At St Tudy, personal, social and health education enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally, emotionally and socially, and tackles many of the moral, social and cultural issues that are part of growing up.
We provide our children with opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community through opportunities such as school council, Collective worship team, learning coaches, sports leaders.
We have developed a bespoke PSHE curriculum, which meets the current needs of our children. In developing this curriculum, we have utilised components of published PSHE materials including PSHE Association resources.
The curriculum focuses on the three core learning themes: health and wellbeing, relationships and living in the wider world and builds in opportunities to link British Values and SMSC.
The curriculum is constantly reviewed and updated according to the Governments advice, building on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle. We are a TIS school and as such, every member of staff understands the importance of relationships.
Children are provided with frequent opportunities to have their voice heard and because of this; they play an active part in school life. Children are able to express their opinions and views through a variety of mediums including suggestion boxes questionnaires, school council discussions, and comments on various correspondence throughout the year e.g. reports, SEND support profiles, focused reviews, annual questionnaires, work and homework.
Children have the opportunities to meet and work with members of the community, such as health workers, firefighters, police, and representatives from the local church and community. We also develop PSHE through activities and whole-school events e.g. the school council representatives from each class meet regularly to discuss school matters.
We offer residential trips, where there is a particular focus on developing pupils’ self-esteem, self-confidence, self-belief and giving them opportunities to develop leadership and co-operation skills through team building, as we want all children to aim high to achieve their maximum potential.
Children are resilient learners and excellent communicators and are able to discuss personal matters with appropriate adults, as well as sharing in emotional literacy and discussion. Children demonstrate and apply the British Values of Democracy, Tolerance, and Mutual respect, Rule of law and Liberty. All of our children demonstrate a healthy outlook towards themselves and school and all behaviour is good so that all children can achieve their age related expectations across the wider curriculum.
School worship forms that part of the curriculum designed to promote and support the spiritual and moral development of children and to give them opportunities to be aware of the presence of God and to explore and develop their own beliefs.
Withdrawal of children from Religious Education Section 25 of the 1944 Education Act relates to the right of parents to exercise their rights in relation to their child’s attendance at religious worship or instruction. A parent has the right to withdraw a pupil from attendance at religious worship or instruction at any county or voluntary school. No reason need be given for such a withdrawal. Schools remain responsible for the supervision of pupils so withdrawn.
If the school cannot provide suitable alternative instruction, then the parent may provide it elsewhere and the pupil may be released from school for that purpose. It should be noted that when a pupil is released in this way, the arrangements must not interfere with his/her regular education programme and therefore the absence must either be at the start or end of school session.