This policy covers Co-op Academy Bebington’s approach to Personal, Social, Health, Careers and Economic Education (PSHCE).It was written by the PSHCE Coordinator, Lucy Forber in consultation with Lisa Hesketh (Line Manager), staff, parents/carers and students.

PSHCE is designed to equip children and young people with the information, skills and values to have safe, fulfilling and enjoyable lives and relationships. Relationship and Sex Education (RSE), which has its own policy, aims to give students the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. It involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. It is not about the promotion of sexual activity.

PSHCE will support the wider work of the school in helping to foster student wellbeing and develop resilience and character that we know are fundamental to students being safe and happy. The school will also promote the qualities and attributes students need to thrive as political individuals, family members and productive members of society.

PSHCE will support the Co-op Academy’s Trust’s ‘Ways of Being’; ‘do what matters most’, ‘be yourself, always’, ‘show you care’ and ‘succeed together’. Furthermore, it will underpin their curriculum intent which states ‘when a child leaves one of our academies they will know how to keep themselves safe and healthy’. It will also reinforce one of Co-op Academy Bebington’s principles which is to ‘embrace healthy living so that all students are physically, emotionally and mentally enabled to excel and achieve their dreams’. All of this contributes towards our school vision of ‘Shaping Exceptional Futures’.

Co-op Academy Bebington will teach PSHCE and RSE in context, and in an age appropriate, inclusive, supportive and non-judgemental manner at all times.

2. Aims

PSHCE aims to teach students how to keep themselves safe and healthy, how to manage their academic, personal and social lives in a positive way now and in the future, and to support their own and others’ wellbeing. Our wider aim is that our students grow to become successful and happy adults who make a meaningful contribution to society.

3. Statutory Requirements

From September 2020 the Children and Social Work Act 2017 makes RSE and Health Education compulsory. Whilst, economic wellbeing, financial education, personal safety, careers and enterprise are not compulsory in the Programme of Study for PSHCE, we are committed to delivering a broad PSHCE programme, and all topics will be incorporated and taught, including the non-statutory content.

PSHCE will comply with the provisions of the Equality Act 2010 which state that schools must not discriminate against students because of any protected characteristics. Our PSHCE programme is sensitive to the possibly complex religious, sexual orientation or cultural backgrounds of individual students. All opinions are heard, challenged and developed safely and inclusively.

4. Content and Delivery

4.1 Content

PSHCE has three core themes; Health and Wellbeing, Relationships, and Living in the Wider World. We have created a PSHCE programme provides matches the students’ needs. Topics covered are:

4.1.1 Health and Wellbeing

Self-concept - How we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing.

Mental health and emotional wellbeing - Strategies to understand and build resilience, as well as how to respond to disappointments and setbacks

Healthy lifestyles - To make informed lifestyle choices regarding sleep, diet and exercise

Drugs, alcohol and tobacco - The positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines; responsible use of antibiotics

Managing risk and personal safety - How to identify risk and manage personal safety in increasingly independent situations, including online. How to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators.

Sexual health and fertility- The different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative)

4.1.2 Relationships

Positive relationships - About different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them

Forming and maintaining respectful relationships - How to safely and responsibly form, maintain and manage positive relationships, including online

Consent- That consent is freely given; that being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances

Contraception and parenthood - The communication and negotiation skills necessary for contraceptive use in healthy relationships

Bullying, abuse and discrimination - The characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others.

Social influences- That the need for peer approval can generate feelings of pressure and lead to increased risk-taking; strategies to manage this.

4.1.3 Living In The Wider World

Learning skills - Study, organisational, research, presentation skills and employability skills

Choices and pathways - About the range of opportunities available to them for career progression, including in education, training and employment

Work and career - About the range of opportunities available to them for career progression, including in education, training and employment.

Financial choices - How to effectively budget, including the benefits of saving. To access appropriate support for financial decision-making and for concerns relating to money, gambling, and consumer rights

Media, literacy and digital resilience - That features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity

Citizenship – Exploring what a global citizen is and understanding the wider world - and their place in it. Having an active role in the community, and work with others to make our planet more equal, fair and sustainable.

Please see examples of teacher resources and student PSHCE booklet on the school’s website (on the PSHCE page).

Full list of statutory RSE content (p27-29) and Health Education content (p36-38) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/805781/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf

4.2 How we Deliver PSHCE

Our main method of delivery of PSHCE is through form tutor time where one session per week is dedicated to PSHCE.

