Our intention is that when children leave William Cobbett Primary School, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. In an ever–changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.
We aim to promote children’s knowledge, self esteem, emotional wellbeing and resilience, and to help them to form and maintain worthwhile and positive relationships. Children will be taught to have respect for themselves, and for others, within our local, national and global communities. We aim to develop key character skills, including decision making, informed risk taking, good communication, and self-regulation strategies. We encourage the exploration of, and respect for, values held by different cultures and groups within our local community, and promote the development of positive attitudes. We encourage honesty and respect in all relationships, and nurture sensitivity to the needs and feelings of others. We aim to enable children to develop a deepening knowledge of their health and wellbeing, including their mental and physical health. We aim to equip children and young people with information, skills and values to understand and to be able to cope with the physical and emotional changes that happen during puberty. The information provided will be relevant and appropriate to the age and maturity of pupils.
Our P.S.H.E. (Personal, Social, Health and Economic Education) curriculum has its foundations in the Jigsaw whole-school programme. P.S.H.E. sessions are taught weekly and the children cover a range of meaningful topics, from racial difference to navigating friendships. The whole school cover a ‘puzzle piece’ every half term and these are:
- New Beginnings
- Getting on and Falling Out
- Going for Goals
- Good to be Me
As children move up the school the skills and knowledge covered in each puzzle piece is built upon, enabling progression and deepening children’s knowledge. Our P.S.H.E. curriculum extends beyond lessons and is enriched through theme days/weeks, such as diversity week and anti-bullying week, and whole-school assemblies, including puzzle piece launch assemblies every half term. Complimenting our P.S.H.E. curriculum is our behaviour policy, pastoral provision and whole-school language surrounding our school values.
We understand the importance of Early Years for building the foundations in P.S.H.E. for future years. Our education programme ensures that our children:
Understand the importance of belonging to a school community
To know how to persevere when things are difficult but be able to ask for help
Develop an understanding of how to be healthy and safe in different environments
Learn and enjoy a range of games to develop friendships
Key Stages 1 and 2
In KS1 and KS2, P.S.H.E. continues to develop through Jigsaw lessons. At the end of their time at William Cobbett, pupils will:
- be able to explain how choices have an impact on people
- be able to see how differences in everyone should be celebrated
- understand how to work with different people which can help to make the world a better place
- understand fully the effects of bullying and how to solve conflicts
- be able to talk about Relationships and Sexual Education and how the body changes through puberty
- talk about their feelings and offer strategies to others to be emotionally healthy
P.S.H.E. is assessed at the end of each academic year in each year group. This is done through teacher judgment using the assessment laid out in the P.S.H.E. progression of knowledge and skills document. Teachers record children’s progress from Reception through to Key Stage 2 in P.S.H.E. Teachers will need to judge if a child is developing, secure or greater depth at the end of each year group and this is communicated to parents through children’s annual reports.
P.S.H.E. is monitored by the subject leader and senior leadership team through book looks, learning walks and pupil and teacher surveys. Monitoring observations are communicated to staff and support and training are put in place where a need has been identified.
‘It helps to talk about your feelings and know that other people feel like that too’
‘It’s really important to listen to people’
‘Everyone is different and that’s OK’