Policy Statement for Personal, Social,
Health Education and Citizenship
The School’s Philosophy
The Orchard School, in partnership with home and the community, will strive to provide
exciting, challenging experiences and high quality teaching and learning within a happy,
supportive environment, encouraging pupils to respect and value themselves and others,
celebrating their achievements and cultural heritage and to develop an independent spirit to
move forward.
Introduction
PSHE permeates the whole ethos of the school. At the Orchard School we believe that
pupils should be encouraged to become as independent as possible to prepare them for a
role as active participants in society. Through Personal, Social and Health Education (PSHE)
pupils develop awareness and understanding of themselves physically, emotionally and
socially. They learn about keeping safe, healthy and enjoying being active.
PSHE is a non-statutory subject. However, section 2.5 of the National Curriculum
framework states:
‘All schools should make provision for personal, social, health and economic education
(PSHE), drawing on good practice’.
Principles
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PSHE is taught to all pupils throughout the school.
All pupils have equal access to the PSHE curriculum regardless of age, ability,
religion, culture or ethnicity.
All pupils have a target for PSHE on their individual education plan (IEP)
PSHE is taught across the curriculum and as separate discrete sessions, (as
appropriate to the needs of individuals in each class)
PSHE includes opportunities for learning within and outside the normal school day
and so the pupil’s home life plays an important role in supporting the development
of skills and understanding.
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Sex Education is an integral part of PSHE and focuses on developing positive
relationships. (refer to Sex Education Policy)
Drugs Education is addressed through learning about personal safety, as appropriate.
(refer to Drugs and Alcohol policy)
The PSHE curriculum provides opportunities to develop SMSC (spiritual, moral, social
and cultural development).
Aims of PSHE
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To develop self-awareness and a sense of belonging.
To develop self-confidence and self-esteem.
To provide opportunities for making choices.
To encourage responsibility for one’s own behaviour and understand the
consequences of one’s own actions.
To encourage pupils to make, maintain and enjoy positive relationships with
different people.
To encourage acceptance and enjoyment of change in different aspects of life.
To promote personal autonomy, by having some degree of responsibility and control
over their lives.
To encourage pupils to recognise and celebrate their own achievements.
To encourage awareness and consideration for the needs of others.
To develop awareness of one’s own body, including physical differences.
To promote independent self-care (as far as possible)and understand the need for
personal hygiene.
To promote some awareness of healthy lifestyles and encourage healthy choices.
To develop awareness of personal safety.
To be aware of the environment and take some responsibility for caring for it.
To share in the life of the community.
To leave the Orchard school ready for secondary education.
How will PSHE be taught?
Both Early Years and Key Stages 1 and 2 staff provide opportunities for teaching and
learning in PSHE throughout the day linking to routines and curriculum areas experienced by
all pupils.
All pupils have a specific PSHE target on their IEP. This is a focus area for each individual
pupil. Many pupils also have a Self-Help and Independence target. This will focus on skills
such as dressing, hygiene and feeding skills.
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The PSHE curriculum comprises of:
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PSHE skills taught through topics (KS1 and 2) or Foundation curriculum (EY)
A PSHE target that appears on the pupil’s IEP
Self-help and Independence Strand
Play Groups
1.PSHE skills taught through topics and Early Years Foundation Curriculum
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Early Years follow the Foundation Curriculum. PSED (Personal, Social and Emotional
Development) and Independence skills are taught across this curriculum.
Within the new Early Year’s Framework 2012 , PSED falls in to two of the seven areas
of learning and development. Within ‘Physical Development’, the children will be
developing skills and knowledge about health and self-care. Within PSED they will be
learning skills to develop self confidence and self awareness, managing feelings and
behaviour and making positive relationships.
Key Stages 1 and 2 follow PSHE topics. These are planned every half term by the
class teacher and team, (see grid below). The PSHE topics are mainly taught in blocks
– i.e. as a topic focus area over a week. There may also be a need for providing
discrete PSHE sessions to focus on specific skills. There is flexibility to shape the
content and delivery of the PSHE topic to suit the class needs.
