Personal, Social, Health Education and Citizenship Policy

Mission statement

At North Ealing we inspire and nurture all our children to become aspirational, lifelong learners through an inclusive, ambitious and engaging curriculum.

What is PSHE?

‘Personal, social and health education (PSHE) helps to give children and young people the knowledge, skills and understanding they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. It offers learning opportunities across and beyond the curriculum, in specific lessons as well as in assemblies, circle time, special school projects and other activities that enrich pupils’ experiences.’ QCA

PSHE also provides the school with an opportunity to focus on the delivery of the social and emotional aspects of learning (SEAL) as well as the promotion of equality and inclusion.

What is Citizenship Education?

Citizenship education facilitates children in making their own decisions and taking responsibility for their own lives and their local and wider communities.

1. Aims and Intent

The intent of our personal, social, health and economic education (PSHE) programme is to ensure children have the knowledge and skills to stay happy, healthy and safe, now and in the future. To achieve this our PSHE curriculum promotes children’s personal, social, and economic development, as well as their physical and mental health and wellbeing. It helps to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.

At North Ealing Primary School, children’s wellbeing, happiness and safety are our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an integral component of our curriculum; it is central to our approach and at the core of our ethos. Our PSHE curriculum is broad and balanced, ensuring that it:

●  Promotes the spiritual, moral, cultural, mental and physical development of our children and of society;
●  Prepares our children for the opportunities, responsibilities and experiences they already face and for adult life;
●  Promotes the ethos of the United Nations Convention for the Rights of the Child aligned with our status as a Rights Repecting School;
●  Educates children about the fundamental British Values and how that impacts our lives;
●  Complements the development of our North Ealing Learning Values;
●  Provides information about keeping healthy and safe, physically, emotionally and socially;
●  Celebrates and promotes equality, respect and celebration of difference and diversity;
●  Encourages our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the environment.

Our PSHE curriculum is split into three main topics: Relationships education, Health Education and Living in the Wider World. Relationships and Health Education are divided across Autumn and Summer term and Living in the Wider World is taught across Spring Term.

As a school we use the Ealing PSHE scheme of work to deliver PSHE. This scheme was relaunched in Spring 2024 with updated resources to provide greater consistency in materials across the local authority. The scheme of work meets all statutory requirements for relationships and health education. The Children and Social Care Act and the Equality Act also underpin this curriculum. The updated scheme of work has been developed in collaboration with teams across the Local Authority including, schools, Public Health and Race Equality. The scheme of work overview for PSHE can be found in appendix 1.

The Relationships topics aims to ensure children:

•  Build strong self awareness and can identify their strengths and personal qualities
•  Develop confidence in talking, listening and thinking about feelings and relationships;
•  Develop feeling of self-respect, confidence and empathy;
•  Recognise healthy friendships and be skilled in managing conflict;
•  Understand the concepts of discrimination and inequality;
•  Are provided with a framework in which sensitive discussions can take place;
•  Foster respect for the views of other people
•  Are able to recognise different types of bullying and explain how to keep safe
•  Are able to identify varying emotions in themselves and other are able to talk about and share these feelings
•  Understand the boundaries for different relationship types ie family, friends, professionals
•  Explore the importance of consent and personal boundaries in keeping safe

The Health and Wellbeing topic aims to ensure children:

•  Know and understand what constitutes a healthy lifestyle.
•  Know how to maintain physical, mental and emotional health and wellbeing.
•  The connection between physical health and emotional wellbeing
•  Know and understand how to use medicines safely
•  Know and understand the difference between legal and illegal drugs
•  Understand the impact of social relationships on wellbeing
•  Understand how to keep their bodies healthy and clean and safe
•  Know the correct vocabulary to describe themselves and their bodies;
•  Are prepared for puberty and understand the basic changes that happen during puberty;
•  Be aware of safety issues, including how to respond in an emergency

The Living in the Wider Worlds topic aims to ensure children:

•  Know the importance of responsible behaviours and actions.
•  Be responsible and independent members of the school community.
•  Be positive and active members of a democratic society.
•  Develop self-confidence and self-esteem and make informed choices regarding personal and social issues.
•  Develop good relationships with other members of the school and the wider community.
•  Know about where money comes from, keeping it safe and the importance of managing it effectively.
•  Challenge stereotypes in all forms
•  Understand the impact of racial injustice and how to promote equality
•  Explain how to keep safe online and how to be critical thinkers about online content

2. Statutory requirements, equality and inclusion.

PSHE is a non-statutory subject to allow schools to adapt provision to their schools needs. However, there are aspects of it we are required to teach.

