Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils' education. Although PSHE is a non-statutory subject, the Department for Education believe schools should tailor their PSHE lessons to reflect the needs of their pupils. At Tanworth in Arden Primary School and Nursery we equip our pupils with knowledge, understanding, healthy attitudes and practical skills to live healthy, safe, productive and fulfilled lives.
The Government recently undertook a complete review of PSHE and has made relationships and health education compulsory in primary schools. Sex education in primary schools is not compulsory but we feel it is very important to include this in our curriculum at Tanworth in Arden. Please read about our sex education consultation for parents on our parent page to explain further the proposed changes to our Relationships and Sex Education policy. At our school we ensure we meet the statutory health guidelines and teach our pupils about mental wellbeing, internet safety and harms, physical health and fitness, healthy eating, drugs and alcohol, health and prevention and First Aid.
In Year 6 the children get the opportunity to become a Family Time Leader and to deliver fun but also educational activities to all the children in KS1 and KS2. The families are named after famous inspirational people. We have Mandela Family, Nightingale Family, Pasteur Family, Armstrong Family, Beethoven Family and Teresa Family. The year 6 Leaders learn all sorts of skills that will help them with their transition to secondary school such as teamwork skills and leadership skills. They also grow in self confidence with the experience hugely improving their self esteem. All the younger children in the family group have role models they can look up to and they themselves develop new skills e.g.making new supportive friendships with other children of different ages.
At Tanworth in Arden Primary School and Nursery we have introduced a whole school PSHE scheme called Jigsaw. Jigsaw combines PSHE, emotional literacy , mindfulness, social skills and spiritual development and ensures PSHE is embedded throughout the school in a spiral, progressive and fully planned format. Jigsaw is designed as a whole school approach, with all year groups (except Nursery) working on the same theme (Puzzle) at the same time. Each Puzzle is introduced during a Family Time session generating a whole school focus for children and adults.
Each lesson is built upon a charter which underpins the behaviour and respect that is the basis for each lesson. Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.
There are six Puzzles (half term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end Puzzle product, for example, a display or sharing of dreams and goals during Family Time. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children's needs.
The Jigsaw approach is underpinned by mindfulness. Mindfulness is being able to observe your own thoughts and feelings as they happen, in the present moment, applying no judgement. Jigsaw teaches children to understand their thoughts and feelings and through both taught lessons and Calm Me time exercises (using the Jigsaw chime bar), helping to develop their awareness, and their capacity to be mindful human beings. Learning is thus enhanced as emotions are regulated, behaviour managed and calmness generated. Our children are also encouraged to reflect on their learning experiences and their progress.
Tanworth in Arden is part of a county wide initiative to keep children safe. We teach Protective Behaviours to our children during the autumn term and revisit the themes regularly through the school year. Protective Behaviours is based on two themes, which are used to teach and reinforce the basic concepts on which the process is based.
WE ALL HAVE THE RIGHT TO FEEL SAFE ALL OF THE TIME.
THERE IS NOTHING TOO AWFUL (OR TOO LITTLE) WE CANT TALK ABOUT IT WITH SOMEONE.
Feeling Safe and Early Warning Signs
Feeling safe is generally something we don't think about until the feeling has gone away and we start to feel uncomfortable or unsafe.The PB process helps the children to identify what feeling safe dislike for the and teaches the ability to recognise the difference between feeling safe, having fun, scary feelings, risking on purpose and feeling unsafe. When we stop feeling safe, our bodies prepare us for action with a rush of adrenaline and many other physical changes. These are called the bodies 'Early Warning Signs'.
Rights, Responsibilities and Choices
The first PB theme reinforces not just our individual right, but our responsibility to make sure other people feel safe with us. This helps us to think about the idea of responsible citizenship and encourages thoughtfulness of our own safety, as well as the safety of others.
The second theme introduces the idea of personal support networks of people we could go to when not feeling safe and a process for how we might identify these people. We often revisit this idea before school holidays as the children's networks often change during holidays.
Extra information and direct links to Protective Behaviours Partnership Publications (useful for parents) can be found under 'Key Information' and 'Safeguarding'.