Legal Status

This policy complies with Part 2, paragraph 5 of The Education (Independent School Standards) Regulations 2014, in force Jan 2015 and KCSIE 2020

It should be read alongside the Curriculum Policy and the Policy for SMSC and the school’s policy and procedures for Prevent. 

Rationale

The Cedars School is committed to providing a comprehensive programme of personal, social, health and economic education (PSHEE) for our children which is appropriate to their age and needs.

PSHEE in our school encompasses all areas designed to promote children’s personal, social and health development and, in this policy, the term PSHEE is used to refer to taught PSHEE lessons in the allocated curriculum time, cross-curricular elements, assemblies and sex and relationships education lessons. It allows children to build the knowledge, skills and understanding they need to stay healthy and safe, develop worthwhile relationships, respect differences, improve independence and responsibility and make the most of their own abilities and those of others.

Personal: The personal aspects of PSHEE look to develop the whole individual. It supports the progression of qualities and skills children already have. Through becoming aware of their own emotions and how to manage them, children can feel empowered to deal with the challenges that life can bring. This also supports their independence and the capacity to take responsibility for their actions.

Social: The social element focuses on cohesion in both the school and wider community. It aims for children to live alongside one another regardless of race, sex, disability or faith and to judge all people fairly and equally. Children learn to value each other’s individuality and explore issues such as bullying, racism and cyber-bullying. Sex and relationships is also a crucial part of social and health education to ensure that children have the information and understanding to make informed choices.

Health: Health education aims to promote an understanding of a range of issues which impact upon lifelong health. It deals with promoting the importance of a balanced diet twinned with physical activity to ensure a high level of physical and mental wellbeing. It also covers issues such as substance and alcohol abuse and the impact this can have on the individual and others around them.

Economic: Economic education aims to teach children about the economy and how to manage their personal finance. It aims to provide children with knowledge and tools to improve their economic wellbeing and the ability to deal with the financial decisions they must make in the future.

Aims

The Cedars School seeks to:-

  • develop an ethos and environment which encourages a healthy lifestyle for pupils.
  • use the full capacity and flexibility of the curriculum to help the children to achieve safe and healthy lifestyles.
  • promote an understanding of the full range of issues and behaviours which impact upon lifelong health and well-being.

We teach PSHEE to all children, regardless of their ability. Our teachers provide learning opportunities matched to the individual needs of children with learning difficulties. When teaching PSHEE, teachers take into account the SEND list and its details of pupil needs and suitable approaches, some of which may be directly related to PSHEE targets

Our ‘Circle Time’ lessons allow children to explore emotions, ways to express those emotions and strategies to cope with them, as well as an awareness of the emotions of others and how our behaviour affects other people.

Our structured activity sessions are specifically tailored to the needs of various groups, from working with a child who is developing coping strategies to facilitating turn-taking and initiation.  We help children achieve in all areas of life  by ensuring that they are all given the opportunity to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

We provide positive experiences through planned and coherent opportunities in the Curriculum, extra-curricular activities and through interactions with teachers and other adults.  Our range of artistic, sporting and other cultural opportunities is available to the children through the curricular and extra-curricular programme, and their participation in these opportunities.  We plan our personal, social, health, economic education in order that our children are able to acquire values and skills to enable them to develop independence and choose their path in life.

We aim for our children to understand and appreciate the range of different faiths and cultures in modern democratic Britain.

We use our schemes of work and other plans, which enable children to develop an understanding of public services and institutions and to take their place in the modern democratic British Society.

We provide a range of quality opportunities for children to take on roles of responsibility and make a positive contribution to the school and the local and wider communities.

Preventing Extremism and Radicalisation

At The Cedars we will strive to eradicate the myths and assumptions that can lead to some children becoming alienated and disempowered. We ensure that all of our support and approaches will help our children build resilience to extremism and give them a positive sense of identity through the development of critical thinking skills. We develop strategies and staff training to ensure that all of our staff are equipped to recognise extremism and radicalisation and are skilled and confident enough to challenge it. We are flexible enough to adapt our teaching approaches, as appropriate and address specific issues so as to become even more relevant to the current issues of extremism and radicalisation. In doing so we follow the three broad categories of:

  • making a connection with children through positive engagement and a learner centred approach;
  • facilitating a ‘safe space‟ for dialogue and
  • equipping our children with the appropriate skills, knowledge, understanding and awareness for resilience.

 

Teachers are directed to the school’s Safeguarding (Child Protection) Policy. If there is any concern with regard to abuse, the school’s child protection procedure should be followed carefully.

Reviewed October 2020