Personal, Social and Health Education
Atwood aims to develop emotionally resilient students who have strategies to cope with the demands of school life and living in the wider world. Through teaching children how to be healthy and safe, self-regulating and confident to tackle daily challenges, we embed our school values which align with British fundamental values. We teach and celebrate tolerance, diversity and respect.
What is our approach to PSHE?
We teach children emotional Self-Regulation through the Zones of Regulation. We discuss and model explicitly what good mental and personal health looks like. Our PSHE curriculum is based around three core themes of (i) health and wellbeing (ii) relationships and (iii) living in the wider world. Choices and habits are practiced to embed key skills. The whole school framework is linked to the Health Education Partnerships and the PSHE Association
We have an Assembly Long Term Plan to ensure that all aspects of PSHE, SMSC are covered including coverage of British Values. School Values are emphasized and referenced by all staff members throughout the school day
Diversity and multi culturalism is a key component of our school make up and is celebrated through events like International Days; culture and self-identify is a key part of student’s understanding of themselves and others
Through PSHE we integrate and address big themes in society relating to cultural history and dates of significance (eg Black History Month, Rememberance Sunday)
We are fortunate to be part of a pilot this year to implement MindUp across the school. This programme of study develops students understanding of the brain and promotes a more mindful awareness of our thoughts, emotions and actions. This links perfectly with Zones of Regulation and compliments PSHE by addressing positive mental health.
What does our approach to PSHE look like in the classroom?
Wellbeing surveys implemented to get baseline assessment (for teachers and children). Half termly feedback on Zones of Regulation to see what is working/needs adapting. Behaviour incidents being tracked (by SENCo) and linked to class practice. We are trialing a questionnaire rating confidence and competence. The framework guides and ensures coverage but teachers will always adapt and differentiate to meet the individual needs of their class.
MindUp will involve 3 daily Brain Breaks which will provide time to reflect and refocus our mindset, calming and being present. There are 15 lessons as part of MindUp which will be taught by class teachers across the year. Mr Townsend will be supporting in the delivery of this curriculum.
[RE and SRE are coordinated to align with our whole school approach through planning and meeting by SLT and subject leaders.]
How do we measure success in PSHE?
Through the year, classes become self-regulating. Incidents of disruptive behavior are reduced and students are happy and safe. Students can articulate the reasons behind positive choices and have a toolkit for when things go wrong. Emotionally healthy classrooms are created enabling more time for learning