MAPPERLEY PLAINS PRIMARY SCHOOL
As a school it is our intention to nurture and create sociable, confident and
emotionally and physically healthy children. The following policies provide
the framework from which these qualities are developed.
This document includes policies on
Personal, Social, Health, & Citizenship Education (PSHCE)
Statement on EHWB (Emotional Health & Well-Being)
Sex & Relationships Education (SRE)
Promoting Positive Behaviour
Bullying
Racial Equality
Playtime
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
AIMS
Our approach to PSHCE & Citizenship aims to promote the development of pupils in the
following ways:
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By developing confidence and responsibility in order to make the most of pupils’
abilities.
By preparing them to play an active role as citizens, including raising their
awareness of their social and moral responsibilities as citizens and as part of the
various communities in which they play a part.
By helping them develop a healthy, safer lifestyle by encouraging the growth of
good relationships and respecting the differences between people.
PROVISION
PSHCE & Citizenship will be delivered both formally and informally across all aspects of
the curriculum and of school life.
Other policies which impact on this are:
 SRE
 Promoting Positive Behaviour
 Bullying
 Racial Equality
 Playtime Policy
 Off-site visits
 Child Protection
 Health & Safety
The policies for off-site visits, Child Protection and Health & Safety are those of the
LEA and have been accepted as the School’s Policies by the Governing Body. This will
be reviewed at the review dates indicated on the last page of this Policy.
Wherever possible, appropriate outside visitors and off-site visits will be used to help
deliver PSHCE in a meaningful and relevant way for pupils from Foundation Stage to
end of KS2.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
These visits and visitors will include:
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Residential visits, especially with KS2 pupils.
Visits off-site where these promote other aspects of the Curriculum but might
also be used to develop PSHCE.
Visits into school by people such as:
Local religious leaders
Local politicians
Health Service Workers
Emergency Service Workers
Visitors helping the development of other areas of the Curriculum
Parent/carer helpers
PSHCE will be delivered using
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SEAL material
Appropriate QCA Schemes (Science, Citizenship etc)
Teaching and learning in other curricular areas.
Non-National Curriculum school events
 Fundraising for school and charities including “special days” (Red Nose, Jeans
for Genes
 Residential visits
 Visitors into school
 Sports days
 School performances
 Playtime and lunchtimes
 Assemblies and acts of collective worship
 Safety Week
 Life Van
 School Council and class discussion time
Time will be allocated for PSHCE “lessons” and it is understood that the principles
outlined in this Policy will be promoted and developed across the Curriculum and in all
aspects of school life.
Ideas for promoting PSHCE informally are included as an appendix.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
RESPONSIBILITIES
A designated person will be responsible for the leadership and co-ordination of PSHCE
& Citizenship across the school.
The Head Teacher will report back annually to the Governing Body on implementation
and progress in the delivery and success of PSHCE across the School.
Parents will be informed and their opinions through newsletters, meetings and
Governors’ School Profile on PSHCE issues where appropriate and relevant.
Pupils’ opinions will be sought on relevant issues through the School Council who will, in
turn, consult their peer group within their classes. At KS1 children have class
discussions and feedback into the School Council via their class teacher. School Council
take assemblies to gauge opinion and feedback on discussions.
MONITORING AND ASSESSMENT
Monitoring through observation will take place informally during observations
undertaken by the Head Teacher/Deputy Head Teacher and Curriculum leaders.
The teacher with responsibility for PSHCE will lead staff meetings termly to illicit
staff views on its implementation and effect.
There is also the facilitator for the School Council and will also monitor views
expressed through the School Council.
Parents will be asked their views through the Annual Parents’ Questionnaire and at the
Year Group meetings held in the Summer Term with the Head Teacher.
EQUAL OPPORTUNITIES
All pupils and staff, both teaching and support, are involved in PSHCE education.
Every pupil, regardless of gender, race, religion, ability, disability, special educational
needs, culture and language, is entitled to access fully the whole of Personal, Social,
Health & Citizenship Education.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
Every effort will be made to ensure that this is the case. Where necessary, outside
agencies (translators, providers) will be used to deliver the provision.
If necessary, some pupils will access some aspects of PSHCE in small group or one-toone provision.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
EMOTIONAL HEALTH AND WELL-BEING
Promoting EHWB helps to ensure happier and more motivated pupils and staff who get
more out of school life. Our curriculum is intended to be a spiraling one incorporating
the SEAL material, PSHCE framework and SRE.
Our social, emotional and behavioural programme will aim to impact in four areas.
1.