A significant portion of the PSHE curriculum is devised from the statutory Relationships and Health education guidance. We must teach relationships education under the Children and Social Work Act 2017, in line with the terms set out in statutory guidance. We must teach health education under the same statutory guidance. We must teach relationships and health education under the DfE statutory guidance

Schools are required to comply with relevant requirements of the Equality Act 2010. Further guidance is available for schools in The Equality Act 2010 and school’s advice. The DfE guidance states that schools should pay particular attention to the Public sector equality duty (PSED)

Under the provisions of the Equality Act, schools must not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). Schools must also make reasonable adjustments to alleviate disadvantage and be mindful of the SEND Code of Practice when planning for these subjects.

The newly updated Ealing Scheme of Work has been developed in collaboration with members of the Ealing Race Equality team who have been part of the design, development and review process to ensure that the curriculum is supporting the demands set out in the Ealing Race Equality Commission 2021. See appendix 2 for further details.

3. Content and delivery

3.1 What we teach

PSHE is an umbrella term for curriculum content which covers health and wellbeing, relationships education, citizenship, financial literacy and online safety.

As stated above, we’re required to cover the content for relationships and health education, as set out in the statutory guidance (linked to above). You can refer to our Relationships and Health education policy for details about what we teach in regards to relationships and health education and non-statutory sex education which is only taught in Year 6.

This policy can be accessed through our school website.

3.2 How we teach it

PSHE forms an integral part of our school ethos and values. It permeates our entire school curriculum.

Specific PSHE lessons are timetabled to take place once per week. PSHE will usually be delivered by a member of school staff, usually the child’s class teacher. If an external visitor is delivering all or aspects of PSHE, parents will be informed.

We use a range of teaching and learning styles with an emphasis on active learning by
including the children in discussions, investigations and problem-solving activities. Oracy development is embedded into our lessons. PSHE will be provided in a variety of ways, to reflect the age of the pupils.

•  There will be a weekly PSHE lesson in every year group in order to develop themes and share ideas, e.g. circle time, discussion, group work.
•  Opportunities will also be found within other curriculum areas, e.g. links with drama and role play, debate and discussion in literacy, links with our Core Texts, working together in pairs or small groups, improving health in PE, Online safety in Computing lesson, environmental awareness, health and drug issues in science and beliefs, values and practices.
•  In Assemblies, through the promotion of Citizenship, British Values, Children’s Rights,North Ealing Learning Values, equality and inclusion.
•  Throughout the school there will be acknowledgement of PSHE in every lesson, through the teachers and pupils’ relationships with each other.
•  Activities will be provided as group, class or school events and initiatives e.g.: community projects, school productions, assemblies for parents and friends, celebration assemblies and annual residential trips.
•  At playtimes and lunchtimes opportunities exist for playing co-operatively using play equipment.
•  Through events like Anti-Bullying Week, Odd Socks Day, Mmental Health Awareness Week, Black History Month, Road Safety Awareness Week, Safer Internet Day etc.

Mission statement

At North Ealing we inspire and nurture all our children to become aspirational, lifelong learners through an inclusive, ambitious and engaging curriculum.

North Ealing Primary School believes that PSHE should meet the needs of all pupils. Our school is committed to the provision of PSHE to all pupils. All staff are expected to give every pupil the chance to experience, participate and achieve the understanding of PSHE. Equal time and provision will be allocated for all groups but there may be occasions where children with special educational needs (SEN) are given extra support.

The planning and organising of teaching strategies will be consistently reviewed e.g. through lesson observations to ensure that no pupil is disadvantaged

3.3 Assessment and monitoring

The Ealing scheme of work provides learning questions for each half term and each individual topic, these are devised as part of a spiral curriculum to ensure children are building on their current knowledge and skills each year.

Assessment is structured to ensure that children can answer the appropriate learning question for that topic and this builds into clear expectations of what the pupils will know, understand and be able to do at the end of each academic year. The Ealing PSHE scheme of work has opportunities for baseline and end of unit assessments which enable teachers to assess prior knowledge as well as knowledge and understanding gained through lessons and topics.

The PSHE subject lead will monitor and assess the teaching of PSHE across the school through book and planning scrutiny. Evidence is also found in Floor Books. We also talk to pupils regularly to find out what they are learning and how they respond to PSHE. Our Good Work Assembly celebrates personal achievement and contributions which celebrate the knowledge and skills developed across PSHE.

Monitoring of the standards of children’s work and of the quality of teaching in PSHE is the responsibility of the PSHE subject leader. The work of the PSHE subject leader also involves supporting colleagues in the teaching of PSHE, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.

