Personal, Social, Health and Economics Education (PSHE)

and

Relationships and Sex Education (RSE)

At Farsley Westroyd, our approach to PSHE consists of a comprehensive and developmental programme of teaching and learning, which we deliver in the context of a Healthy School where the health and wellbeing of pupils and of the whole school community are actively promoted. At Westroyd, we understand that we have a responsibility to help children and young people meet the challenges of life by helping them to understand and value themselves, be optimistic about the future and life’s possibilities, and to develop positive self-esteem and confidence.  We also want to provide children with the knowledge and skills to take increasing control of, and responsibility, for their lives and play an active part in their own communities.  We want to help children to overcome the social pressures they face and the barriers they present to learning and achievement. Our PSHE programme has a positive influence on the ethos, learning and relationships throughout the school. It is central to our values and to achieving our school’s stated aims and objectives. Our PSHE has been well mapped out to ensure progression of the different areas of learning across year groups and key stages.

Children throughout Year 1 to Year 6 follow the You, Me and PSHE scheme of learning. Throughout this scheme, children will learn about the following themes:

• Physical health and wellbeing
• Keeping safe and managing risk
• Drug, alcohol and tobacco education
• Mental health and emotional wellbeing
• Identity, society and equality
• Careers, financial capability and economic wellbeing
• Sex and relationship education

These topics usually follow a three-lesson cycle. During the first session in a topic, children will be expected to complete a pre-assessment in order to understand their prior learning. Children will then be taught three lessons around this topic before they complete a post-unit assessment and pupil self-reflection sheet to identify to assess what has been learnt throughout the topic. Relationship and Sex Education lessons are taught within this scheme. These lessons capture and go beyond the statutory expectations of the statutory Relationships and Health education. The website KAPOW is used to help teachers supplement these lessons with the most up to date and relevant resources possible for our pupils.

Online Safety and Relationships

We also follow the Google Be Internet Legends curriculum in KS2 and Thinkuknow Jessie and Friends curriculum in the Early Years and KS1 to enhance our online safety relationships lessons. Throughout these schemes, children will learn about the following themes:

• Watching videos
• Sharing pictures
• Playing games
• Think before you share: Be internet sharp
• Check it’s for real: be internet alert
• Protect your stuff: Be internet secure
• Respect each other: Be internet kind
• When in doubt, discuss: Be internet brave

NSPPC PANTS

Throughout school starting right from nursery to year 6 we use the resources and planning from NSPCC’s Talk PANTS rules in our PSHE lessons. During these discussions we will aim to teach our children the following important safety skills without giving explicit information or telling scary stories. The lessons empower children, in an age appropriate way, to recognise their rights to their own bodies, say no to touch that is unwanted, and tell someone if they feel uncomfortable. The lessons include activities which help children understand appropriate and inappropriate touch, their right to say no to things that make them feel upset or uncomfortable, the names for parts of the body and who to turn to if they ever feel upset or worried.

Pol-ED

At Westroyd Primary School, we enhance our PSHE curriculum by utilizing the planning and resources from Pol-Ed, a West Yorkshire Police education programme written by teachers for teachers in schools across West Yorkshire. Pol-Ed's purpose is to keep children safe by developing their understanding of risks, consequences, and the law, while fostering their resilience and ability to help and support each other. The platform offers structured lesson plans, engaging activities, and comprehensive resources that cater to the diverse needs of our students. By integrating these materials, we ensure that our teaching is both relevant and effective, fostering dynamic learning experiences that promote interactive discussions and critical thinking. This approach helps students develop a deeper understanding of their health, relationships, and social responsibilities.

Wider Curriculum

PSHE is also taught throughout less formal opportunities such as Be Healthy Week and individual focus days such as World Mental Health Day. We also hold weekly Picture News assemblies that provide children with opportunities to develop their learning further through news stories that inspire them. These assemblies aim to develop resilience and expose children to a range of current issues including political, religious, cultural, environmental, social, moral and spiritual events around the world. We feel these assemblies make British Values and Protected Characteristics relevant and meaningful and develop links between personal, school and community values.

