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PSHE Policy

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Co-op Academy North Manchester

PSHE Policy

Policy details

  • Date created - September 2020
  • Reviewed - 2 years
  • Date approved - September 2022
  • Next review date - September 2024

Basic Information

This policy covers our school’s approach to Personal, Social & Health Education (PSHE or Personal Development). The subject will be taught as part of the academy's planned PSHE curriculum programme offered to pupils at Co-op Academy North Manchester. The policy will be available to parents and carers online.  

The academy currently has a separate policy for Relationship and Sex Education and this is available on the academy website and is updated annually.

Rationale

PSHE is an important aspect of school life and is essential in the development of young people’s lives. PSHE education helps pupils to develop the knowledge, skills and attributes they need to manage many of the critical opportunities, challenges and responsibilities they will face as they grow up and in adulthood. By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme can tackle barriers to learning, raise aspirations, and improve the life chances of the most vulnerable and disadvantaged pupils. The skills and attributes developed through PSHE education support pupil academic attainment and attendance, particularly among pupils eligible for free school meals, as well as improve employability and boost social mobility. The PSHE programme has been developed to address the needs, concerns and anxieties that face young people in their daily lives. It looks to provide a clear understanding for pupils within a positive and caring environment. It is positive in promoting responsibility for pupils’ own behaviour and the consequences of their actions and helping them become better global citizens.

The PSHE offer will ensure the best interests of pupils and young people will be maintained during PSHE lessons and will encourage pupils and young people to talk to their parents and carers about any issues they discuss.

The key themes that will be covered during PSHE:

  • Health and Wellbeing
  • Relationships
  • Online safety
  • Living in the Wider World.

Whilst promoting the aims and objectives above, we will ensure that pupils are offered a balanced programme from Year 7 to 11. pupils will have the opportunity to develop their understanding of the following topics through a range of activities and drop down days.

Teaching Method: The school seeks to provide a safe, secure learning environment for PSHE that enables pupils and young people to gain accurate knowledge, develop their own values and attitudes, and develop skills to grow into happy confident successful adults. The school seeks to ensure members of staff are good role models for positive healthy relationships. pupils will need to feel secure and valued. The teaching style will support the needs of the pupils taking into consideration school, home life and friends. This will allow the teacher to provide understanding and support for its pupils. Due to the sensitive nature of the issues discussed, pupils will be given an opportunity to leave the room if they need to. Teaching will take into account the ability, age, readiness, and cultural backgrounds of our young people and those with English as a second language to ensure that all can fully access the PSHE programme. The school will support members of staff delivering PSHE, understand the nature of some topics may be challenging for some teachers to deliver. All those who teach aspects of PSHE/RSE within the academy, including visitors, are expected to be guided by the following values framework which represents the values held in common by the whole academy community.

Curriculum maps have been created using the, Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers 2020 as a framework. Content has been extensively mapped across the academy to ensure all statutory material is covered in depth. The primary responsibility for the delivery of RSE falls within the Citizenship department. However, in order to gain a holistic view of pupils RSE experience in the academy RSE has been mapped in all contributing subjects.

Support and Safeguarding: The school recognises the importance for pupils, young people, families and the workforce having access to confidential services, including health services to support their physical and emotional needs. The following issues may occur as part of PSHE lessons and staff must follow the school’s safeguarding policy if any disclosures are made. If staff have any reason to believe a pupil is at risk, they are required to report this to the Safeguarding Officer. pupils should be made aware that some information cannot be kept confidential and if disclosures are made then the school safeguarding procedure must be followed including putting in a note of concern and following up by referring to the Safeguarding Officer/DSO/SENCO/Headteacher. At the same time, pupils will be offered sensitive and appropriate support.

How will we support pupils withdrawn from PSHE lessons? pupils can only be removed from PSHE lessons which cover Sex Education if a parent requests that their son or daughter are to be removed from these lessons. The school will provide support by ensuring they have an alternative appropriate activity to complete in our LSU Hub during the lessons. If a child is withdrawn from lessons the school would be unable to prevent the pupil from asking their peers what they had learnt in the lesson. In cases like this, the school will endeavour to give the pupil a full education, revisiting Sex Education topics missed in earlier years.

Equality of opportunity: We will use PSHE and RSE education as a way to address diversity issues and to ensure equality for all by addressing contextual issues identified through our pastoral management system and wellbeing surveys. PSHE and RSE delivery is designed to comply with the Equality Act 2010. 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). Schools must also make reasonable adjustments to alleviate disadvantage and be mindful of the SEND Code of Practice when planning for these subjects. This policy allows us to make use of the provisions within the Equality Act to allow the academy to take positive action, where it can be shown that it is proportionate, to deal with particular disadvantages affecting one group because of these protected characteristics.  

The Academy School Nurse and other health professionals follow guidelines which allow them to give advice and treatment to young people under 16 years old without the knowledge or consent of the parents/carers if that is in the young person’s best interests. They will, however, encourage the young person to talk to their parents/carers. Only in cases where there is abuse or serious risk of harm would the health professional follow the county child protection procedure and breach the young person’s confidentiality. The young person would be kept fully informed at all stages of the procedure. When the Academy School Nurse or School Counsellor sees pupils on a one-to-one basis she will follow these professional guidelines.

RSE lessons will inform pupils of their entitlement to seek confidential help, including contraceptive and sexual health advice and treatment, and they will be taught about how they can access local services for this both inside and outside the academy. Knowledge of sources of local help and support should prevent the need for pupils to seek help from a teacher for their personal and health needs, this is highlighted also on the academy website and also shared with pupils during form time activities.

PSHE and Citizenship Curriculum Link

https://docs.google.com/document/d/1EV1Rf5_nD4Wb1CnipFiDAyeRbhVJsPXAfOo-jcxBXvY/edit

The curriculum is responsive and takes into account pupils' views and feedback is sought from pupils, the curriculum is then amended accordingly year on year.

PSHE Policy-September 2022 Monitoring and Evaluation - The evaluation and monitoring of PSHE takes place continually through learning walks during PSHE,  book checks and pupil voice activities and questionnaires. pupils’ learning will be assessed during the PSHE lessons using a variety of techniques including: baseline tasks in lessons, pupil questionnaires and an end of unit self assessment. In addition to this pupils are asked a range of questions about the usefulness of PSHE and given the opportunity to evaluate the benefits of each of the topics within the programme. pupils also have the opportunity to voice their opinions through the Your Voice Survey from the Trust as well as helping shape the policy when it is being reviewed.The personal beliefs and attitudes of teachers will not influence the teaching of PSHE, relationships and sex education in this academy.

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