Staff are encouraged to attend relevant courses and keep abreast of current and evolving practice and legislation.

4. Roles and responsibilities

4.1 The Governing Board will:

Approve the PSHE policy and hold the headteacher to account for its implementation.

4.2 The Headteacher must:

Ensure that PSHE is taught consistently across the school and opportunities for personal development are embedded at a whole school level.

4.3 The PSHE lead is required to:

●  Be clear on the intent for the whole schools provision of PSHE and how it meets statutory guidance and whole school values
●  Coordinate whole school provision of PSHE to ensure that all pupils are receiving age appropriate material at the designated times
●  Maintain their own professional development and keep abreast of changes that impact PSHE
●  Monitor the implementation and impact of PSHE across the school setting
●  Engage with parents to ensure parents understand what is being taught within the curriculum
●  Support staff in delivering PSHE effectively and consistently

4.4 Staff are responsible for:

●  Delivering PSHE in a sensitive way
●  Modelling positive attitudes to PSHE
●  Monitoring progress
●  Responding to the needs of individual pupils

4.5 Pupils should:

●  Engage fully in PSHE lesson and wider opportunities
●  Apply the knowledge and skills taught in PSHE to their everyday lives
●  Discuss topics in PSHE openly and sensitively, respecting differences in opinion

4.6 Parents should:

●  Stay attune to what’s being taught in PSHE by accessing the scheme of work via the school website
●  Continue conversations around topics related to PSHE at home
●  Provide opportunities for children to continue to develop the knowledge and skills that will keep them happy, healthy safe.

5. Links with other policies

This policy links to the following policies and procedures (delete/add as appropriate):

•  Relationships and Health policy (RSHE/ RHE)
•  Safeguarding policy
•  Online safety policy
•  Drugs, alcohol and tobacco education policy
•  Special Educational needs policy.
•  Anti-bullying policy
•  Equality policy
•  Prevent policy

Appendix 1

PSHE Scheme of Work – Yearly Overview

Appendix 2

The Ealing Primary Schools PSHE Scheme of Work 2024

Our commitment to Race Equality

The Ealing Primary Schools PSHE (Personal, Social, Health, and Economic) Scheme of Work for 2024 demonstrates a robust commitment to race equality, shaped by a comprehensive review and collaboration between the Health Improvement Team, PSHE leads from local schools, and the Race Equality team within Ealing council. The updated curriculum is designed to meet the evolving needs of students, with a strong emphasis on enhancing diversity and inclusion throughout the content.

The impetus for these changes was informed by the findings of the Ealing Race Equality Commission’s 2022 report, which identified significant disparities in educational outcomes, particularly among Black Caribbean pupils and White and Black Caribbean pupils and the subsequent commitment by the Ealing Learning Partnership to address these inequalities, alongside those faced by Somali pupils.

In response, the updated PSHE curriculum now incorporates:

●  Diverse Representation: The inclusion of role models from various ethnic backgrounds, along with a greater diversity of images, case studies, and examples throughout the lessons.
●  Cultural Identity: Opportunities for students to explore and celebrate their personal identity and cultural heritage.
●  Community Engagement: Lessons that emphasize the diversity within Ealing’s communities and the valuable contributions of different groups.
●  Age-Appropriate Discussions on Inequality: Progressive lessons that address themes such as inequality, prejudice, discrimination, and racism, tailored to the students’ age and maturity.
●  Understanding Racism and Anti-Racism: Lessons aimed at understanding the impacts of racism and discrimination, injustice and promoting anti-racist practices.

These objectives have been systematically integrated into the curriculum overviews and learning outcomes for each year group, ensuring a spiral approach where students build on their understanding year after year. The curriculum has been carefully designed to address sensitive topics with respect and age-appropriate sensitivity. Lessons have been devised and reviewed by anti-racist education specialists to ensure the language and messaging is appropriate and consistent.

In addition to the curriculum updates, PSHE leads are being encouraged to enhance their knowledge and awareness of the pivotal role that PSHE plays in addressing and tackling race equality issues through ongoing professional development and training.

These curriculum updates are part of a broader effort to address the disadvantages faced by pupils from minority ethnic groups within education. The Health Improvement Team will continue to collaborate with colleagues in the Local Authority and schools to ensure that the lessons meet the needs of all pupils. The curriculum will be regularly reviewed as part of our ongoing quality assurance processes.

Policy last reviewed by the Governors
Autumn 2024
Policy/Document due for review
Autumn 2028