express emotions, develop friendships, take turns, resolve disagreements, follow boundaries and begin to understand the needs and feelings of others.These experiences provide the foundations for the progressive development of personal, social, emotional and health education throughout KS1 and KS2.Inclusion and SENDOur Christian vision means that every child must have the opportunity to participate fully in PSHE and develop the knowledge and skills needed to flourish. We recognise that children may require different levels or types of support when exploring personal, social and emotional themes.Quality First Teaching provides the foundation for inclusion. Teachers adapt learning according to individual need and may use:

• visual prompts and communication aids;
• simplified or pre-taught vocabulary;
• additional processing time;
• alternative ways of recording or expressing ideas;
• carefully structured questions;
• adult or peer support;
• adapted scenarios and resources;
• additional opportunities to rehearse and revisit learning.

For some pupils, emotional or behavioural needs may affect their ability to engage with particular aspects of PSHE. Collaboration between the class teacher, SENCO, support staff, parents, external agencies and the pupil helps ensure appropriate support is provided.At Stretton Sugwas, every teacher is a teacher of SEND and every leader is a leader of SEND. Our aim is not simply to enable children to access PSHE, but to ensure that they feel safe, heard, valued and able to contribute.More Able and Talented LearnersWe recognise that pupils may demonstrate particular strengths in communication, empathy, reasoning, leadership or understanding social issues.These pupils are encouraged to deepen their thinking through debate, ethical dilemmas, independent enquiry, leadership opportunities and consideration of different perspectives. Rather than simply completing additional work, pupils are challenged to think more critically, justify their views and consider the wider consequences of decisions and actions.Vocabulary and OracyDeveloping the language to talk about feelings, relationships, health, safety and wider social issues is an important part of PSHE.Key vocabulary is explicitly introduced, displayed, modelled and revisited throughout units. Children are encouraged to use increasingly precise language when expressing their ideas and explaining their reasoning.Voice 21 approaches support pupils in developing their confidence as speakers and listeners. Structured discussion, sentence stems, paired talk and opportunities to rehearse ideas help children develop the language and confidence to participate meaningfully.Technology, Safety and the Wider WorldTechnology provides an important context for PSHE, particularly in helping pupils understand how to use digital spaces safely and responsibly. Pupils are encouraged to consider issues such as online relationships, communication, privacy, digital responsibility and the impact of their choices.Technology can also be used to support accessibility, research, communication and the presentation of learning.The curriculum reflects the experiences of children within our local community. As a school situated close to the River Wye and Sugwas pools, water safety is particularly relevant. Road safety and cycling are also important areas of learning for pupils who walk or cycle to school, with opportunities to develop practical awareness through the local environment and Bikeability.Community experiences and social action encourage children to recognise that they can contribute to making their surroundings safer, kinder and more inclusive.Impact: Growing as Individuals and CitizensThe impact of PSHE is seen not only through what children can remember, but through their increasing confidence, understanding and ability to apply learning to real situations.We assess and monitor the effectiveness of PSHE through a combination of:

• pupil voice and discussions;
• observations of participation and engagement;
• assessment against learning objectives;
• children’s reflections and responses;
• work produced within lessons;
• quizzes and retrieval activities;
• lesson observations and curriculum monitoring;
• photographic or video evidence where appropriate;
• feedback from staff, pupils and parents;
• reports to governors.

The subject leader uses this information to identify strengths, areas for development and any groups of pupils requiring additional support or enrichment.Ultimately, we want pupils to demonstrate that they can use their PSHE learning in everyday life: making healthy and safe choices, forming positive relationships, managing challenges, respecting difference and contributing to their communities.Our PSHE curriculum aims to develop children who know that they belong, have the confidence to believe in themselves and understand how to behave in ways that reflect our Christian values of compassion, respect, responsibility and service.This is a working document and practitioners may adapt specific approaches in response to the needs, experiences and voices of our pupils. We are a listening school and continually reflect on how we can help every child to flourish personally, socially and emotionally.