We endeavour to instill respect in our pupils so they have care for the 'Environment and Community'. We encourage visits from key members of the community: PCSOs deliver assemblies, we have a link with Whittingotn House, the local care home and we ensure we plan for family events and invite local residents to join us. We teach the children to value and respect the importance of nature - giving children daily outdoor learning opportunities and forest school time throughout the school year. 

We understand the importance of the 'Creative arts and physical development'- which helps our pupils to express themselves and excel as holistic learners. Through the use of role play, drama and discussion the children are given opportunities to express themselves on a regular basis, exploring their understanding of the world in a safe and nurturing environment. The children are also taught how to take care of and value their bodies and minds. We have visitors in to to teach us dance, about Lunar New Year and we celebrate all children during Sports day.

We offer a thoughtful range of experiences that support our culture: pupils enjoy a ‘full spectrum’ of academic, physical, spiritual, moral, social, cultural activities that enrich their lives. We aim to ensure that all children have the confidence and skills to develop as resilient life-long learners.

Our curriculum has been developed over time through:

•          Involvement in the local CLP subject leader meetings

•          Being an active member of the SCARF forum

•          Being part of the Virtual School and meeting with members of GHLL

•          Networking with other schools and settings

We aim for all pupils to:

To take risks and always try again if they don’t succeed the first time

To know how others feel and how their actions can affect others

 To know how to keep themselves safe and how to make good choices

To enjoy trying new things

Always do their best and strive for excellence

Know how to communicate effectively with others

Develop the ability to work collaboratively

Strive to reach their full potential

Show kindness and consideration to all

 Mental Health and Wellbeing

The school has an established culture that promotes and enhances the positive mental health of the whole school community, recognising that healthy relationships underpin positive mental health and have a significant impact on learning, health and wellbeing. We champion mental health in during each and every part of our school day.

Harold – SCARF mascot

Safety

Caring

Achievement

Resilience

Friendship

The schemes of work outline the specific knowledge that we expect our pupils to know and understand by the end of each term in every year group. The key learning directly matches the National Curriculum and Early Years Framework plus additional learning that we believe is essential for our children to know to enable them to thrive as part of a school family and local community. With the support of the subject lead, year group teams refine and carefully match learning for the children in the cohort. Staff build upon prior learning when considering the content, structure and delivery of each planned lesson. PSHE underpins our curriculum and drives our school culture and ethos. PSHE is taught through weekly purple learner assemblies, whole class lessons, SCARF  assemblies, incidental learning as opportunities present, National significant events and Forest School.Pupils’ knowledge builds towards clearly defined end points, so everyone knows what we  expect our pupils to achieve by the end of each topic, each year and each key stage.

At Benhall every child is recognised as a unique individual. We celebrate and welcome differences within our diverse school community, encouraging all to grow and flourish. Learning is centred around experiencing the joy of discovery and learning together. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values, with a vision to prepare our children to be life-long learners, rooted in our school motto: Inspiring joy through love and kindness. PSHE in our Foundation Stage is covered in the ‘Personal, social and emotional development’ area of the EYFS Curriculum.  It is introduced indirectly through activities that encourage every child to explore. Taught sessions focus on listening skills, questioning, enquiry and discussionoblem solve, observe, predict, think, make decisions, and talk about the world around them, alongside weekly whole class SCARF lessons. 

“During KS1 pupils learn about themselves as developing individuals and as members of the communities, building on their own experiences and the Early Learning Goals for personal, social and emotional developments. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well.  They have opportunities to show that they can take some responsibility for themselves and their environment.  They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people.  As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying.  They begin to take an active part in the life of their school and it’s neighbourhood. “ KS1 National Curriculum Guidance.

During independent work time, all KS1 pupils have the opportunity to actively engage with PSHE concepts and skills within the classroom. They have access to PSHE resources which they can independently explore, to revisit and deepen their understanding of previously learned topics. Through both assemblies and class stories, children are exposed to inspirational stories that highlight positive values, behaviours and celebrate our diversity culture. We evidence our learning on Tapestry and this is hsared with our families, we give ideas and activities that they could try at home. Throughout KS1, children will develop key personal and social skills, such as empathy, communication, and problem-solving, through various activities and discussions. They will be encouraged to reflect on their own values, beliefs, and attitudes, fostering self-awareness and promoting personal growth. They will also be exposed to a range of role models and real-life stories to inspire them to set goals for themselves and make positive contributions to their family, school, and community.