PSHE Topic Grid for Key Stages 1 and 2
YEAR
Autumn Term
Spring Term
Summer Term
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1. Knowing Myself
(Who am I)
2. What Can I do?
2
1. Myself/My Body
2. Family and
friends
1. Feeling Good
2. Who helps me in school?
3
1. You and Me
2. Belonging
1. Looking After Myself
(personal care and health)
2. Key Stage 1 Project*
Sense of community
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1. Emotions-you
and me
2. Relaxation and
Reflection
1. Rules and
responsibilities
2. Ourselves
1. Healthy Me
2. Personal Care-reasons
why
1. Who keeps us safe?
2. Clothing –what shall
I wear?
1. Group work-sharing
2. Key Stage 2 Project*
Sense of Community
1. Personal Safety
2. Changing
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1. Following Routines and
Rules
2. Keeping Healthy
3
1.Personal Hygiene-what
and when?
2.My world, your world
(environments)
1. Relationshipstogether
2. Celebrating Me!
1. Group work- turn
taking
2. Caring for others
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1. Who am I and
1. Healthy Living
1. Relationships –
What can I do?
2. Caring people who help
making new friends
2. Being Caring
us.
2. Celebrating Success
(living things and
environment)
Note: Key Stage 1 follow either year 1,2,3 and Key Stage 2 follow either year 4,5,6. This is a rolling
programme so each Key stage will revisit the same units every 3 years.
*Every 3 years each Key Stage will be involved in a whole phase project. This will involve all the
classes in that key stage and will link to a chosen theme that makes a contribution to the school or
wider community.
2. PSHE target on the pupil’s IEP
Every pupil has a PSHE target on their IEP. This is a focus area that the teacher has chosen as
appropriate. It is planned for and learning opportunities are provided across the curriculum.
3.Self-help and independence skills
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Self-Help and Independence targets are taken from Progress Reporter and added to
the IEP alongside the PSHE target.
Self-help and independence skills cover areas such as dressing and undressing,
feeding, toileting, personal care and hygiene.
Pupils’ progress is tracked on Progress Reporter.
These skills are not listed in P levels and do not contribute to the PSHE percentage
score.
They will not be relevant for all pupils.
Teachers and the Class Team decide which skills are appropriate.
4.-Play Groups
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Play groups are organised within Phases,( i.e. within Early Years, Key Stage 1 and Key
Stage 2).
Pupils are placed in a play group according to their individual needs. These groupings
are flexible and may change several times over the year to enable pupils to mix with
different peers and staff. Play groups are planned and led by a member of support
staff. All other staff in the phase are placed in groups to support pupils.
Main rooms (e.g. Art, hall, Rainbow, Music, Food technology) are available to each
phase for their play group sessions.
 Play group themes cover a variety of areas including physical activities (indoor and
outdoor), discovery, art and craft, music and dance, dance massage and cooking.
Planning and Recording
All planning will be stored on the school server. All staff are responsible for regular
recording of progress.
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Each TOPIC unit has a planning sheet. This includes a description of the unit and
some suggestions for teaching. This offers guidance and is not meant to be
prescriptive. Teachers use their professional expertise to plan appropriate activities
to suit the needs of the class group.
There is a sheet of P level descriptors to guide P level expectations.
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The IEP and Self-Help targets are planned for and recorded separately on one
planning sheet. Recording may take place daily or weekly, depending on the progress
made by the pupil. This helps to give an overview of developing skills in self-help and
independence and can be used to inform progress in this area.
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Play Groups have a simple planning sheet for each group. This outlines proposed
activities and has an attached sheet for staff to record comments for individual
pupils. All staff will give feedback, verbal or written, to the play group leader to
report on specific progress or any issues that need to be addressed. This may result
in pupils moving to a different group or in activities being changed.
The recording sheet has a list of learning outcome codes to map progress made. This
information might inform teachers when assessing progress on Progress Reporter.
Assessment
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The pupil’s IEP targets (PSHE and Self-Help) are marked off in Progress Reporter
when they are achieved and then new targets selected for the IEP. There are no
PSHE learning outcomes for P levels 1 and 2 on Progress Reporter as key elements of
learning are met within the speaking and Listening Curriculum, (particularly
Attention and Use) relating to early development in communication.
For pupils at P level 1 and 2, teachers will mark off pupil progress on Progress
reporter in the Speaking and Listening Curriculum.