Teaching & Learning
 Pupils who are more engaged in the learning process
 Pupils who can concentrate and learn better
 Improved literacy and numeracy levels
 Improved academic achievement generally, including national test results
 Better teaching
 Parents/carers who are more engaged in school life
We are constantly reviewing our practice and encourage the children to be selfassessors. We are working on the principles of Assessment for Learning.
2.
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Behaviour and Attendance
Pupils who are more involved in school life and have a say in what happens
Pupils with higher self-esteem and confidence
Fewer pupils will disengage from learning and school
Better behaviour in the classroom and improved attendance
Less bullying
Our school has taken part in the Behaviour & Attendance project and recognises that
there are often pupils with issues about attendance. We seek guidance and try to
support families for whom attendance is an issue. Our attendance figures support our
claim that children want to come to school.
3.
Development of social, emotional and behavioural skills. Members of our school
community will have:
 a strong and resilient self-esteem
 the ability to build and sustain relationships
 the ability to communicate appropriately in different situations, contexts or
times.
 the ability to empathise
 positive behaviours for learning
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
We model democracy in school and class councils. Children are positively encouraged to
participate in all areas of school life. Monitors in individual classes and for whole
school organisation ensure the children develop responsibility and value teamwork.
4.
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Staff recruitment and retention
Improved morale
Lower absenteeism
Better staff recruitment levels
Better staff retention rates
We hope to provide an environment where all staff feel valued and listened to. Staff
meetings are open to non-teaching staff should they wish to attend.
Within class, individual and class discussions involves consultation on issues relating to
EHWB – sometimes this can be formally through the use of pupil questionnaires as well
as informally where classrooms have “feedback” boxes which will be incorporated into
circle time or individual support where necessary.
As a school we recognise that:
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There is no separation of mind and emotions; emotions, thinking and learning are all
linked (Jensen 1998)
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All learning has an emotional base (Plato)
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People who cannot marshall some control over their emotional life fight inner battles
that sabotage their ability for focused work and clear thought (Goleman 1995).
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
RACIAL EQUALITY
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We treat all pupils and people equally irrespective of race, gender, culture or
faith.
Any form of racist behaviour or language is not acceptable.
As a community school we accept and promote the LEA’s stance on racism.
All racist behaviour, attitudes and language will be challenged.
Non-racist attitudes will be promoted through the ethos of the school and in the
following ways.
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Within classrooms (PSHCE)
Playground activities
With all adults concerned with school – Teachers/Teaching Assistants/Mid-day
Supervisory Assistants/other support staff
Through assemblies
RE and other curricula areas such as topic work, literacy etc.
Displays
External agencies
Where possible, we will use resources available e.g. parents, carers, or visitors to
promote positive attitude and learning.
Where racist behaviour/attitudes are encountered the following actions will be
implemented.
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All racist language will be noted, reported and entered into the appropriate red
book to be found in the office. Repeated incidents by individuals will be treated
as serious incidents.
All incidents should be talked through with the pupil or other people involved in a
calm supportive way.
More serious incidents will be reported and dealt with according to County
guidelines.
Parents/carers will be informed of repeated and/or serious racist language or
behaviour.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
The judgment of the teacher or other adult involved with reporting the incident will be
paramount in deciding on the seriousness of the incident.
The moral, social, physical and intellectual well-being of the children are our paramount
concerns. We will work to ensure that anything that impacts detrimentally on any of
these is tackled openly and positively. We regard racist behaviour as being contrary to
all that we seek to promote.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
TACKLING BULLYING
INTRODUCTION
These guidelines are intended to address the issue of bullying amongst the pupils in
school. It is the school's intention that a climate will be developed in school wherein
bullying cannot thrive. To this end, and in line with the school's policy for promoting
positive behaviour, the self esteem and self-confidence of all pupils will be developed
through PSHCE and other means. Clear guidelines will be given to pupils on what is and
is not acceptable behaviour in given situations. This will be done within classes and
through assemblies and care will be taken to ensure that clear codes of conduct are
understood and accepted by all pupils, staff and parents and carers.
The school accepts that bullying cannot and does not become widespread where pupils
are confident and have high self-esteem. However the school also accepts that some
pupils may not have reached the stage in their personal development where they feel
able to stand up to bullies and that in these cases the pupils must feel that they have
the school's support in dealing with the bullying.
It is also accepted that bullies themselves may need help in recognising that their
behaviour is unacceptable. They might also be in need of support in finding out why
they behave in this aggressive way towards others.
All pupils must feel that they can approach responsible adults in school and be listened
to when they feel threatened by the actions of others.
It is acknowledged that not all children's perceptions of bullying turn out to be real,
some reports merely being within the normal range of disagreement between peers.
