PSHE

PHSE at Broadstone Hall Primary School

At Broadstone Hall Primary School, Physical, Health and Social Education (PHSE), Spiritual, Moral, Social and Cultural education (SMSC) and well-being, behaviour and safety are very important parts of our school’s ethos and the staff recognise this.

SMSC is developed through a wide variety of approaches including PHSE, circle time, assembly themes based on the Social and Emotional Aspects of Learning(SEAL) and British Values programmes, special visitors, golden rules and the school’s motto and mission statements.

The government set out its definition of ‘British values’ in the ‘Prevent Strategy’ (2011), which was designed to prevent the extremism and religious radicalization of young people.

 

British values are considered by the present government to be democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. The promotion of ‘British values’ is important to our school because British values have their origin in the democratic values of our nation.

 

We reflect this in our School Motto; “a caring, respectful and co-operative learning community,” and we aim to make these values an aspect of the learning activities at Broadstone Hall.

 

Pupils are encouraged to use these values and develop a sense of responsibility through the work of the school council, eco council, Restorative Approach ambassadors, junior sports coaches and class monitors. The annual school charity is chosen by the school council and all pupils work towards supporting this in a variety of ways.

 The important elements of PHSE that are used at our school in in all aspects of the pupils work and their daily interactions with each other are as follows:

  1. Social and Emotional Aspects of Learning (SEAL) assembly themes, as defined on the assembly rotas each year.
  2. SEAL display board in the resource area which keeps up with the termly theme from the assemblies.
  3. SEAL thought for the week: this is displayed in every class, changed each week and the focus is fed into the lessons and classroom activities for that week.
  4. Relationships and Sex Education is taught in the summer term Y1 –Y6 using the agreed Stockport Syllabus.
  5. Drug and Alcohol awareness is taught as a discrete set of lessons when they come up in Science and PHSE long term plans for Y3-Y5.
  6. Puberty is taught in Y5 as part of the Science Curriculum.
  7. From September 2017, teachers are using circle time as a weekly focus for the PHSE syllabus, the Restorative Approach to behaviour and for the development of emotional language and intelligence. Some lessons also use British Values as a focus for discussion.
  8. RA "Restorative Resolvers" in Y6 were developed in 2016 and are overseen annually by Mrs Marron, the Restorative Approach lead.
  9. “Beat the Bell” is used as an incentive for better attendance and will be collated by the office staff.
  10. Anti-bullying week takes place as a school focus each autumn and is called

” Friendship Week.”

  1. E-Safety week is marked every year with a set of events based around computing lessons from YR to Y6.
  2. The PHSE co-ordinator liaises with the Stockport Service to keep up to date with any developments in Citizenship and PHSE.
  3. We use the local authority PHSE and safeguarding service for visits, staff training and parental talks, when they are available, and all of these have taken place in 2016/17.
  4. We completed a document that sets out our expectations for Broadstone Hall pupils in terms of behaviour and attitude around school in 2016 and this is being updated in September 2017 for use around school.
  5. The PHSE policy has been updated to reflect these practices.

Well-being, Behaviour and Safety

By using the restorative approach, introduced in September 2013, we have improved behaviour, particularly at lunchtimes, and it has made a very positive contribution to a well-ordered school. We have 10 members of staff who have attended the Restorative Approach 3 day training course and they form the “Behaviour Support Team” at school which includes the Family Liaison Worker. They regularly support children with challenging behaviour at lunch times and follow up any incidents, thus reducing the impact on lost teaching time. They regularly check in on specific pupils during the week to support their behaviour in class and run social skills groups for these children.

Weekly restorative meetings are held to support those children who have broken Golden Rules during the week and this helps to provide them with strategies to improve their behaviour. The Restorative Approach leader has lead restorative training for teachers, TAs, sports coaches and lunchtime organisers so that the application of this approach is consistent throughout school.  The impact of this has been a steady reduction in the number of children having to attend restorative meetings.

Ofsted recognised in March 2017 that the school effectively manages the small minority of children with challenging behaviour with support from the Stockport Behaviour Support Service. This has included “Forest School” sessions, tailored lunchtime support for a small group of pupil premium children and behaviour management programmes that support individual children. The school has also provided learning support assistants for individual children, when required.

In 2015 we opened up our “Forest School” provision to all Y3 pupils so that they can develop their self-confidence, self-esteem, independence, co-operation and team working skills in the outdoor setting as a positive way to begin KS2. We now have two members of staff who are level 3 trained forest school leaders and two who are level 2 trained frest school leaders. The school has also invested a £10,000 Big Lottery Fund grant to develop our outdoor learning area and provide resources so that these sessions can be run onsite.

Because of the above processes, disruptive incidents are usually confined to the pupils who have behaviour support plans and we have effective steps in place to de-escalate situations when they occur. Instances of bullying, including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief or disability are rare. Pupils are aware of different forms of bullying and actively try to prevent them from occurring.  The school addresses any incidents of bullying that do occur, through the restorative approach, thus gaining the confidence of pupils, parents and carers.

As well as through the implementation of RA and circle time, the school works hard to improve pupils’ personal development and welfare through our large variety of extended school activities.  Using a range of well qualified instructors and school staff, we currently provide 14 clubs for different age groups of children, each of which have a different skills and knowledge focus. Able and talented pupils have the chance to develop specific skills in drama, dance, music, sport and writing clubs.

Those pupils who come from our more vulnerable families are selected to attend homework club where they receive support with applying basic skills to complete set tasks and “Fun Zone” club at which pupils develop co-operative and social skills through learning to play a range of traditional board games. These clubs provide the pupils with a range of opportunities to develop skills and knowledge in team work, self-discipline, physical and mental memory, specific techniques and strategies and also to play, practice, perform, socialise and achieve together.

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