PSHE

Pupil Subject Ambassadors

Each class has an ambassador for every subject. One of these ambassadors is chosen to be the CHPA representative. These pupils are

passionate about the subject they represent, they enjoy learning about their chosen subject and are inspirational in leading and

empowering other pupils to feel the same way.

Our Pupil Subject Ambassadors for PSHE are –

Class 3 – Darcie Thornton-Cook

Class 4 – Arielle Fournand

Class 5 – Isla Lynch

Class 6 – Lacie-Lou Turner

Class 7 – Amirah Hamlin

Class 8 – Daisy Keens

Class 9 – Freddie Brown

Class 10 – Nancy Hague

Class 11 – Ava Handzel

Class 12 – Olivia Bryan

Class 13 – Beau Poulson

Class 14 – Jacob Grayson

 

Freddie is the CHPA PSHE Representative.  He said the following about PSHE, ‘I enjoy PSHE because we learn to control our feelings and help others that are angry.’

 

Relationship and Health Education

PSHE Intent, Implementation & Impact

Intent

Here, at CHPA, we value PSHE as one way to support pupil development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. This applies to all areas of pupils’ development and learning. We believe relationships and health education plays a key in providing pupils with the knowledge that enables them to make informed decisions about their wellbeing, health and relationships to build their self-efficacy.

 

We develop pupils with the following essential characteristics to help them become prepared for adult life:

  • Teach the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other pupils and with adults.
  • Enable pupils to gain the skills and understanding to support the development of healthy bodies and minds.
  • Develop pupils’ skills around assessing risk and keeping safe.
  • Enable pupils to recognise and manage their emotions effectively.
  • Support pupils to effectively manage their health and wellbeing.
  • Make pupils aware of their rights especially in relation to their bodies.
  • Enable the development of social and relationship skills and protective behaviours.
  • Prepare pupils for the physical and emotional changes of puberty and menstruation.
  • Explore a range of attitudes, values and faith perspectives around aspects of relationships.
  • Support pupils to use the internet safely and to recognise the benefits and risks that it brings.
  • Provide pupils with the knowledge and skills to access appropriate support.

 

Implementation

To ensure progression and a spiral curriculum, we are using ‘PSHE Association Question Based Model’ to map out our PSHE curriculum to build upon previous knowledge and skills whilst addressing the three main themes; relationships, health and wellbeing and living in the wider community. Teachers can focus their time on ensuring they provide engaging sessions, which are well resourced and match the needs of their class.

 

As part of this planning process, teachers need to ensure the following:

  • Timetable 30 minutes of PSHE curriculum learning each week, in order to teach the knowledge and skills in a developmental and age-appropriate way.
  • Establishing ground rules with pupils
  • Setting the tone by speaking in a matter-of-fact way, to be clear what is appropriate and inappropriate in a whole class setting.
  • Responding to pupils’ questions in an age appropriate and sensitive manner
  • Encouraging reflection
  • Using strategies for pupils who may not wish to raise suggestions in front of others e.g., a question (ballot style) box.
  • Key vocabulary used throughout the lessons.
  • Assemblies and collective worship used to enhance the PSHE curriculum.
  • Class learning charters, Charnock Values and LEAD values used to enhance the PSHE curriculum.
  • As PSHE incorporates the development of self-esteem and relationships, pupils’ learning does not just take place through the taught curriculum but through all aspects of school life, including the playground. It is important then that all staff understand they have a responsibility to implement this policy and promote the aims of the Academy at any time they are dealing with pupils.
  • Deliver PSHE in a sensitive way ensuring that their personal beliefs and attitudes will not prevent them from providing balanced PSHE at CHPA
  • Model positive attitudes to PSHE
  • Tailor their lessons to suit all pupils in their class, across the whole range of abilities, faiths, beliefs and cultures, including those pupils with special educational needs, asking for support in this should they need it
  • Monitor pupil understanding and progress in PSHE

Impact

Our PSHE curriculum is high quality, well thought out and is planned to demonstrate progression. If pupils are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  • A reflection on standards achieved against the planned outcomes;
  • Pupils are able to communicate comfortably, respectfully throughout the school day.
  • Coverage mapped on progression documents;
  • Where applicable, pupils will have encountered or participated in high-quality visits/visitors to further appreciate the impact of PSHE;
  • Pupils are able to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.
  • Pupils will be encouraged to reflect and self-assess their own learning and progress.

