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Autumn 2
Welcome to the WPT PSHE and Safeguarding Newsletter.
We hope you have all had a great first half term and everyone has settled well into the new school year.
You will receive PSHE newsletter every a half term, this is to provide you with updates, support and information for you and your child. You can also visit the emotional health and well-being section on all school websites. This will provide links to lots of external organisations for both parents/carers and young people.
Team around the Child
Within the school year, your child can access support from their form tutor, Non-Teaching Head of Year and Head of Year
Every school has a Safeguarding team, a Special Educational Needs Co-ordinator (SENCo) and staff members who are trained to support with mental health, emotional wellbeing, and anti-bullying
Please see your school website for all contact details
What is PSHE Education?
PSHE is an umbrella term for a whole range of different education topics, that are grouped under the headings: Personal, Social, Health and Economic Education. These topics include themes such as personal finances, drugs and alcohol awareness, mental health and wellbeing, careers, online safety, and relationships and sex education (RSE) PSHE provides children and young people with the skills and knowledge they need to live healthy lives in an ever-changing and diverse society.
How can I support my child’s PSHE Education?
Allowing your child to talk about PSHE topics at home can be a really good way for them to explore and contextualise some of the content.
If you have time, research some of the areas you know are coming up in your child’s PSHE programme, and anticipate any awkward questions.
Be honest if you don’t know the answer to a question. However, you can listen to your child and explore these areas further together.
Sensitive conversations can be easier to have if you are not facing each other directly, so whilst driving or walking, for example.
Ask open questions. For example, how is your friendship group at the moment?
Listen and try not to lecture. They will ask for advice when they want it .
The PSHE programme at Wickersley Partnership Trust means our students in Y7–8 have weekly PSHE lessons. In Y9-10, students have a PSHE lesson once every two weeks. PSHE classes are taken by a dedicated PSHE teacher to facilitate respectful and responsible discussions in an inclusive atmosphere. All students will complete regular knowledge and skills assessments and receive effort grades throughout the year.
Pupils in Y11 have 6 lessons of PSHE per year delivered by their PSHE teacher and additional assemblies over the year.
Pupils in the Sixth Form have regular assemblies and tutorials that are dedicated to supporting their wellbeing and preparing them for adult life.
Over the school year all students will take part in a variety of personal development activities through tutor time and assemblies as well as Money Matters in their Maths lessons and careers through the curriculum themed weeks.
Understanding more about PSHE topics
Before the start of every topic in KS3, you will receive an email with an overview of the topic. We will also provide you with useful websites and guidance. This is to ensure you are aware of what your child is learning, help to promote conversations at home and allow you to discover more about a topic, should you need to.
Please do not hesitate to contact your child's PSHE teacher if you would like to discuss any topic in more detail, or ask any questions.
Topics
Topics
Y7
Y7
Topic: Emotional Wellbeing and Living in the Wider World
We will focus on all aspects of bullying, e-safety and online behaviours including gaming and grooming. We will bring the topic together with students presenting their learning as groups.
Websites for support and guidance:
Y8
Y8
Topic: Prejudices, Discrimination and the Law
We will focus on widening students understanding of what is prejudice and discrimination, and the impact this can have on others. We will explore the importance of British Values and how the Protected Characteristics ensure respect and equality for all.
Y9
Y9
Topic: RSHE
Students will review previous learning and develop understanding and confidence about consent, respectful relationships, including: sexual harassment and harmful sexualised behaviours; contraceptive choices; sexual health and well-being: including sexually transmitted infections and prevention, the social and emotional impact of pornography and how to navigate online safety and relationships.
Please see the PSHE school website for full lesson content and link to our well-being site for more guidance and support.
KS4 PSHE - Providing more support for wellbeing and mental health
In Y10 students will receive PSHE once per fortnight. These lessons are delivered within 4 key topics:
Health and well-being
Relationships, well-being and sexual health
Careers and aspirations
Responsible citizens
We will provide an update through the newsletter and ensure you are given guidance and useful links to help you know more about what your child is learning in PSHE.
In Y11 students will continue to receive personal development and careers support through tutor time, cross curricula subjects and through specific drop down days.
Please don’t hesitate to contact your child’s usual PSHE teacher or the Director of PSHE if you have any further questions.
Y10
Y10
Topic: Understanding Cancer
Understanding cancer, including breast, cervical, skin, bowel, testicular and prostate cancer. Lessons will develop awareness of how to spot signs, seek support, self check and know how to support others. Signposting for support and organisations are linked through all the lessons.
Topic: HIV
Students will identify examples from a film (developed by a HIV charity) that show a lack of understanding of HIV.
Students will reflect on characters lives, attitudes, behaviours and prejudices.
We will look at stigma and how this impacts on the life of people with HIV.
Develop an understanding of HIV including how it is transmitted and how HIV treatment works.
Websites for support and guidance:
Topic: Mental Health, Exam Pressure, Impact of Social Media
Students will explore the signs that someone might have mental health issues such as a mood disorder, stress or anxiety.
