PSHE/RHE
Hartside Primary Academy believes that a strong PSHE education is important to help our pupils develop into well-rounded members of society, who can make a positive contribution to their community. Our PSHE curriculum is strongly tied to our RSE, character education and pastoral care.
- Our school is one where everyone is encouraged and supported to achieve their personal best (Integrity)
- Our school is welcoming, inclusive, has a real community feel and is a place where everyone is valued (Empathy)
- Our pupils and staff treat each other equitably, fairly, with kindness and with mutual respect. (Kindness)
- At all times, staff and pupils are encouraged to show a high regard for the needs and feelings of others through their actions and words. (Self-Control)
- Our pupils and staff are enterprising and approach challenges with a ‘can-do’ attitude. (grit)
- The needs and interests of all pupils, irrespective of gender, culture, ability or aptitude, will be promoted through an inclusive and varied PSHE curriculum at our school. (Respect)
- Our environment is safe and clean with everyone sharing responsibility for it.
- Our culture is one of continuous improvement, creativity and enthusiasm.
- Parents will be informed about the policy via the school’s website where it, and the PSHE curriculum, will be available to read and download.
At our school, we have chosen the SCARF curriculum for PSHE because it reflects our commitment to strengthening community values and fostering a culture of inclusion, wellbeing, and personal growth. SCARF PSHE lessons are planned in small steps, built around a question and stem sentence, enabling knowledge and progress to be built upon coherently. Key vocabulary for each lesson is shared and built upon. Children are given opportunities to share and reflect upon different the same 6 subjects each year, which is progressively built and extended upon. The learning is made accessible using stem sentences, ping pong, shared vocabulary. To ensure that children are exposed to the real-life context of PSHE, the school offers assemblies and visitors throughout the different units. The teaching is delivered in small steps and scaffolded to respond to individual needs to ensure activities are inclusive. For example: teachers may have to prepare photos to illustrate key rules within the school environment, such as lining up, tidying up, etc. to support the discussion and make some lessons more accessible for children with language and communication difficulties or learning English as an additional language. In addition, where some children may find rules harder to comply with than others, for example, children who have experienced trauma or present with conditions like pathological demand avoidance (PDA). Other children may be more prone to approaching rules rigidly, for example, some autistic children. Teachers may find it helpful to think with their class about why some pupils have different needs. Exploring this in a matter-of-fact way with pupils when they are young supports an inclusive environment where children understand each other’s differences and develop empathy.
Policies
The PSHE Policy and RSE Policy can be found in the Policies and Procedures section of our website
