PSHE

Personal, Social and Health Education at Barton Clough

At Barton Clough, we highly value the importance of having healthy habits, a healthy mind and a healthy body. There are lots of opportunities in school for our children and families to look after their health and wellbeing; from EYFS all the way through to Year 6.

Our PSHE Curriculum encompasses three academic led sections which reflect the curriculum including:

• Time for ME
• Time for US
• Time to BE

Time for ME

Time for ME is all about teaching children how they can develop healthy habits which will become engrained in their day to day lives to stay healthy.

Key components will run through each year group and phase as part of PSHE lessons.

We want these practices to be part and parcel of our children’s lives and something that they can take and use beyond the classroom to support them in the real world.

Once children have been taught many strategies, they can be used as part of the scheduled day with little additional input or teaching.

 This will include the teaching of:

• Nutrition
• Physical exercise
• Importance of sleep
• Personal hygiene
• Living in the wider world
• Looking after my own mental wellbeing

Time for US

Time for US is all about teaching children how they can develop healthy relationships, which will support them in creating and maintaining positive social connections throughout their lives.

Through Time for US, children will be taught about social interactions, how we act and react to those around us, develop relationships and how they are important for the health and development of everybody.

Key components to Time for US will run through each year group and phase as part of PSHE lessons.

We want these practices to support children as they develop their social connections, and be able to manage when relationships break down.

This will include the teaching of:

• Families
• Friendships
• Relationships
• Media influences
• How to keep each other safe
• Living in the wider world

Time to BE

Key components to Time to BE will run through each year group and phase. We want these practices to be part and parcel of our children’s lives and something that they can take and use beyond the classroom to support them in the real world.

Once children have been taught many strategies, they can be used as part of the scheduled day with little additional input or teaching. The key is that the children will start to use what they have been taught independently as a way of dealing with their own emotions.

This will include the teaching of appropriate language, practices and strategies that will be built upon throughout the year and integrated as part of school day, including:

• Mindfulness and meditation breathing
• Movement and yoga
• Journaling
• Growth mindset and resilience
• Managing negative thoughts

No Outsiders

Inclusive education, promoting community cohesion to prepare young people and adults for life as global citizens

The No outsiders approach promotes confident educators, engaged parents and empowered children, through the language of books and stories. Please see link for further information

The No Outsiders programme promotes an ethos of inclusion and tolerance, and aims to prepare children for life in modern Britain. – Andrew Moffat

The Equality Act 2010

The following characteristics are protected:

• Age
• Disability
• Gender reassignment
• Marriage and civil partnership
• Pregnancy and maternity
• Race
• Religion or belief
• Sex
• Sexual orientation

Ofsted Guidance 2019

Personal development

• Developing responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults.
• Developing and deepening pupils’ understanding of the fundamental British values of democracy, individual liberty, rule of law, and mutual respect and tolerance.
• Promoting equality of opportunity so that all pupils can thrive together understanding that difference is a positive, not negative, and that individual characteristics make a person unique.
• Promoting an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation.

(School Inspection Handbook, May 2019, Gov.UK)

Among the stories in this resource we meet characters who overcome adversity to achieve a level of confidence and self-determination. Many characters along the way meet challenges and explore responses to negative emotions, the ability to form good reciprocal relationships with people who may have different characteristics to oneself runs like a core through the whole scheme, and stories where the management of change and a realisation that life does not often run a smooth path provide stimulus for children, developing resilience in the lesson plans for older pupils. I believe good mental health is central to a No Outsiders ethos, where all children know they belong and have a valued contribution to make. That, quite simply, is the aim of the scheme.

Andrew Moffat

Online Safety

At the beginning of each year, children are taught how to stay safe online and sign a class agreement to promise they will behave responsible online. 

New Guidance

Pupils should know:

• that for most people the internet is an integral part of life and has many benefits.
• about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
• how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal in
• why social media, some computer games and online gaming, for example, are age restricted.
• that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
• how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
• where and how to report concerns and get support with issues online.

Further Information:

We are currently working alongside The Children’s Health Project, which aims to provide a cross curricular and forward thinking approach to well-being and allows us to structure well-being in our school. At Barton Clough, learning about and looking after our well-being can be broken down into 4 sections; 

• Physical health (PE Curriculum)
• Mental health (Mental Health and Wellbeing)
• Nutrition 
• Developing healthy habits

Nutrition

Through cooking in Enrichment, and subjects including Science and Design Technology, children learn about how foods and drinks and how they impact their bodies. We want children to understand food and how it affects us. Our aim is for children to develop a healthier relationship with food and consequently make better choices about what they eat and drink. 

Lifestyle 

We understand the need for our children to appreciate the importance of developing healthy habits. These include getting enough sleep and staying hydrated. Children have access to water bottles throughout the day. Parents are directed to Trafford’s Sleep Clinic for help if their child has difficulty sleeping. Lessons at school on the importance of laughter are particularly fun

To see our whole school PSHE overview, please click the link below.