Form tutors will deliver a thirty minute lesson on a variety of topics and issues that link to the PSHCE curriculum. All lesson plans and resources are provided by the PSHCE Coordinator and are available for form tutors to access via a shared Google Drive. Additionally, some aspects of the RSE element of PSHCE may be delivered by our RSE staff team rather than form tutors. No form tutor will be expected to deliver any content against their will, and any concerns they have should be raised with the PSHCE Coordinator who can support delivery.

All PSHCE schemes of work are age appropriate and developmentally appropriate and allow students to develop their own opinions and understanding of complex and engaging topics. They are delivered in an open and non-judgemental manner and allow scope for students to ask questions so they are fully informed. PSHCE will be underpinned by clear ground rules that students must adhere to. Students are provided with a question and answer booklet which they complete, as well an engaging in debate and discussion.

PSHCE teaching will take into account students’ ability, age and cultural backgrounds. Lessons will be planned so that students of differing abilities, including the most able and those with additional needs, can access the learning and are suitably challenged. We are mindful of the Special Educational Needs and Disability (SEND) Code of Practice when planning for PSHCE so that it is accessible for all students. We know some students are more vulnerable due to the nature of their SEND and this is taken into consideration when planning and teaching PSHCE. However, high quality teaching that is differentiated and personalised is the starting point to ensure accessibility.

To enhance the PSHCE programme, each year group has one ‘Drop Down Day’ per academic year. This is to strengthen students' practical application of skills and provide a deeper learning experience. External speakers/specialist educational organisations may deliver sessions as part of Drop Down Days. However, Co-op Academy Bebington teachers will always manage this learning and be present at all times during sessions. The PSHCE Coordinator will be off timetable, and the Pastoral Leader will also be available to support students throughout the day.

Assemblies are used to support the delivery of PSHCE content and may complement the weekly topics delivered during form time. They are delivered by Co-op Academy Bebington staff or external guests. Some elements of PSHCE may also be delivered by individual subject areas e.g. the National Curriculum for Science includes teaching about reproduction.

PSHCE education is underpinned by a confidentiality policy that is understood by students and staff. During the course of PSHCE lessons, students may disclose or indicate they are vulnerable or at risk. They may also seek advice and support on a specific personal issue. Staff who have any serious concerns must follow the procedures laid down in the Safeguarding Policy and pass these onto the Designated Safeguarding Lead (DSL). In their absence these will be communicated to the Senior Pastoral Leader or Deputy Headteacher. Staff will not offer or guarantee confidentiality to any student.

4.3 Staff Training

All form tutors delivering PSHCE and RSE will receive staff training so they feel prepared and equipped, especially for the more controversial and sensitive topics. It will be made clear to staff that their own personal beliefs and attitudes cannot influence their delivery. The PSHCE Coordinator will lead staff training for form tutors for each year group during part of the first INSET of each half term. Training is also available for the PSHCE Coordinator to keep upto date with current policy and best practice

4.4 Assessment

Staff will have the same expectations about the quality of students’ work as in other curriculum areas. Assessment will take place through formative assessment which will allow the form tutor and students to assess their contribution, ideas and progress. Students will also complete a baseline assessment at the beginning of each topic to determine prior knowledge, and then a similar assessment at the end of the topic, to capture progress and allow students to reflect on their learning. There will also be bespoke student evaluation forms administered at the end of PSHCE Drop Down Days.

Students will complete an annual Schools and Students Health Education Unit (SHEU) health related behaviour survey. This will ask about multiple aspects of life including health, wellbeing, bullying, safety, learning, culture and aspiration. Students’ responses will give us a clear indication of those aspects of PSHCE that require more or less attention so we can shape the PSHCE form time curriculum and Drop Down Days according to their needs. Results from the SHEU survey will also be used to determine our health and wellbeing action plan, whole school campaigns and targeted intervention.

