At Quest Primary we aim for our PSHE and RSHE curriculum to ensure that children are well supported and equipped to further all aspects of their personal development. Our school values of Excellence, Responsibility and Aspiration alongside our school learning behaviours – Be curious about what we are learning and why; Have a thirst for discovering new knowledge; To show courage and challenge ourselves when we are learning; To persevere with our goals and never give up; To have the resilience to overcome obstacles that we encounter in our work; To be determined in everything we do; To believe in ourselves and what we can achieve – ensure that children at Quest Primary are able to practice these behaviours throughout their time with us, ensuring they can be academically successful across the curriculum and meaning that when they leave for secondary school, are well-prepared for further study. Our inclusive ethos and nurturing approach to all aspects of school life, supports our children in becoming responsible, confident and tolerant individuals, who respect and value difference, whilst understanding how to remain safe, physically, emotionally, mentally and online.
We meet the National Curriculum Programme of Study for PSHE & RSE at KS1 and KS2, (covering all statutory requirements), by following the Jigsaw Scheme of Work. The six ‘puzzles’ – Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me – are taught each half term, with all children across the school studying this broader theme at the same time. This allows for the specific outcomes to be taught and revisited progressively, building on what has gone before so children can revisit, secure and deepen their existing understanding. Assemblies are used to support learning in each strand, by focusing on the key themes and how they can be applied or reflected on in a whole-school context. PSHE/RSHE is taught on a weekly basis, ensuring that teachers are able to both deliver the curriculum content and be responsive to the needs of their class/individuals, tailoring the teaching within the wider framework to address any need. Our ELP children follow the PSHE Association Education Planning Framework for Pupils with SEND, which has six topic areas (Self-Awareness; Self-Care, Support and Safety; Managing Feelings; Changing and Growing; Healthy Lifestyles; The World I Live In) where learning outcomes are progressive, from the first stage ‘encountering’ to the last stage ‘enhancement’ meaning teachers can adapt it to the unique needs and abilities of their pupils, if their development does not correspond to their chronological age.
Children’s work, responses and ideas are captured in PSHE/RSHE floor-books, which provide a snapshot of the outcomes in each class and are updated regularly. Children are taught to respond sensitively and with compassion to their peers, when different issues are being discussed and are encouraged to become reflective and thoughtful learners. The personal development of each child is broadened through their access to high-quality PSHE teaching; opportunities beyond the academic curriculum, such as supporting the local community through fundraising and donations to food banks; learning from others including their peers, teachers and other invited visitors and relationships between home and school, which are nurtured and supported to ensure every child has the opportunity to achieve their best.