 

PSHE Curriculum Information 2024 -2025

PSHE End Points

PSHE Vocabulary

 

PSHE Progression of Knowledge & Skills

PSHE Progression

 

PSHE – Learning in Action

The key objectives of the programme are to:

  • Teach the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.
  • Enable pupils to gain the skills and understanding to support the development of healthy bodies and minds.
  • Develop pupils’ skills around assessing risk and keeping safe.
  • Enable pupils to recognise and manage their emotions effectively.
  • Support pupils to effectively manage their health and wellbeing.
  • Make pupils aware of their rights especially in relation to their bodies.
  • Enable the development of social and relationship skills and protective behaviours.
  • Prepare pupils for the physical and emotional changes of puberty and menstruation.
  • Explore a range of attitudes, values and faith perspectives around aspects of relationships.
  • Support pupils to use the internet safely and to recognise the benefits and risks that it brings.
  • Provide pupils with the knowledge and skills to access appropriate support.

The CHPA PSHE programme is based on the needs of pupils, in order to support learning outcomes appropriate to their age, ability and level of maturity.  Pupils will be helped to appreciate difference and to respect themselves and others.

The Curriculum

PSHE is taught in each year groups throughout CHPA. The curriculum we deliver is age-appropriate and progressive, building pupil knowledge, understanding and skills year on year.  RHE will be delivered and parents/carers will be informed of what will be covered annually.

The curriculum will ensure coverage of the following core elements:

1. Families and people who care for me 

2. Caring friendships 

3. Respectful relationships

4. Online relationships

5. Being safe

Implementation

At CHPA, we timetable 30 minutes to RHE curriculum learning each week, in order to teach the knowledge and skills in a developmental and age-appropriate way. Class teachers deliver the weekly lessons to their own classes.  However, depending upon the needs of the particular classes, and issues (such as friendship issues and issues within the news) that arise, we may spend more time per week. These lessons are tailored through the PSHE Association Question Based Model including key language and terminology.

The explicit PSHE lessons are reinforced and enhanced in many ways, such as:

Assemblies and collective worship, team points, Class Learning Charters, Charnock Values and LEAD values, through relationships child to child, adult to child and adult to adult across CHPA. We aim to ‘live’ what is learnt and apply it to everyday situations.

As RHE incorporates the development of self-esteem and relationships, pupils’ learning does not just take place through the taught curriculum but through all aspects of school life, including the playground. It is important then that all staff understand they have a responsibility to implement this policy and promote the aims of the Academy at any time they are dealing with children.

Peer mediation is a process by which children and young people themselves help their peers resolve conflict in a constructive, non-violent way. It involves trained mediators helping their peers deal with conflict through a series of mediation steps. It can be used for children and young people of all ages. Children in Year 6 volunteer their time to help support each other through mediation during play times and dinner times for KS1 and KS2 after receiving training.

Peer Mediators

Peer mediation is a process by which children and young people themselves help their peers resolve conflict in a constructive, non-violent way. It involves trained mediators helping their peers deal with conflict through a series of mediation steps. It can be used for children and young people of all ages. Children in Year 6 volunteer their time to help support each other through mediation during play times and dinner times for KS1 and KS2 after receiving training.

First Aid

In Year 5, children take part in a practical First Aid Workshop provided by Mini First Aid – Nottingham. They are taught all the life-saving basics they should know. Mini First Aid cover assessing a casualty, CPR, chocking, burns, bleeds, bumps and breaks in their sessions. Children are able to practise the techniques learned on their CPR manikins and choking vests. At the end of the session, children receive a workbook and certificate to take home.

British Values

Learning about British values forms a key part of children’s spiritual, moral, cultural and social education. The five British values that the Government has identified for schools to focus on are:

  • Democracy
  • The rule of law
  • Individual liberty and mutual respect and tolerance of those with different faiths and beliefs
  • Developing personal and social responsibility
  • Respect for British Institutions

British Values at Charnock

How does CHPA develop children’s understanding of British values?

We uphold the British value of Democracy by:

  • facilitating a democratic process for electing school councillors and the running of the council.
  • taking turns in class, at dinner time and in after school clubs.

We uphold the British value of the Rule of Law by:

  • teaching children an understanding of human rights.
  • implementing our school Charnock All-Star values which have clear and agreed statements, and ensuring that the children know their own right and respect the rights of others.
  • teaching children to learn about the process of law-making and the part that citizens can play in that process.
  • implementing our procedures and protocols for dealing with any behavioural or bullying issues.

We uphold the British value of individual liberty and work to identify and combat discrimination by:

  • teaching an understanding of the concept of freedom and choice.
  • teaching our RE curriculum, which inculcates values of understanding, tolerance and respect for others, including those of other faiths.
  • holding discussions in RE, English and other subjects, which allow children to develop respect for the opinions, values and beliefs of others.