However, it is felt that it is better to listen to ten misconceived reports of bullying if
one genuine incident can be picked up and dealt with before it develops.
AIM
To ensure that every child can attend school without fear of threat to her or his wellbeing, whether that threat be of a physical or verbal nature.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
STRATEGIES
These strategies are those that will be taken to deal with any instances of bullying or
suspected bullying that are reported in school.
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6.
7.
8.
9.
All pupils must feel confident enough to know that they do not have to accept
behaviour from others with which they do not feel comfortable.
As a first step pupils are encouraged to face their antagonists and let them know
that their behaviour is not acceptable to them, thereby giving an opportunity for
the behaviour to stop at an early stage.
If this does not prove to be effective the behaviour should be reported to a
responsible adult.
The adult will bring both parties together, giving them equal opportunity to explain
what has been happening. Care will be taken to ensure that all aspects of an
incident are explored and the truth established as far as is possible.
If appropriate, apologies should be proffered together with an undertaking that
the unacceptable behaviour will cease.
In some instances both parties could be encouraged to develop, with the help of a
third party, their own strategies for avoiding a repeat of the unacceptable
behaviour.
Where reported instances of bullying are repeated and are confirmed the parents
and carers of those involved will be informed. Letters will be written to both sets
of adults explaining the situation and asking for their support.
Where it is deemed necessary parents and carers will be asked into school to
discuss the situation and agree strategies with the school.
Repeated, proven incidents of bullying may result in a fixed-term exclusion for the
offending party or parties.
Pupils' rights to privacy when discussing such issues will be respected. Where there
are whole-school issues raised through an incident, these may be dealt with in forums
such as assembly, although names may be withheld to protect pupils involved, if they
feel threatened, and to respect their privacy.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
PROMOTING POSITIVE BEHAVIOUR
PROMOTING POSITIVE BEHAVIOUR IN SCHOOL
The aims of this policy are in line with the aims of the School.
We feel that for pupils to achieve their highest levels of achievement, there need to
be high standards of behaviour maintained throughout School.
PHILOSOPHY
We expect a high standard of behaviour from all our pupils which include non-racist and
non-sexist attitudes.
We believe pupils should have high expectations of their own behaviour.
We believe that high self-esteem in children is directly related to positive behaviour.
The relationship between pupils, parents/carers and school is a vital factor in
promoting positive behaviour.
All staff involved with the School should have a clear understanding and common
approach to promoting positive behaviour.
AIMS
We aim to establish high standards of behaviour both in and out of the classroom from
Foundation to Year 6.
We aim to help children to be independent decision-makers who take responsibility for
their own behaviour.
We aim to develop a programme of PSHCE throughout School which will promote high
self-esteem and self-confidence amongst all pupils.
We strive to give everyone - pupils, parents/carers, staff and governors a clear
understanding of our philosophy and expectations for behaviour in school.
We aim to promote non-racist, non-sexist attitudes throughout School.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
OUR APPROACH
In General
We need to set clear boundaries. To give the children ownership, we will involve them
in establishing the expectations of behaviour.
We will equip the children with an awareness of other people’s rights to privacy and to
respect that right.
We will use praise and rewards to reinforce positive behaviour.
We will have a School Council with representatives for each class who will collect the
views of their peers and lead debate on behavioural issues with their peers.
In the Classroom
We need to:
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have clear classroom routines and clear organisation within classrooms.
encourage co-operative working.
encourage the pupils to respect others’ rights to work.
encourage the children to respect people’s property including work.
Give pupils key roles to play in helping the class achieve these things eg through
having monitors with clearly defined responsibilities.
Role of the Class Teacher
It is the responsibility of the class teacher to ensure that the school rules are
enforced in their class and that their class behaves in a responsible manner during
lesson time.
The class teachers in our school have high expectations of the children in terms of
behaviour, and they strive to ensure that all children work to the best of their ability.
The class teacher will treat each child fairly and enforces the classroom code
consistently. The teacher will treat all children in their class with respect and
understanding.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
If a child misbehaves repeatedly in class, the class teacher will keep a record of all
such incidents. In the first instance, the class teacher will deal with incidents
him/herself in the normal manner. However, if misbehaviour continues, the class
teacher will seek help and advice from the Head Teacher.
The class teacher and SENCO will liaise with external agencies, as necessary, to
support and guide the progress of each child. The class teacher may, for example,
discuss the needs of a child with the education social worker or LEA behaviour support
service.
The class teacher will report to parents about the progress of each child in their class,
in line with the Whole School Policy on assessment and reporting. The class teacher
may also contact a parent if there are concerns about the behaviour or welfare of a
child.