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At the end of each TOPIC, Key Stage 1 and 2 teachers will mark off pupil progress on
Progress Reporter. This will reflect the learning that has taken place in that PSHE
topic.
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More able pupils in Key Stages 1 and 2 (P level 5+) will be encouraged to participate
in self- assessment by producing a simple booklet (or other appropriate means) to
record their own learning. The style and length of this booklet is determined by class
staff, but a suggested template is available.
Reporting Progress to Parents
Progress in PSHE is reported to parents in Annual Reviews, and discussed at Parent
Consultation evenings. Parents are made aware of PSHE targets from the pupil IEP.
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The Role of the PSHE Subject Leader
The current Subject Leader for PSHE is Jayne Chorley.
The PSHE Subject leader is responsible for:
 Regularly monitoring and evaluating the effectiveness of the PSHE curriculum.
This means inviting comment from staff and addressing any issues that arise in PSHE
regarding teaching, learning or resourcing. It also involves observing PSHE lessons
(one per term) and regularly monitoring planning.
 To keep up with national initiatives in the development of PSHE and identify training
opportunities for staff.
 Directing PSHE Buddies in the development of the PSHE curriculum (by ordering and
maintaining suitable resource boxes).
 Planning an annual Healthy School event each year as part of a continuing
commitment to being a healthy school.
 Locating and purchasing suitable resources to support the PSHE curriculum. This
includes places to visit and visitors to school.
Resources
There is a store of resources in the PSHE Cupboard located next to the Assessment Office.
Additional items for PSHE can be purchased by staff or requested from PSHE leader. The
cost will be reimbursed through PSHE budget, as far as funding will allow.
Each Phase is allocated funds to purchase items for play groups, (such as cooking supplies,
sand etc).
Citizenship -Contributing to Society
All pupils at the Orchard School are encouraged to contribute to activities that involve the
whole school and wider community. The pupils, families and staff participate in fund-raising
activities. These opportunities help pupils to develop an awareness of the needs of others
and promote a sense of caring. Regular fund-raising includes Macmillan Coffee Mornings,
Pupils in Need and Red Nose Day.
SMSC – Spiritual, Moral, Social and Cultural
All schools develop SMSC through the whole curriculum and school life. The PSHE
curriculum contributes to the development of SMSC.
Annual Healthy School Event
The Orchard School is a Healthy School (has achieved the Healthy School Award) and aims to
promote healthy eating and a positive attitude to leading a healthy lifestyle. As part of this,
the school has an annual Healthy School event. This is for the whole school and involves all
staff, pupils and parents. Linked with this is an ongoing effort to promote healthy eating
through healthy school meals and healthy choices offered during snack time.
Pupils are encouraged to make healthy choices for themselves.
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Off-Site and Extended Schools Education
Off-site educational visits provide further opportunities to develop social skills and selfconfidence. At Key Stage 2, some groups undertake residential visits. (Refer to separate
policy statement for Off-Site Activities).
An After-School Club is provided for a number of pupils within Key Stage 2. It runs for one or
two sessions each week. During the summer school holiday, in liaison with other agencies, a
Holiday Play Scheme is operated. Pupils, aged three and over, are offered a minimum of one
week at Play Scheme.
Inclusion & Transition
A number of pupils at Key stage 1 and 2 undertake inclusion programmes in neighbouring
schools with the aim of developing social skills, self-confidence and self-esteem.
(Refer to separate policy on Inclusion).
For pupils in Year 6, there is a transition programme involving several visits to their new
secondary school. For many, this will be The Meadows Sports College. The transition
culminates in a week long placement in their new environment before the end of the
summer term.
Annual Celebration
Each year there is an Achievement Assembly for pupils. Specific achievements are
recognised and celebrated in a special assembly that parents and family attend. Some
children receive special cups to mark their progress.
Year 6 Pupils celebrate the conclusion of school life at The Orchard by participating in a
School Prom which takes place every year at the end of the Summer Term. Year 6 pupils,
their families and staff join in to party and celebrate.
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Policy written: September 2011 for new PSHE Curriculum– J Chorley
Taken to Governors for approval: October 3rd 2011
Reviewed September 2012
Updated January 2014 JC
NEXT review - September 2014
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