Demonstrating learning

In PSHE pupils demonstrate their understanding through their developing ability to self-regulate, vocalise their feelings, needs and wants, build positive relationships, demonstrate resilience and show kindness and consideration to all. This is evident during every part of the school day. From greeting in the class first in the morning, to saying goodbye as they leave the gates. Children demonstrate their understanding in assembly, at lunchtime, playtime, during whole class taught sessions and during challenge time.  Particular knowledge and skills can also be demonstrated in other ways, through art, story telling, posters, drama and more. Teachers carefully plan and monitor progress and adapt planning to include key questions and checkpoints for children to demonstrate understanding in age-appropriate ways.

Meeting the needs of all pupils (inclusion)

Our school supports the principle that young children learn through play, and through well planned structured opportunities that are relevant, engaging and promote deep level thinking and learning. Teaching through both a rich continuous provision, paired work, small group and whole class learning opportunities skilfully builds upon the experiences of the child and promotes their next steps as a learner. Teachers and Teaching Partners competently provide a balance of structured cross curricula learning activities and child-initiated opportunities through high quality indoor and outdoor learning environments. In this way we aim to ensure that children are actively involved in their learning and deepen their knowledge, skills and understanding becoming masters of their learning as:

• Problem solvers

• Resilient learners

• Collaborative thinkers

• Inspired questioners

All pupils are entitled to a broad and balanced curriculum that meets their needs.

PSHE is taught in class groups, and accessible in our provision with all pupils included.

All our teachers know the pupils in their class and their differing needs well. They plan and adapt lessons to help all pupils know and remember more so they make very good progress. Some pupils, including those with special educational needs or disabilities, or those with English an as additional language, may need extra support to access, understand and remember key concepts. For these pupils, teachers use a range of effective strategies, whilst promoting independent learning as far as possible. These may include:

● adapting and scaffolding pupil activities and resources

● focussed additional support from an adult in class

● extra pre learning or overlearning of key knowledge before or after the lesson

Some pupils very quickly grasp the main concepts being taught and are able to think more deeply to extend their learning. To ensure they reach their full potential, teachers may:

● set more complex activities that require thinking at greater depth

● ask pupils to apply their knowledge to a different situation

● go further by asking them to explain their thinking to others or present their findings to a group

Reporting to families and statutory assessment

The children’s progress across the curriculum is shared with families during parents’ evening appointments and their learning is shared through observations on Tapestry throughout the year. At the end of every year, families receive a report which comments on the children’s strengths across the curriculum and areas for improvement. The teachers make judgements for each child’s attainment and progress in every subject, which is included in the report.

The subject leader for PSHE monitors the quality of education regularly in accordance with the school’s monitoring timetable. This may take the form of:

 ● Learning walks and drop ins, usually with a member of the senior leadership team, and sometimes with a governor.

● Scrutiny of planning, particularly to evaluate coverage and progression within the curriculum as well as the extent to which planning is catering for the range of needs of pupils

● Pupil conferencing

● Surveys for pupils and/ or staff

● Lesson observations

Subject leaders have regular support from the senior leadership team where aspects of the subject policy and action plan are monitored and discussed. Action plans are reviewed and shared with the staff three times a year to ensure all staff are aware of key actions.

Resulting actions may emerge with additional leadership support, resources or policy changes implemented.

Subject leaders routinely have a teacher appraisal objective linked to an aspect of their subject leadership. Following all these activities, strengths and areas for development are reported and discussed with staff. Resulting actions are recorded on the subject action plan and reported to governors.

At the end of each year the action plan for PSHE is fully evaluated. In addition, the subject leader evaluates how far PSHE is meeting our curriculum intent statement. This evaluation feeds into the action plan for the following year. Evaluated action plans and evaluations are reported to the senior leadership team and governors

Every subject has a specific governor allocated to it. 

These governors evaluate the activities within this aspect and the impact on the quality of education and pupil outcomes.

They meet with subject leaders and review aspects of the subject, including seeing lessons in practice and talking to children.

Their findings are reported to the Governing Board. In this way, leaders are held accountable for the aspects they are responsible for, and subject leaders are able to access the appropriate support and resources to achieve their aims.