Our PSHE curriculum is underpinned by our school values of: Ready, Respect, Safe.
We want our pupils to learn how to be happier, healthier and safer, with a good understanding of contributing factors to their personal, social, emotional and economic well-being and the impact that they can have on others, both locally and globally.
We want our pupils to develop the knowledge, skills and attributes they need to manage their lives, now and in the future in order to stay healthy, safe and prepare them for life and work in the modern world.
We want our pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.
Knowledge Progression Documents
From September 2020 a new curriculum for PSHE and RSE became statutory.
See document below for a parent guide to this.
In Early Years PSHE will continue to be taught in the same way through provision and focus times.
The content is formed from two main areas of Development Matters: Personal, Social and Emotional Development and Health and Self-Care.
Statement of PHSE Policy including RSE:
From September 2020, Relationships Education will be compulsory for all pupils receiving primary education and Relationships and Sex Education (RSE) compulsory for all pupils receiving secondary education. Health Education will also be compulsory in all schools except independent schools. PSHE continues to be compulsory in independent schools.
At Brierley Forest Primary and Nursery School we wholeheartedly support the philosophy of Relationship, Sex and Health Education and believe it is best taught as part of PSHE and citizenship education. The programme seeks to promote the spiritual, moral, cultural, mental and physical development of pupils as well as preparing them for the opportunities, responsibilities and experiences of adult life in a digital age.
Relationships and health education is compulsory in all primary and secondary schools, sex education is currently not compulsory in primary school, however the DfE continues to recommend that all primary schools should have a sex education programme that is tailored to the age and maturity of the pupils.
As part of the Education Act 2002/Academies Act 2010 all schools must provide a balanced and broad-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, whilst also preparing pupils for the opportunities, responsibilities and experiences of later life.
All schools are required to comply with relevant requirements of the Equality Act 2010 and should pay particular attention to the Public sector equality duty (PSED). Under the provisions of the Equality Act, schools must not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). All schools must ensure that PSHE/RSE is accessible for all pupils and should comply with the SEND Code of Practice.
At Brierley Forest Primary and Nursery School children’s wellbeing, happiness and safety are our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of the whole curriculum; it is central to our approach and at the core of our ethos. This policy and the teaching of PSHE underpins our school values of ‘Ready, Respect, Safe’ and we will endeavour to provide our children with a curriculum tailored to their needs.
Whilst as a school we are aware we need to be mindful of and respectful to a wide variety of faith and cultural beliefs, and we will make every attempt to be appropriately sensitive; equally it is essential that young people still have access to the learning they need to stay safe, healthy and understand their rights as individuals.
We acknowledge that all young people deserve the right to honest, open and factual information to help better form their own beliefs and values, free from bias, judgement or subjective personal beliefs of those who teach them.