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Intent
Intent
Children can play and work cooperatively with their peers, being able to negotiate and compromise to achieve a shared outcome. Children can self-regulate their own emotions and can recognise when they need to calm down and know how to do it in a controlled manner.
We want our children to develop a sense of belonging to Gurnard Primary School, to feel part of a team and to be respected. We want our children to become considerate and caring to others and to develop their empathy when interacting and talking to others. We also want our children to begin to be aware of important issues such as climate change and begin to understand racism and be respectful of other cultures and religions.
Implementation
Implementation
Much of our progress in PSED is made through teachable moments throughout the day. When situations arise in play, adults are on hand to coach children through conflict resolution until they are able to do it independently. We use ‘comic book strips’ to help children understand conflict, and use social stories to help children understand specific situations.
We also discretely teach PSED in small group sessions. We use ‘zones of regulation’ to help children to think about the different emotions they feel and what the triggers are, and coach them to find ways of dealing with the emotions. We discuss specific situations and talk about what the children would do if it were them.
We like our children to join in the weekly celebration assembly as soon as they are ready, this helps them to feel the unity of our school and become familiar with the different adults who help them, outside of their immediate class.
We use planned fiction and non-fiction books to explore important issues, and plan visits and visitors to enhance the children's experiences of the world and different people and places, such as a visit to the local church and a visit from a Jewish member of the community. We sensitively challenge stereotypical comments.
Impact
Impact
We regularly see children using strategies they have learnt to help them resolve conflict, such as count to ten on the swing, to help take turns. Noticeably, children become less dependent on adults to help negotiate conflict as the year progresses.
We notice that children become advocates for themselves, by listening to their body and responding. They can tell us if it’s too noisy, or if they need to move their body, or if they need time to calm down in a quiet space.
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