Personal, Relationships, Social and Health Education (PRSHE)

Following a statutory consultation process with parents, governors and staff, we have evaluated and reviewed our Personal, Social, Health and Emotional curriculum to include the statutory Sex and Relationships Education curriculum.

To support the delivery of this curriculum, we have invested in an online teaching resource: Kapow. 

As part of the Grateley curriuclum for the sex and relationship curriculum:

Year 3 and 4:

•  My body- Puberty
• My body-  Physical differences between children and adults.

Year 5 and 6:

• My body- menstruation
• My body- reproductive organs
• My body- body parts

Year 6 only: 

• My body- conception

 If you have any questions or concerns, please contact either your child's class teacher or Mrs Hill (Head teacher) via the admin office email or school telephone number.

If you would like hard copies of the documentation below please contact the school office (adminoffice@grateley.hants.sch.uk) who will arrange this for you.

Vision:

Through Characteristic 1 of our High Quality Inclusive Practice, strong and positive relationships is our priority and to care for every child. We believe that every child at Grateley should;

• A genuine and strong connection with the adults in school.
• A sense of belonging to the school and their classroom.
• Children are supported to be ready for learning.
• A shared approach to communicating with each other.

Through Characteristic 2 of our High Quality Inclusive Practice, we believe the learning environment should be a safe and welcoming place through;

• Consistent systems and routines for the children.
• Learning walls support learning.
• An environment that is not overstimulating and is calming for all children.
• An environment that promotes the vision and values.
• An environment that enriches children’s learning, e.g. outdoor curriculum opportunities.

The Education Endowment Foundation suggests that teaching staff who are trained to improve emotional wellbeing help children make substantial attainment progress.

Intent:

PSHRE curriculum meets the Statutory Guidance from Year 1-6.

PSHRE is delivered weekly in a discrete way through the PSHE curriculum through the Kapow programme. The essential knowledge we want the children to know aligns with both the National Curriculum and Kapow.

We identified that to enable a smooth transition into the year group at the beginning of the year that there is a robust transition package for all children in the Summer Term that is linked to the Grateley Values. 

 This happens in every year group.  Our PSHRE curriculum is delivered discreetly through using ‘Kapow’.’This includes a bespoke identified ‘Safeguarding Curriculum' layer called ‘Keeping Myself Safe’. We have identified particular dangers in our local community, e.g. railway to teach children how to keep safe.

Protected Characteristics and British Values are taught from Year R to 6 throughout the ‘Kapow’ curriculum and through assemblies and this is a key focus on our School Improvement plan for 25/26.

Wide curriculum safeguarding elements have been carefully planned into the PSHRE curriculum. This includes, Internet Safety Day, How to keep safe around animals, Electrical  Safety, Bike ability, Walk to School Week etc.

Implementation:

Kapow gives a systematic framework to teach and assess children’s social and emotional development. It is used in whole class teaching with a class teacher. Lessons progress throughout the school year. During the school year the children and adults are taught strategies to respond to stress and explain how our brain works if we are in a fearful situation. We also teach our adults through weekly Support Staff Workshops, Level 1 and 2 Team Teach Training and proactive strategies to support children if they are emotionally heightened.

All members of the school community benefit from our approach – children, teachers, support staff, mid-day assistants and office staff.

The implementation of this is key through the culture of the school. An example of this is a shared language of how we speak to children. We do NOT shout at children and we listen and attune to their emotions. There is mutual respect between all stakeholders in school and respect for the expectations.

Impact:

The impact is seen in the knowledge of the adults working around the children and fewer escalations of behaviour in class and in the playground. In the class children become more focused and calmer. In the playground pupils learn what triggers their own emotional behaviour and how to respond in a more mindful way. It helps children to make the right choice and manage or regulate their own emotions and behaviour. The language used around the school has changed also with a more insightful vocabulary that includes terms such as: regulate, dysregulate, validate, attune, contain, soothe, mindful etc.

Please see the attached PRSHE progression overviews.