PSHE

Intention

At Leyland Methodist Schools, we have developed a personal, social, health and economic education (PSHE) curriculum that is tailored to meet the needs of our children. We want all of our children to be equipped in the knowledge of health and mental wellbeing, healthy relationships and how to live in the wider world. 

Our children come from a range of backgrounds, each with a different childhood experience. Throughout our unique PSHE curriculum, we want our children to develop a rich knowledge of how to develop their relationships with their friends, family and their wider community. The children will come to know how to look after both their physical and mental health and the different ways to get support or help. Our children will learn the key vocabulary when talking about themselves and others and how to discuss and debate in a meaningful way. 

PSHE in the Early Years Foundation Stage

At Leyland Methodist Schools, we believe than children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

Within PSED children learn and explore the following areas

Self-regulation: 

Children will explore and grow to understand their own feelings and those of others, and begin to regulate their behaviour accordingly. They will set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Children will give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions

Managing Self:

Children will be confident to try new activities and show independence, resilience and perseverance in the face of challenge. They will explore how to explain the reasons for rules, know right from wrong and try to behave accordingly. Children will manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships:

Children will challenge themselves to work and play cooperatively and take turns with others. They will form positive attachments to adults and friendships with peers. Children will learn how to show sensitivity to their own and to others’ needs.

PSHE and the National Curriculum

There are three topics that run throughout all year groups of the PSHE curriculum, relationships, the wider community and health and wellbeing. Within each of these topics, they are broken down further into three units and there is an individual focus for each year group.

The first topic, 'respecting ourselves and others' our children will learn vocabulary to show their empathy with others in a resepctful way. This will be through learning about themselves and others; how they are different and how they are the same. The second topic 'growing and changing', our children will learn how develop their resilience and how to keep positive and how to live a healthy lifestyle. This will be through learning about how themselves, the world and people around them will grow and change. In the third topic 'money and work', our children will learn how develop their resilience and how to challenge themselves. This will be through learning about jobs within the local community, different jobs and the skills they require, as well as identifying job interest and aspirations.

Cultural Capital

At LMS, we believe that PSHE offers the perfect opportunity to develop our children's cultural experiences. We therefore aim to provide a programme of enrichment opportunities each year to elevate our curriculum to outstanding levels. We have developed the PSHE curriculum so it enables the children to develop their cultural experience. 

Our PSHE units encourage the children to learn about the environmental difficulties across the world. Our unit, 'belonging to a community' focuses on areas of the environment, how our everyday choices affect the environment and how we have a shared responsibility to protect the world around us. Our children learn about how to look after the world, animals and people. They also learn about what can harm the local and global environment. This enables our children to focus on both where they live and how they can impact it, and also the wider world. 

Diversity

One of the key principles of PSHE at LMS, is encouraging and promoting diversity for our children. From understanding our children and their backgrounds, we are able to bring experiences and expertise to them which may normally not be available. Our unit 'respecting ourselves and others' enables our children to learn about respect and tolerance. Throughout the unit our children learn what respect, how to treat others with respect and why others should be treated with respect. 

Equality of Opportunity

Our PSHE Curriculum is personalised for the needs of our learners and our school’s values are embedded, constantly demonstrated, praised and threaded throughout everything we do. We plan to excite and immerse ALL children regardless of background to offer a positive and vital foundation for life. Visits are funded through the Pupil Premium Strategy where necessary to allow inclusion for all. Assessments track all children and in particular vulnerable children in order to help them achieve their full potential and plan work according to their strengths