5. Roles and Responsibilities

5.1 The Governing Body

The Governing Body will approve the PSHCE policy and hold the Headteacher to account for its implementation

5.2 The Headteacher

Ensure PSHCE is well led, effectively managed, well planned and taught consistently across the school
Manage requests to withdraw students from the Sex Education element of RSE
Resource, staff and timetable PSHCE in a way that ensure the school fulfils its legal obligations

Staff

PSHCE Coordinator

Coordinate the delivery of PSHCE during form time
Design age appropriate PSHCE schemes of work for all year groups
Ensure our PSHCE curriculum map meets and exceeds statutory RSE and Health Education requirements, and is sequenced sensibly
Ensure our PSHCE curriculum map meets the needs of our students, using findings from the SHEU health related behaviour survey
Communicate with staff in other curriculum areas to ensure PSHCE complements, and does not duplicate, content covered in other subjects
Ensure all PSHCE resources are kept in one place on the network and are easily accessible to form tutors
Assist SLT with the monitoring and evaluation of PSHCE via learning walks, booklet scrutiny, and student/staff questionnaires
Carry out annual self-evaluation of PSHCE provision
Monitor student progress in PSHCE
Organise PSHCE, Drop Down Days, liaising with external agencies
Organise weekly assemblies for all year groups, which cover PSHCE content where appropriate
Deliver Career Related Learning (CRL) assemblies.
Contribute the CPD, training and support required by form tutors
Maintain an up to date directory of contacts from external agencies to support PSHE provision, and liaise with them prior to the delivery of sessions
Keep abreast of current PSHCE guidance and best practice
Deliver PSHCE related sessions as part of our Personal Best programme
Ensure PSHCE education is accessible to all students
Provide resources linked to national campaigns e.g. Mental Health Awareness Week
Report to SLT termly and on request
Create an ‘OFSTED ready’ PSHCE folder and make available to the Headteacher and Governing Body

5.3.2 Form Tutors

Deliver PSHCE in a sensitive manner
Establish clear ground rules for students when engaging in debate and discussion
Model positive attitudes towards PSHCE
Monitor student progress
Respond to the needs of individual pupils and pass on any safeguarding concerns to the DSL
Pass on completed student PSHCE booklets to the PSHCE Coordinator
Provide feedback through PSHCE surveys to the PSHCE Coordinator

5.4 Students

Engage fully with PSHCE and, treat others with respect and sensitivity during discussions.
Complete self-assessment at the beginning and end of each unit of work
Respond sensibly to PSHCE student surveys and questionnaires at the end of Drop Down Days

6. Monitoring Arrangements

Form time PSHCE sessions are quality assured by SLT and the PSHCE Coordinator via learning walks, student voice, and student booklet scrutiny. Sessions delivered by external agencies during Drop Down Days are monitored by teaching staff who feedback to the PSHCE Coordinator via staff questionnaire. Students also provide feedback by completing a questionnaire about each session. Form tutors monitor student progress during PSHCE sessions and by looking through student booklets. PSHCE staff and student surveys are completely annually, the findings of which are used to improve provision. The PSHCE Coordinator also completes a self-evaluation (SEF) annually and uses this to identify priorities for improvement. This policy will also be reviewed and approved annually by the Headteacher and the Governing Body to ensure it continues to meet the needs of students, staff and parents.

7. Parents and Their Right to Withdraw

The PSHCE teaching we offer will be complementary and supportive to the role of parents. We will consult with them on the development of PSHCE subject content and policy. However, the DfE state that ‘what is taught, and how, is ultimately a decision for the school and consultation does not provide a parental veto on curriculum content’. PSHCE materials will also be available for parents on the school website.

Parents will not be able to withdraw their child from Relationships Education. However, parents will be able to withdraw their child from some or all of Sex Education (other than the Sex Education which sits in the National Curriculum as part of Science) up to and until three terms before they turn 16. Parents must apply in writing to the Headteacher if this is the case. The Headteacher will discuss such requests with parents and, as appropriate, with the student to ensure that their wishes are understood and to clarify the nature and purpose of the curriculum. However, a child will have a right to opt into Sex Education from their 15th birthday (specifically three academic terms before they turn 16).

DfE FAQs For Parents - https://www.gov.uk/government/news/relationships-education-relationships-and-sex-education-rse-and-health-education-faqs?utm_source=2b45920e-083a-44ad-9c3f-16fed9168d3f&utm_medium=email&utm_campaign=govuk-notifications&utm_content=immediate

DfE Guide For Parents (Relationships, Sex and Health Education) - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812594/RSE_secondary_schools_guide_for_parents.pdf

8. Links With Other Policies

PSHCE is supported by the school’s wider policies on:-

RSE
Behaviour For Learning
Equalities
Anti-Bullying
Safeguarding
SEND
Online Safety

The above policies can be found on the school website https://bebington.coopacademies.co.uk/about-us/policies/