In the Playground
We need to encourage the children to:
 play co-operatively.
 make appropriate choices about their behaviour.
 consider other people’s feelings and develop an awareness of others.
 develop caring, sharing attitudes.
(see also Playtime Policy)
The Role of Parents
The school will work collaboratively with parents, so children receive consistent
messages about how to behave at home and at school.
We will explain the school ethos in the school prospectus, and we expect parents to
understand and support this.
We expect parents to support their child’s learning, and to co-operate with the school,
as set out in the Home-School Agreement. We try to build a supportive dialogue
between the home and the school, and we will inform parents immediately if we have
concerns about their child’s welfare or behaviour.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
If the school has to use reasonable sanctions to punish a child, parents should support
the actions of the school. If parents have any concern about the way that their child
has been treated, they should initially contact the class teacher. If the concern
remains, they should contact the school governors. If these discussions cannot resolve
the problem, a formal grievance or appeal process can be implemented.
The Role of Governors
The Governing Body has the responsibility of setting down these general guidelines on
standards of discipline and behaviour, and of reviewing their effectiveness. The
governors support the Head Teacher in carrying out these guidelines.
The Head Teacher has the day-to-day authority to implement the school behaviour and
discipline policy, but governors may give advice to the Head Teacher about particular
disciplinary issues. The Head Teacher must taken this into account when making
decisions about matters of behaviour.
STRATEGIES
Rewards
Children can be rewarded for positive behaviour by:
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Verbal praise
Receiving certificates in Achievement Assembly and “Smileys”
Receiving “Smileys” to affirm good and considerate behaviour as well as work
throughout the school. The smileys to lead to certificates and prizes. This system
to be displayed and promoted throughout school.
Good choice cards for Key Stage 1
STRATEGIES FOR DEALING WITH INAPPROPRIATE/UNACCEPTABLE
BEHAVIOUR
In General
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Clear guidance must be given to the children.
Staff take responsibility for all children.
Unacceptable behaviour must be challenged by staff, including racist/sexist
behaviour.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
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Serious incidents of any kind are recorded and reported.
Dinner-time behaviour will be dealt with as outlined in the book available to dinnertime supervisors.
Within the Classroom
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Ignore
Use body language
Request politely and quietly for the unacceptable behaviour to stop.
A verbal warning (at teacher’s discretion, if they feel that polite request was not
sufficient).
SANCTIONS
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Remove the individual from the situation.
Remove from the classroom to the classroom of partner-teacher.
Pay back wasted work time during their own time i.e.playtime. (This should not
involve whole class except on very rare occasions in exceptional circumstances).
Discuss the behaviour with the individual at a different time to affirm
accountability.
Involvement of parents.
Involvement of head teacher/senior management.
Head Teacher involve parents.
Behaviour modification strategies for individuals with significant behavioural
difficulties.
The order of the above sanctions are used as the teacher sees most appropriate to
address the unacceptable behaviour.
Reception children excepted . No after school detentions will be held except in special
circumstances, for individual children and with prior agreement of parents/carers.
FIXED TERM AND PERMANENT EXCLUSIONS
Only the Head Teacher (or the acting Head Teacher) has the power to exclude a pupil
from school. The Head Teacher may exclude a pupil for one or more fixed period, for
up to 45 days in any one school year. The Head Teacher may also exclude a pupil
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
permanently. It is also possible for the Head Teacher to convert a fixed-term
exclusion into a permanent exclusion, if the circumstances warrant this.
The Head Teacher and Governors follow the LEA procedures absolutely and in all
respects. These procedures are kept in the school office.
PHYSICAL INTERVENTION
Our policy is in line with that of the Authority, which is one of restraint and/or
reasonable physical intervention only to protect the safety of themselves and/or a
third party.
Wherever possible an explanation will be given to the individual involved.
MONITORING
The Head Teacher monitors the effectiveness of this policy on a regular basis. She
also reports to the governing body on the effectiveness of the policy and if necessary
makes recommendations for further improvements.
The school keeps a variety of records of incidents of misbehaviour. The class teacher
records minor classroom incidents. The Head Teacher records those incidents where a
child is sent to her on account of bad behaviour. We also keep a record of any
incidents that occur at break or lunchtimes. Lunchtime supervisors given written
details of any incident in the incidents book kept in the school office.
The Head Teacher keeps a record of any pupil who is suspended for a fixed term, or
who is permanently excluded.
It is the responsibility of the governing body to monitor the rate of suspensions and
exclusions, and to ensure that the school policy is administered fairly and consistently.
