PSHE is led by Mrs Garrett.

At Nursteed, our aim in PSHE is to safeguard pupils, support their spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life. 

Our PSHE Curriculum

PSHE is taught using the Jigsaw scheme of work and incorporates Relationships and Sex Education. It is taught weekly by class teachers.

Opportunities for Spiritual, Moral, Social and Cultural (SMSC) development are included across the PSHE curriculum, where appropriate. 

Class teachers also cover Sex and Relationships Education content for their year group during the summer term with the aim of ensuring that children understand the boundaries of healthy relationships and the changes in their bodies. 

Our PHSE Policy was updated and approved by the Governing body in May 2021

British Values at Nursteed School

The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools to prepare children and young people positively for life in modern Britain. The government set out its definition of British values of:

Democracy:

Democracy is embedded within the school. Pupils have the opportunity to have their voices heard through our School Council. The elections of school councillors are based solely on pupil votes. Our school behaviour policy involves rewards, which the pupils can decide upon.

The Rule of Law:

The importance of Laws are consistently reinforced throughout regular school days. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police, Fire Service etc. are regular parts of our calendar and help reinforce this message.

Individual Liberty:

Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safety, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our online safety and PSHE lessons

Mutual Respect:

Part of our school ethos and behaviour policy has revolved around Core Values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy.

Tolerance of those of Different Faiths and Beliefs:

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE.

SMSC Content

The spiritual development of our pupils is shown by their:
• Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
• Sense of enjoyment and fascination in learning about themselves, others and the world around them
• Use of imagination and creativity in their learning
• Willingness to reflect on their experiences.

The moral development of our pupils is shown by their:
• Ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England
• Understanding of the consequences of their behaviour and actions
• Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

The social development of our pupils is shown by their:
• Use of a range of social skills in different contexts, including, where opportunities arise, working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
• Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
• Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

The cultural development of pupils is shown by their:
• Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
• Understanding and appreciation of the range of different cultures within our community and further afield as an essential element of their preparation for life in modern Britain
• Knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
• Willingness to participate in and respond positively to artistic, sporting and cultural opportunities
• Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.