EYFS

As part of the Early Years statutory framework, one of the prime areas of learning in EYFS is Personal, Social and Emotional Development (PSED). This is broken down into three further areas:

• Self-regulation
• Managing Self
• Building relationships.

Children are expected to meet the early learning goal in each of these areas by the end of Reception. Staff will teach PSED through various planned lessons including settling in, meeting the staff, all about me and managing feelings and behaviour. Staff teach PSED through daily incidental 1:1 group opportunities including restorative conversations about behaviours and choices where necessary. Children in EYFS also take part in whole school PSHE events and have their own Picture News Assembly each week that is tailored to their age group. Our nursery class has a different PSHE focus book each half term which matches the themes taking place across the rest of the school during each half term set out by our You, Me, PSHE scheme of work. Our reception class follows the PSHE scheme of work from KAPOW which include the following themes:

• Self-regulation: My feelings.
• Building relationships: Special relationships
• Managing self: Taking on challenges
• Self-regulation – Listening and following instructions.
• Building relationships: My family and friends
• Managing Self: My wellbeing.

These are carefully matched to follow with the similar themes taking place across the rest of the school during each half term.

Subject Strands

Physical Health and Wellbeing

Throughout the Early Years children learn to develop their physical skills through indoor and outdoor play. This ensures they strengthen their fine and gross motor skills. They learn how to provide basic self-care, such as managing toileting needs and dressing skills.  An emphasis is also placed on learning how their body changes during exercise and why heathy eating is important to maintaining positive physical health and wellbeing. The children discuss their special times at home and family routines and learn about these times in the houses of their peers. This is extended in key stage one where the children at Westroyd learn about foods associated with special times and across different cultures and also eating healthy. They gather a better understanding of active playground games from around the world and the importance of a physical activity sleep and rest. The children identify people who help us to stay healthy and learn about basic hygiene routines. The children gain a good level of understanding of sun safety as well. In Lower Key Stage Two children develop their understanding of food and drinks by exploring healthy choices and how branding can affect which foods people choose to buy. The begin to gain an awareness of why people may eat or avoid certain foods, for example due to religious, moral, health or cultural reasons. Other reasons for food choices are also taught, such as ethical farming, fair trade and seasonality. The children strengthen their knowledge of the importance of physical health by learning about the importance of sleep. Children discuss keeping active and that there can be some challenges to maintaining an active lifestyle. In Upper Key Stage Two, the children learn about the influence that the media can have on our physical health and wellbeing. The children are educated about the messages given on food advertisements that can often be misleading. They are given the chance to think about role models and also how the media can manipulate images and that these images may not reflect reality.

Keeping Safe and Managing Risk

Within the Early Years the children are encouraged and supported to take risks in a managed way in all aspects of learning, whether that be whilst climbing on the outdoor equipment or when building the tallest tower using wooden bricks. The children are explicitly taught ways to keep safe, for instance how to hold scissors correctly and who can help them in all aspects of their life. These practical experiences are extended in Key Stage One. Throughout this key stage the children are taught about personal safety, staying safe in familiar settings, in the home (including fire safety), outside and road safety. The children explore who the people are that are able to keep them safe outside the home. In Lower Key Stage Two pupils explore keeping safe in terms of their gaming habits, keeping safe near roads, rail, water, building sites and around fireworks. They also build on their knowledge of people that help us by learning what to do in an emergency situation and how to deliver basic first aid procedures. The children also develop the ability to recognise bullying and how it can make people feel, what the different types of bullying are and how to respond to incidents of bullying. They discuss what to do if they witness bullying. In Upper Key Stage Two, the children build upon their knowledge of computer gaming safety by learning about how to stay safe in the wider online world and how to report harmful contact or content. They are taught that violence within relationships (including LGBT) is not acceptable. Discussions and activities also take place around problems that can arise when a person goes missing from home as well. Keeping safe in the local community is highlighted as well. There is an exploration of the feelings the children may feel when they are out an about in the local area as their independence grows. This is built upon as the children identify the consequences of anti-social behaviour (including gangs and gang related behaviour) and they learn to recognise and respond to peer pressure.

