At Windmill Hill Academy, we are ‘Inspiring Passionate Lifelong Learners’ by providing them with a broad and balanced curriculum to inspire and motivate pupils to have high aspirations; provide them with the tools to become assessment-capable learners and be socially responsible within the school and wider community.
Personal, social, health and economic (PSHE) education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils manage the physical and emotional changes at puberty, introduces the to a wider world and enables them to make an active contribution to their communities. PSHE has deep links with science and Computing (online safety), as well as SMSC, UNICEF Rights Respecting, RE and our school capabilities.
The PSHE curriculum at Windmill Hill Academy is based on Cornwall Healthy Schools (Brook Learn) PSHE scheme of learning. This is organised into three core themes:
- Health and wellbeing
- Living in the wider world (covering economic wellbeing and careers)
These themes include various topics related to physical and mental health, alcohol and drug education, relationships (and sex) education, economic wellbeing, careers and online safety. As part of being a Rights Respecting school, the UNICEF Rights of the child are promoted throughout the school and embedded during assemblies and throughout with the use of language that staff and pupils use. This is built upon thought both key stages and EYFS. PSHE has deep links with science and Computing (online safety), as well as SMSC, UNICEF Rights Respecting, RE and our school capabilities.
Assessment is regarded as an integral part of teaching and learning and is a continuous process. There are planned opportunities within the curriculum plan to revisit learning from the current year but also previous year groups. It is the responsibility of the class teacher to assess all pupils in their class. This is mainly achieved through mini-plenaries, questioning, observation, end of unit tasks, marking, feedback from support staff and pupil self-assessment. Teachers use the result of sessions tasks as well as end of unit tasks to monitor attainment and progress, as well as analysing for gaps to plan follow up learning.
The monitoring of the standards of children’s learning and the quality of learning and teaching of PSHE is the shared responsibility of the Senior Leadership Team and the subject leader. The work of the 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. A named member of the school governing body is briefed to overview the teaching of the curriculum in the school, another focuses on wellbeing and the safeguarding governor will also have an overview in relation to online safety.
PSHE is vital for pupils so that they have a balanced understanding of their own emotions, mental health to be able manage their own behaviour to be able to grow in today’s modern lifestyle. We believe it is essential that all pupils gain the confidence and ability that they need in this subject, to prepare them for the challenge of a rapidly changing world and to support them with whatever challenges they have in their future. As part of being a Rights Respecting school, the UNICEF Rights of the child are promoted throughout the school and embedded during assemblies and throughout with the use of language that staff and pupils use. This is built upon thought both key stages and EYFS. We are currently working towards achieving the bronze award. Our PSHE teaching has a strong link with the online safety aspect of computing and, as well as teaching regular sessions, we also celebrate the annual ‘online safety week’ as well as ‘anti-bullying week’. There are also occasions where additional sessions will be taught if needed due to latest developments/class needs. It is imperative that parents and carers are kept up to date with the latest RSE guidance and guidance is regularly shared with parents via ClassDojo and via our website. Stakeholders were consulted prior to the Relationships Education Policy being adopted. It is widely recognised that a child’s emotional health and wellbeing influences their cognitive development and learning. This also impacts on their physical and social health and their mental wellbeing into adulthood. Our role in school is to ensure that children are able to manage times of change and stress, and that they are supported to reach their potential or access help when they need it. We also have a role to ensure that children learn about what they can do to maintain positive mental health, what affects their mental health, how they can help reduce the stigma surrounding mental health issues, and where they can go if they need help and support. At Windmill Hill Academy, we follow the Trauma Informed Schools (TIS) approach in line with our Rights Respecting (Rights of the Child) approach. Both of these, support pupils' wellbeing. Wellbeing strategies are promoted and embedded on a daily basis, as well as additional supporting sessions, e.g. mindfulness sessions. Bertie, our school dog, also helps to support the pupils and staff wellbeing. A stroke to our fluffy waggy-tailed friend really helps!
The statutory content of the national curriculum for PSHE aims to ensure that all pupils are equipped with sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
The core statutory guidance is:
- Drug education
- Financial education
- Sex and relationship education (SRE)
- Physical activity and diet for a healthy lifestyle
Windmill Hill Academy follows Cornwall Brook programme for PSHE/RSE, which also allows teachers in school to tailor the programme to the needs of their pupils whilst still following statutory guidance. By the end of each key stage, pupils are expected to know, apply and understand the skills and knowledge specified in the relevant programme of study. See the knowledge and skills organiser for PSHE/RSE which demonstrates the progression through the year groups.
The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education and Relationships and Sex Education (RSE) compulsory for all pupils receiving secondary education. They also make health Education compulsory in all schools except independent schools. Personal, Social, Health and Economic Education (PSHE) continue to be compulsory in independent schools. RSE is not compulsory in primary schools. However, primary schools are required to teach the elements of sex education contained in the science curriculum.
At Windmill Hill Academy, we teach RSE as set out in the Relationship Education and Relationships and Sex Education Policy. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE), RRSA (Rights Respecting School Award), capabilities curriculum, Wisdom resource, Computing (online safety), PE and SMSC. Please refer to the knowledge and skills organisers for these.
- Whole School Long term horizontal curriculum map
- Brook overview of units
- PSHE Knowledge and Skills organiser
- SMSC Knowledge and Skills organiser
- Computing Knowledge and Skills organiser
- Anti-bullying Policy
- Relationships and Sex Education Policy
- Mental Health and Emotional Wellbeing Policy
All of these can be can be found on our website under the curriculum/policies tab.