EQUAL OPPORTUNITIES
All pupils and staff, both teaching and support, are involved in PSHCE & Citizenship
education.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
Every pupil, regardless of gender, race, religion, ability, disability, special educational
needs, culture and language, is entitled to access fully the whole of Personal, Social,
Health & Citizenship Education.
Every effort will be made to ensure that this is the case. Where necessary, outside
agencies (translators, providers) will be used to deliver the provision.
If necessary, some pupils will access some aspects of PSHCE & Citizenship in small
group or one-to-one provision.
FUTURE DEVELOPMENTS
Strategies reviewed termly at a staff meeting towards the end of term.
This policy will be reviewed as a whole in 2007 and thereafter every 3 years or if
circumstances pertaining to the school change dramatically.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
PLAYTIME POLICY
Introduction
At the start of the 21st Century we note that there is a marked decrease in
opportunities for children to play outdoors. The increase in traffic, the fear of
abduction of young children, the fear of antisocial behaviour and substance are all
contributing factors. Parents often transport either their children to and from school
and there is continuing pressure within the school to be more effective in academic
areas.
During times when children would otherwise have been outside at play they are often
nowadays confined to watching television or playing computer games. These changes
have all had a detrimental impact in the well-being and general health of children.
Against this background our school has decided to consider the purpose and value of
school playtimes and to devise a policy which recognises the value of childrens’ play
activities.
This policy has been constructed via consultations and discussions involving children,
teachers, parents and lunchtime supervisors.
AIMS
It is expected that the implementation of this whole school policy for playtimes will
enhance childrens’ opportunities for positive and co-operative play and will provide a
platform for the development of fundamental life skills.
WHAT IS PLAY?
Play is essentially about learning through untaught means. It is a way in which children
come to understand themselves and the world around them. Play is often satisfying to
the child, creative for the child and freely chosen by the child. Play may or may not
involve equipment, be boisterous and energetic or quiet and contemplative, be done with
other people or on one’s own, have an end product or not, be light-hearted or very
serious.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
THE NEED FOR PLAY
We recognise at our school that our role is to promote the education of the whole
child. Inevitably this means that we are concerned with areas of learning which cannot
be taught. Through our policy for play we intend to provide opportunities for:
Negotiating
Sharing
Co-operating
Developing patience
Communicating
Listening
Accepting rules
Coping with success and failure
Competing
Being a member of a team
Developing leadership skills
Socialising
Developing tolerance
Learning when to be assertive and when to be
submissive
Considering others
Taking turns
Taking risks
WHEN TO DO CHILDREN PLAY?
Children arrive at school between 0840 and 0850. During this time children generally
socialise and await the commencement of the school day.
Morning break:
Lunch break:
Afternoon break:
Key Stage 1
Key Stage 2
Key Stage 1
Lower Juniors
Upper Juniors
Key Stage 1
Key Stage 2
1045-1100
1045-1100
1200-1300
1200-1300
1210-1310
1415-1430
1415-1430
More than 7.5 hours per week of opportunity for developing the skills learned through
play!
WHERE DO CHILDREN PLAY?
Foundation Stage children have access to inside and outside play areas within their
unit. These are used all day. Foundation Stage children also have some playtimes with
KS1 and KS2 children. We have 3 play areas – sportsplains for ball activities, a smaller
circular playground with seating and a climbing wall and ecoplains with a covered area
and tyre park for climbing.
PSHCE Policy
June 2007
MAPPERLEY PLAINS PRIMARY SCHOOL
Key Stage 1 and Key Stage 2 children use the main playground. Areas are marked out
for ball games and other activities. Foundation children have their own play area.
During wet weather the classrooms are used. Board games and other activities are
available in “wet play” boxes in each classroom.
SUPERVISION
The playtimes are supervised by teaching staff and teaching assistants. Lunchtimes
are supervised by Midday Supervisory Assistants.
EQUIPMENT
Sportsplains has a timetable for KS1/KS2 children
Playleaders
STAFF TRAINING
This policy has been drawn up by the head teacher. It involved an audit of current play
practice, in-service training sessions involving all teaching and lunchtime supervisory
staff and consultations with children. Parents will be informed during meetings and
asked to discuss their thoughts and observations. Feedback to the Head Teacher from
the teaching and lunchtime staff on the play activities.
OUTCOMES
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Improved behaviour
Improved caring attitudes
Improved sense of responsibility
Improved relationships (child/child, child/adult)
Improved physical skills
A happier environment
A decrease in bullying
Improved respect for people and property
Date of policy:
June 2007
Review date:
PSHCE Policy
June 2007