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PSHE & RSHE

The teaching of PSHE and RSHE at Daventry Hill School

The teaching of PSHE and RSHE at Daventry Hill School is central to the development of all our pupils. It enables the children to become healthy, independent and responsible members of our school community and the wider society leading to happy, successful adults. The main aims of our curriculum are to enable the children:

  • to stay as healthy as possible 
  • to learn to keep themselves and others safe, including recognising signs of bullying and knowing where to turn to for help  
  • to learn how to use the internet, including social media, safely and responsibly  
  • to develop effective, satisfying and safe relationships  
  • to learn to recognise similarities and differences between themselves and others and to respect these differences to be independent and responsible members of the school community  
  • to be positive and active members of a democratic society  
  • to develop self confidence and self esteem, and to make informed choices regarding personal and social issues  
  • to develop good relationships with other members of the school and wider community

Values and skills are taught in discreet PSHE and RSHE lessons across the school, but also embedded throughout our Preparation for Adulthood curriculum. Teachers endeavour to provide a safe learning environment through the establishment of clear Ground Rules which are made explicit to the children and reinforced consistently and this is reflected in our Relationships Policy. This allows pupils to discuss feelings and sensitive issues within a non-threatening and supportive environment. Visiting speakers such as the police and health workers also contribute to the taught curriculum. Across the school we use Zones of Regulation and Protective Behaviours to support children to identify their feelings and provide them with a toolkit to manage them. We also use Restorative Practice following an incident to enable the students to think about the impact on themselves and others and how to be a responsible member of the community.

Sex and relationships education is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health, diversity and personal identity.

Skills and knowledge in all areas of the curriculum build upon pupils' prior learning and experiences and lessons are differentiated according to physical, emotional and cognitive development of individual pupils.

PSHE and RSHE are assessed through our Preparation for Adulthood Assessment Framework.

For students on the Yellow Pathway PSHE and RSHE are covered through the topics of My communication; My care and independence; My community; Myself (physical & emotional) and My thinking.

As a school we subscribe to the PSHE Association https://www.pshe-association.org.uk/ - your username is your school email. We have adopted the PSHE Association – PSHE Education Planning Framework for pupils with SEND and all their linked resources can be found on the website. This covers the statutory requirements for both PSHE & RSHE

HOW THE PSHE EDUCATION PLANNING FRAMEWORK FOR PUPILS WITH SEND IS ORGANISED

The Planning Framework is organised into six sections:

1. Self-Awareness (Me, who I am, my likes, dislikes, strengths and interests)

2. Self-care, Support and Safety (Looking after myself and keeping safe; aspects of Relationships and Sex Education.)

3. Managing Feelings (Understanding feelings, and that how I feel and how others feel affects choices and behaviour; aspects of Relationships and Sex Education)

4. Changing and Growing (How I and others are changing; new opportunities and responsibilities; aspects of Relationships and Sex Education)

5. Healthy Lifestyles (Being and keeping healthy, physically and mentally)

6. The World I Live In (Living confidently in the wider world)

Each of the six sections is subdivided into topic areas, as set out below. Please note that there is overlap between the topic areas and sections, for example, mental health and online safety are explicitly covered in some topic areas but are also integrated throughout all six sections where appropriate.