Identity, Society and Equality

In the Early Years the children learn to develop their place within their setting, they learn how resources need to be shared with their friends and how they begin to develop friendships with other children. They learn about other cultures and special celebrations. They are able to discuss why they and their family are special and they are given many opportunities to talk about their home life. This celebration of the individual child is extended in Key Stage One as the children are able to discuss what makes themselves and other special. They are taught to work co-operatively with others and to gain a greater understanding of role and responsibilities at home and at school. In Lower Key Stage Two, children celebrate differences, they learn about valuing the similarities and differences between themselves and others. They start to understand what is meant by community and also about belonging to different groups. Children are explicitly taught about democracy and that they live in a democratic society. They gain an understanding of how laws are made and the local council. This is extended upon in Upper Key Stage Two where the children learn about human rights. The children explore human rights and the UN Convention on the Rights of the Child. The children learn about homelessness and refugees as well. Also within Upper Key Stage Two, the children are given a greater breadth of knowledge about stereotypes, including gender stereotyping and also about prejudice and discrimination and how this can make people feel.

Drugs, Alcohol and Tobacco Education

During their time in the Early Years at Westroyd, the children learn about keeping their body healthy and to share their feelings with trusted adult is they feel unwell or need help in any way. In Key Stage One, the children learn about what can go into and on our bodies and how it can make people feel. The gain an understanding of why medicines are taken, where they come from and how to keep safe around medicines. This knowledge is extended so that the children know that medicines can be used to manage and treat medical conditions such as asthma and that it is important to follow the instructions on the medicine. In Lower Key Stage Two, the definition of a drug and that drugs (including medicines) can be harmful to people, drugs that are common in everyday life and why people choose to use them. Children are made aware of the effects and the risks of smoking, including second-hand smoke and the risk of drinking alcohol. Children are given the information about where help can be sought for people that want to remain free from smoking or to stop smoking. The children are able to identify different patterns of behaviour that are related to drug use a well. In Upper Key Stage Two, children deepen their understanding of the risks associated with smoking drugs (including cigarettes, e-cigs, cannabis, solvents, medicines and other legal and illegal drugs). They build upon their prior knowledge of drugs to learn about the different influences on drug use and how to assess and manage the level of risk in different situations involving drug use. They learnt strategies to be able to resist pressure from others about whether to use drugs, in particular smoking and alcohol.

Mental Health and Emotional Wellbeing

When accessing learning in the Early Years, the children are encouraged to be self-confident and self-aware. This underpins the learning that takes place in all areas of the curriculum. They learn to become more independent, confident in new situations and to describe themselves in a positive light and to talk about their abilities. Children learn how to manage their feelings and behaviours and how to overcome problems they face when learning. They are able to also talk about people that are special to them and begin to play co-operatively with their friends. These foundations are built upon in Key Stage One where children learn about different types of feelings, managing feelings and how to deal with change or loss. The children deepen their knowledge of the importance of people in their lives. They learn about what the characteristics of positive friendships are and who can help them make friendships. They are also educated about how to solve problems that might arise within friendships. In Lower Key Stage Two, pupils celebrate achievements and set personal goals. They discover how to deal with negative comments and how to respond in positive ways with any set-backs. In Upper Key Stag Two, children build on their prior learning and recognise how to deal with feelings. They learn about the wide range of emotions and feelings and how these can be experienced within the body. They learn about times of change and how this can make people feel (this includes feelings of loss, grief and bereavement). Mental health and the meaning of this is closely studied. How mental health can be affected is communicated and children are given ways to help deal with these affects. Everyday ways to look after their own mental health are highlighted to the children and the stigma and discrimination that can surround mental health is also raised.

