At JWS our intention is to equip our pupils with the knowledge, understanding, skills and strategies required flourish and become healthy, independent and responsible members of society. Our curriculum intends to develop the whole child through carefully planned and resourced lessons that foster pupil’s knowledge and skills necessary to grow personally and socially, to protect and enhance their wellbeing, to stay safe and healthy, build and maintain successful relationships and become active citizens, who are able to responsibly contribute to our diverse society. We want children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. Pupils are encourage to play an active role in contributing to school life, for example through fundraising, supporting school charities, involvement in the organisation of events and promoting our school values.
What do we want from our pupils?
At JWS we use SCARF (Safety, Caring, Achievement, Resilience, Friendship) programme of study to support the delivery of PSHE and RSE to meet the needs of our pupils. This is a high quality, inspiring programme of study with excellent enrichment experiences to enable pupils to develop essential life skills. It fulfils the requirements of the 2020 Statutory Relationship and Health Education and follows there core areas of Health and Wellbeing, Relationships and Living in the Wider World. It is designed to be taught in thematic units with a spiral approach, ensuring themes can be revisited year-on-year, and pupils can recall and build upon previous learning and create a toolkit of strategies and knowledge. A long term plan for JWS has been developed based around this to allow for progression between the year groups. Children are taught in their classes a weekly lesson, the themes include
We aim to deliver our PSHE and RSE curriculum in a creative way by using strategies such as role play, music, discussion, debate, games etc. Applying the learning in a scenario-based way gives the children the opportunity to ask questions and practise the skills in a safe and caring environment. Supporting lessons worships allow areas to be raised as a whole school and the pupil’s spiritual, moral, social and cultural curiosity to be stimulated, challenged and nurtured.
As well as delivery of weekly lessons using the programme of study they are complemented with campaigns and events throughout the year such as Remembrance Day, Anti-bullying week, Earth Day and mental health week. Also the supporting of charity events such as Red Nose day, and Children in Need.
Pupils work is recorded in a class floor book, over the term all pupils will contribute to the book through the work, pupil voice, photos etc. Assessment for learning opportunities are built into each unit, which enables self evaluation, and allows teachers to evaluate and assess progress through contributions made by children to class discussions and work in the class floor book.
It is evident when walking through the school that the development of the whole child is central to the work we do- children are well cared for and the development of personal, social, emotional and health needs is a strength. Children at JWS are able to talk confidently about how to keep themselves safe both in and around school as well as online and have an age appropriate understanding of themselves and others. They care for each other, accept differences and support their peers in a way that demonstrates that their core values match those of the school and staff. Children at JWS are reflective and articulate when discussing their emotions. Children will have developed self-discipline in their choices about how they can stay fit and healthy including wellbeing of the mind and how this will benefit them now and in their future lives. Using scenarios within their learning means that children can apply transferable skills, preparing them to meet unknown situations with confidence. Pupils at JWS are enabled to develop the vocabulary, confidence and resilience to clearly articulate their thoughts and feelings within an environment that encourages openness, trust and respect and know when and how they can seek the support of others. They will apply their understanding of society to their everyday interactions, from the classroom and the school to the wider community they are part of. Pupils will be able to explain what they are focusing on to become better citizens in our school community and the world beyond.
The Department for Education has made changes to relationships and sex education following nationwide consultation which came into effect from September 2020 (Summer 2021 following COVID) and all schools are required to comply with the updated requirements. The statutory guidance can be found at: RSHE government guidance
The guidance focuses on healthy relationships and keeping children safe in the modern world. It also covers a wide range of topics relating to physical and mental health, wellbeing, safeguarding and healthy relationships.
Relationships Education provides the building block needed
We have reviewed our RSHE curriculum and policy so we can be sure our RSE provision is appropriate for our pupils based on their:
As part of this process, we are consulting with parents, staff and governors to help inform our schools’ decisions on when and how certain content is covered and reviewing the policy.
Parental Rights to Excuse from RSHE
We recognise that there may be a variety of responses from parents to the teaching of the RSHE curriculum. Some parents may not wish the school to give their child any information about the changes that take place during puberty, however under the new government guidance these are now compulsory teaching under healthy lifestyles and support the science curriculum.
Parents have the ‘right to excuse’ their child from the sex education lessons, conception (this is only in year 6) however we do not encourage this; research shows sex education is best taught by trained educators through a safe and positive learning environment. Parents need to be aware that misconceptions can arise from natural conversations outside of these lessons therefore we advise all children to be present during these lessons.
If a parent(s) wish to excuse their child from these lessons, it must be made in writing to the Head of School.
INFORMATION FOR PARENTS
AT JWS we support the teaching and delivery of PSHE and RSE by using a programme of study called SCARF, developed by Coram Life Education.
SCARF - Safety, Caring, Achievement, Resilience & Friendship
Each value is linked to a colour on the scarves worn by Harold the giraffe and his friends, and which everyone in school can wrap around themselves either in reality or in their imaginations, reminding them to put the SCARF values into action. The SCARF values are brought to life through stories of Harold and his friends, songs, films, and thought-provoking and fun activities.
Here are a list of websites that can be used to support PSHE at home
Below are some Suggested resources to support children and discussions of puberty
Help Your Kids with Growing Up: A No-Nonsense Guide to Puberty and Adolescence by Robert Winston
What's Happening to Me? (Girls Edition) (Facts of Life) by Susan Meredith
What's Happening to Me?: Boy (Facts Of Life) by Alex Frith