LAT Narrative Over Time

Introduction 

Personal, Social, Health and Economic education (PSHE) is a planned programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future. 

As a multi-academy trust, we will provide a curriculum which meets the needs of all of our children. Section 78 of the Education Act 2002, and the Academies Act 2010, stipulate that such a curriculum ‘satisfies the requirements … if it is a balanced and broadly based curriculum which: 

• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society 
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life 

This is essential to Ofsted judgements in relation to personal development, behaviour, welfare and safeguarding. 

We want all children to grow up healthy, happy, safe, and able to manage the challenges and opportunities of modern Britain. That is why, from September 2020, all primary age children will be taught Relationships, Sex and Health Education.  These subjects are designed to equip your child with knowledge to make informed decisions about their wellbeing, health and relationships as well as preparing them for a successful adult life. 

PSHE education is vital to our curriculum and to meeting the schools’ requirement to promote pupils’ health and wellbeing. The Department for Education (DfE) has made it clear that schools should make provision for PSHE education. 

As part of a whole school and MAT wide approach, PSHE develops the qualities and attributes children need to thrive as individuals, family members and members of society. PSHE education should address both pupils’ direct experience and preparation for their future. 

Children are naturally inquisitive during their PSHE learning and the Trivium approach is utilised. Children ask and answer questions and opportunities arise to test their oracy skills during discussions and debates. 

 

Intent | What and why do we teach what we teach?  

Here at LAT, PSHE is seen as a vital part of our curriculum and to meeting each schools’ requirement to promote pupil’s health and wellbeing as well as the high levels of Social, Emotional and Mental Health needs, low PSED scores in Foundation and weak levels of communication and language. 

LAT use Jigsaw PSHE programme to connect the pieces of Personal, Social and Health Education, emotional literacy, social skills and spiritual development. We aim to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world. 

As a LAT we develop qualities and attributes that our children need to thrive as individuals, family members and members of society.    

Our overarching aim is to provide pupils with: 

• The relevant knowledge as appropriate to their age 
• Opportunities to enhance their personal knowledge and understanding 
• Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities 
• The language, skills and strategies they need in order to live a healthy, safe, fulfilling, responsible and balanced life. 

 

Implementation | How and when do we teach what we teach?  

Jigsaw has been implemented as a whole-school approach after consulting with parents and school communities, to ensure that the curriculum fits the school ethos within the LAT and meets the needs of the school community. Jigsaw provides a structured, balanced, progressive, detailed and comprehensive scheme of learning for all ages the primary age range. The Jigsaw scheme is RSE ready and meets all the outcomes of the new statutory RSHE curriculum. The Jigsaw programme of learning is based on six core themes and a series of sessions are taught on each, for every age group, throughout the academic year: 

• Being me in my school/world (Term 1) 
• Celebrating Difference (Term 2) 
• Dreams and Goals (Term 3) 
• Healthy Me (Term 4) 
• Relationships (Term 5) 
• Changing Me (Term 6) 

The Jigsaw scheme structure, provides and ensures consistency of learning and progressive skills throughout the school. PSHE is taught on a regular basis through weekly lessons. Activities encourage and enable the children to share or record their own thoughts, feelings and ideas during the sessions. Schools will add and adjust the scheme where necessary to suit the community and the children. Schools within the LAT have had some time now to become familiar with the Jigsaw scheme and understand the process through teaching puzzle pieces. Relationships, Sex and Health Education (RSHE) sessions are delivered that is age and developmentally appropriate and sensitive to the needs and religious background of the children. 

The RSE curriculum covers issues such as: 

• Recognising feelings and emotions 
• Roles of families and friends in caring for each other 
• Self-esteem, confidence and valuing ourselves and others 
• Differences and similarities between girls and boys and challenging stereotypes 
• Making good choices and resisting pressure 
• Growing and changing 

Each school uses a reward system, such as Dojo reward system, which has evolved and linked to PSHE learning of Being Responsible, Keeping Safe, Listening and Being Kind, Looking After Our School and Trying My Best. Therefore, the children can develop and practise their PSHE learning and skills regularly throughout the year. 

PSHE is monitored and assessed through the children’s written and verbal contributions where children have the opportunity to recall their understanding, communicate ideas and expand giving examples.  

 

Impact | How do we assess the impact of what we teach via pupil outcomes?  

Whilst the LAT curriculum identifies a broad range of important issues that pupils should learn about, we feel it is essential that our children’s experience of PSHE education is not simply a series of ‘one off’, disconnected sessions each on a different topic and focussing on factual content.  The LAT curriculum provided has a relevant context for pupils to both broaden and deepen their understanding of the key concepts and to develop competence in the essential skills. We therefore aim to provide a cohesive, progressive PSHE curriculum which prepares our children to become happy, well-rounded and successful citizens in today’s society.