Relationships and Sex Education

Relationships are a key part of everything we do at Westroyd, there is an ethos of mutual respect, courtesy and manners. This is embedded across the whole curriculum. In the Early Years, children learn to make relationships both at home and at school. Building upon each other’s play, knowing who to seek help from and resolving conflicts are all part of the everyday experience of the practical, fun and engaging curriculum that the children are exposed to. These concrete foundations are built upon in Key Stage One. In this key stage, children begin to understand and respect differences and similarities between people. They learn about different types of family, including same sex couples, single parents and marriage. They recognise that their home life is special and that they are entitled to a caring and loving home life. They are taught that everybody needs to be cared for and they identify ways in which they could care for others. The children move on to learning about biological differences between male and female animals and their roles in the life cycle. They begin to explore the difference between male and female children as well. Growing from young to old is taught and it is highlighted to the children that they are growing and changing. This knowledge of growing in deepened in year 4. The children learn about the way we grow and change through the human lifecycle. They learn about physical changes associated with puberty, menstruation and wet dreams. The impact of puberty in physical hygiene and strategies for managing this are given to the children. It is highlighted to the children that puberty affects emotions ad behaviour. The children are taught strategies to deal with the changes associated with puberty. The children are encouraged to talk confidently about puberty and seek support and advice when they need it. Whilst in Lower Key Stage Two, the children are also given strategies to deal with feelings in the context of relationships. In Upper Key Stage, puberty is explored in more detail. The changes that occur are revisited and extended upon. The children learn about the human reproduction cycle, conception of a baby and pregnancy is also discussed. Children also learn about different attitudes and values around gender stereotyping and sexuality. They are encouraged to consider where these originate from and the impact of them. The values that are important to the children within relationships are explored and also the importance of friendship in intimate relationships. The role and responsibilities of parents and carers is raised as well. The right to a caring and loving home life is reinforced at this point. Finally, the children are encouraged to answer each other’s questions about sex and relationships with confidence and they are reminded of how to access support and advice when they need it.

Underpinning our curriculum are our key principles of

ENJOY, ACHIEVE, BELIEVE, TOGETHER

ENJOY

At Farsley Westroyd, we believe that learning should be a joyful experience. By embedding our PSHE programme within a fun and engaging context, we create an environment where children look forward to exploring important themes related to their health and wellbeing. Our off-timetable days, such as Happy, Healthy, Safe Week, and charity events like World Mental Health Day, generate a real buzz around the school, making learning exciting and memorable. From interactive lessons on physical health to enjoyable discussions about friendships and community, we encourage students to embrace the learning process. This positive atmosphere not only enhances their understanding but also fosters a genuine enthusiasm for personal growth, making every child eager to participate and share their thoughts.

ACHIEVE

At Farsley Westroyd, we strive for every child to achieve their personal best, both academically and emotionally. Our PSHE programme is meticulously designed to empower students with the knowledge and skills they need to take control of their lives. By focusing on key topics such as mental health, emotional wellbeing, and keeping safe, we equip children with essential tools to navigate life’s challenges. Through continuous assessment and self-reflection, students gain insight into their progress, fostering a growth mindset that motivates them to set and achieve personal goals. Our commitment to achievement ensures that every child feels valued and capable.

BELIEVE

At Farsley Westroyd, we instil a strong sense of belief in each child’s abilities and potential. Our PSHE curriculum encourages students to understand and value themselves, fostering positive self-esteem and confidence. By addressing themes of identity, society, and equality, we help children recognise their unique contributions and the importance of diversity within our school community. We nurture an optimistic outlook towards the future, empowering students to believe in their capacity to effect positive change in their own lives and in the world around them.

TOGETHER

At Farsley Westroyd, the principle of togetherness is at the heart of our school community. We promote collaboration and mutual respect through our PSHE programme, emphasising the importance of building strong, supportive relationships. By engaging in discussions about family dynamics, friendships, and community involvement, students learn the value of working together and supporting one another. Our focus on shared experiences, such as Picture News assemblies and themed events, fosters a sense of belonging, helping children to appreciate the strength and richness that come from diverse perspectives. Together, we create a nurturing environment where everyone can thrive.