We uphold the British value of developing personal and social responsibility by:

  • expecting children to have responsibility in many ways in school including being play leaders, peer mediators, pupil councillors and eco warriors.
  • expecting children to take responsibility in every class for a variety of roles which assist in the running of the classroom.
  • encouraging children to have responsibility for their own possessions, behaviour and work, both at school and at home and to always do their personal best in all aspects of school life.
  • training staff to deliver information about keeping safe on the internet to all our children and holding information sessions for parents about this.

We uphold the British value of respect for British Institutions by:

  • celebrating many British festivals and special events, e.g. Remembrance Day, November 5th, Christmas, Easter, World Book Day, Children in Need, Red-nose day etc.
  • regularly inviting representatives from various groups, such as Police, charities and the local church to visit our school and talk to the children in both lessons and assemblies

Public Sector Equality Duty: PSED in Curriculum

Civic Responsibility: Civic-Responsibility-Overview

SMSC at Charnock Hall: SMSC-at-Charnock

SMSC in the Curriculum: SMSC-in-the-Curriculum

Water Safety

KS2 came together to participate in a water safety assembly lead by Yorkshire Water. Children learnt about different hazards and dangers around rivers, canals, reservoirs, lakes and the sea and how to stay safe when they are near them. Their knowledge was tested at the end with a true or false quiz and they were able to point out hazards and dangers on pictures of different open water.

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ODD Socks Day 2021

Children came in their ODD Socks to mark the start of Anti-Bullying Week 2021. Odd socks day is designed to be fun and encourage people to express themselves and celebrate their individuality and what makes us all unique.

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World Mental Health Day – Park Visits 2021 and Wear Yellow!

As a way of supporting children’s mental health, we supported the Young Minds campaign #HelloYellow. On Friday 8th October 2021 we asked pupils and all staff to wear something yellow in support of mental health. Children were given the opportunity to enjoy Charnock Park on an afternoon as we recognised the importance of outdoor play and having a break from the classroom.

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KS2 & Parent Knife Crime Awareness – Alison Cope Assembly – January 2023

Before half-term, Alison Cope came into CHPA to speak to our Y5 & 6 children about Staying Safe and Knife crime. The assembly was very engaging and eye-opening for Y5 & Y6 pupils and the adults too. Alison asked them lots of questions and they answered well, although their answers may not have been the ‘right’ ones!!! For example, at the beginning of the assembly they were asked which of the logos for apps they used. Many pupils put up their hands, but no-one did when she asked them who was 13 or older – the room fell silent. A similar scenario happened when they were asked if they had played GTA (Grand Theft Auto) – Alison went on to explain that this game has been banned in some countries, including the UK due it’s level of violence particularly towards women. Alison discussed the harm of violent games and asked pupils where on the body would you stab or shoot someone to kill them. The majority answered heart or head, this then led onto the sad story of her own son and the events leading up to his death and it being linked to Social Media.

Here are some quotes from children and family members:

Karim, Kian and Charlie – Y6 said, “I liked it, it was better than previous assemblies because it has actually happened to someone and brought it to life. It was nice coming from someone who has experienced this trauma and it was really in depth.”

 Poppy, Tilly, Izzy – Y6 said, “It was quite sad but it was really important. The story behind it sad but it needed to be told. It was very informative. Alison (Joshua’s mum) was happy to discuss her son’s life and was really confident. She was extremely proud of her son. This assembly shocked us but more importantly raised awareness. This definitely had a positive impact on CHPA. Thank you Alison.”

 Eva – Y5 “It was very sad but it was very good as it taught us to never carry knives in the future and not to be scared”.

 Izaac – Y5 “I think it was good because when she showed us some apps and games that we play, I didn’t realise we are not old enough to play these. It also made me feel safer that not many people carry knives and only 2% do”.

 Harrison – Y6 “I was initially scared, but now after talking about the issues involved I understand it better”.

 Parent of Lucas Y5 emailed CHPA saying, “Lucas has come home wanting to have grown-up discussions about the topics raised and I think it’s a brave and brilliant decision to have her in speaking to primary age children.

She’s an incredible lady and I’m so glad Lucas has had the chance to hear her speak, so a huge thanks to whoever organised.”

 Thank you to Beth at The Amber Project (Sheffield Child Exploitation Service) who supported us to invite Alison into CHPA and also to Ronny at Aspire Boxing Gym (Springs) for securing funding to enable the local community to access such important people and messages.

 

Mental Health Week – #Let’sConnect

Throughout the final week of Spring 1 2023, it was Children’s Mental Health Week. The theme was ‘Let’s Connect’. The Pupil Council decided a great way to connect with each other was a visit to the park, where you could play with your friends, classmates and even teachers!

CHPA thoroughly enjoyed this and it was a lovely way to bring Spring 1 to a close.