During the 13 years that a child is at school, they will undertake many ‘firsts’ such as first mobile phone, first friendship break up, first time walking to school unaccompanied etc. The intent of the PSHE curriculum within Langley Park Primary Academy is to equip pupils with the necessary skills, knowledge and attributes to manage risk, be lifelong learners, successful members of society and conscientious global citizens. This allows our children to develop as individuals under our Learner Profile Attributes. All leaders are ambitious in regard to each subject providing an educational diet which enables each child, regardless of circumstance, to be the best version of themselves.

At Langley Park Primary Academy, our intent is to build a PSHE curriculum, which develops learning, and results in the acquisition of knowledge and skills, enabling children to access the wider curriculum, work collaboratively with others and make a positive contribution to the life of the school. Our curriculum will prepare children to be a global citizen in a diverse society and prepare them for the opportunities, responsibilities and experiences for later life through the development of risk management. We are aware that the delivered curriculum must reflect the needs of our pupils. Through knowledge harvests at the beginning of each inquiry, we ensure we reflect on these needs when planning. We build on the statutory content already outlined in statutory guidance and link this with the IB PYP Scope and Sequence documents. Teaching and learning in the classroom should show progression across all Key Stages within the PSHE core themes: health and wellbeing, relationships and living in the wider world. Each phase builds on the vocabulary, knowledge and skills taught in the previous years to allow children to acquire further knowledge, know more and remember more. At Langley Park  Primary Academy, we are aware of the way that PSHE supports many of the principles of safeguarding and links closely to SMSC and British Values. We are all aware of the important role the PSHE curriculum has in supporting schools to implement the 9 protected characteristics of The Equality Act 2010.

We expect teachers to use the school’s PSHE scheme of work to equip pupils with an age-appropriate, sound understanding of risk, with the knowledge and skills necessary to make safe and informed decisions and to recognise the importance of their own mental health and well-being. Our PSHE curriculum will incorporate an age appropriate understanding of RSE, as set out in the statutory guidance and the Medway RSE Scheme, enabling all children to be safe and to understand and develop healthy relationships both now and in their future lives.

We strive to provide our children with learning opportunities across and beyond the curriculum, through inquiry, discrete lessons, focused school projects and other activities that enrich pupils’ experiences. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue that has arisen in their own class. 

Our academy environment reinforces the PSHE curriculum through questioning, inquiry learning and discussion topics on displays throughout school. We use British Values and SMSC displays to provide further opportunities for children. Through links with local charities, churches, links with the local communities, fundraising opportunities, visitors and national and international events we provide enrichment opportunities to contextualise learning. PSHE is an important part of school assemblies where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.

For all pupils, the PSHE curriculum will promote knowledge and skills necessary for responding to challenges in their future. 

Staff will receive CPD where necessary to ensure they are able to understand how the curriculum impacts knowledge, skills and understanding. This is tracked effectively across the year groups to inform next steps, including challenge. This takes the form of assessment, but also pupil voice, inquiry books and tracking. 

 Learning in all year groups is progressive to ensure no time is wasted by repeating skills and understanding. Prior knowledge is identified at the start of each new inquiry. 

Impact is assessed using formative and summative assessment. Each year group tracks and evaluates the skills taught across the National Curriculum and evidence of progress is noted on the coverage document. 

Monitoring is also conducted by middle and senior leaders along with Governors and Academy Directors. This informs discussions about next steps. Pupil voice is also collated regularly through the School Council, Questionnaires and Learner Profile evaluations. 

Information for parents is shared through the school website, weekly newsletters and parent workshops. Parental views on the impact of the curriculum is a focus for questionnaires throughout the academic year.