They will be provided with a range of support available for those with emotional or mental health problems, including how best to access local services.
Students will discuss the importance of empathy and understanding for what others may be experiencing.
Students will identify positive associations between physical activity and promotion of mental wellbeing, including as an approach to combating exam stress.
Websites for support and guidance:
Young Minds. Child and adolescent mental health charity for teens struggling with any subject. Call: 0808 802 5544
Teen Line | Teens Support hotline - Connect, talk, get help! Teen Line's highly trained teen listeners provide support, resources and hope to any teen who is struggling.
SANE. National out-of-hours mental health charity offering emotional support, guidance and information. Call: 0300 304 7000 (4.30pm to 10.30pm)
Mental Health Foundation. Information and support for anyone with
mental health problems.
Kooth-an online app free to use and download
Topic: Body Modification and Body Image Awareness
Identify the potential problems getting tattoos, body piercings, cosmetic and aesthetic procedures at a young age can cause.
Explain how small decisions made in youth can have far reaching consequences in many areas of our adult lives.
Evaluate what influences people to the point they feel the need to change their appearance for society.
Reflect on social media pressure and understand how to make safe and healthy choices now and in the future.
Topic: Neurodiversity
Students will learn to understand what neurodiversity is and understand some of the obstacles neurodivergent people face
Through group work they will evaluate the best ways to be an ally.
Websites for support and guidance:
PSHE - British Values and Protected Characteristics
It is our belief that all students need to be able to link their learning to the wider world in which they live. So that they understand how learning in the classroom will help them in all aspects of their lives. To do this we believe teaching students about their rights and laws is key. Using the British values, we have created our PSHE way which we refer to during each lesson. We have also included these values in across all aspects of schools including form time activities and assemblies.
Democracy - Pupils are listened to and taught to listen carefully to others. Pupils are taught to respect the rights of individuals and have their voices and opinions heard. They are taught to discuss issues in a balanced and calm way. This skill is put to use across all areas but particularly when voting for student council.
The rule of law - The importance of laws, whether they be those that govern the class, the school or the country are consistently reinforced across WPT and evident in the PSHE way. We teach the value and the reason behind the rules and the laws, that they govern and protect us, the responsibility this involves and the consequences when laws are broken. We endeavour to invite guest from authorities such as local councillors, Police and the fire service help to reinforce this message in assemblies throughout the year.
Individual liberty - In PSHE we educate and provide boundaries for pupils to enable them to make informed choices, through a safe and supportive environment. The understanding of rights and responsibilities are promoted throughout our lessons but also the school curriculum.
Mutual respect - Mutual respect is a core value at WPT. Pupils learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.
Tolerance of those of different faiths and beliefs - PSHE recognises its role in preparing pupils for life in modern Britain. We actively promote celebrations of different faiths and cultures. Across different subjects and activities, we reinforce messages of tolerance and respect.
In PSHE we will actively challenge children, in a safe way who express opinions that are contrary to fundamental British values including extremists’ views.
We actively teach about the protected characteristics to promote equality throughout our schools. This law maintains that the rights of all are protected and therefore is a corner stone to many of the topics covered in PSHE.
For young people to be able to navigate the wider world it is important for them to understand laws and rights. The Act aims to eliminate unlawful discrimination, harassment and victimisation and advance equality of opportunity between different groups. It is part of the PSHE way to promote equality and understanding.
Lessons throughout the PSHE curriculum always include elements of both British values and protected characteristics. With specific lessons covering the following:
Y7 - Equality and diversity
Y7 – Differences and aspirations
Y8 – British values and human rights
Y8 – Equality Act
Y8 – Prejudice and discrimination
Y8 – Protected characteristics
Y9 - Extremism and fake news
Y9 – County lines and criminal gangs.
Y9– Attitudes to homelessness and understanding the impact of inequality in the UK
KS3 relationships and sexual health lessons– throughout all of our lessons we ensure students understand and respect diversity within relationships. Over the 3 years we will ; Define terms: Explain concepts such as sexual orientation. Promote equality and well-being: Educate students about the importance of equality and the rights of LGBTQ+ individuals. Address discrimination and stereotypes: Discuss instances of discrimination and persecution faced by LGBTQ+ people globally and locally.
Over our KS4 curriculum we continue our spiralling curriculum and provide students with the opportunity to develop critical thinking and have discussions around sexism and misogyny, hate crime and extremism, raising awareness around hidden disabilities and illnesses, criminal exploitation, gangs, forced marriage and honour based violence.
Underpinning all of our topics in PSHE is the links that learning has beyond the classroom and the importance for students to link the topics in the classroom to British Values and the Protected Characteristics.
Exam Stress
As we look ahead to the year we know the tension that builds in the weeks towards exams. Year 11 will sit their next round of Mocks in December and it is essential they are prepared fully for this.
Pressure to do well in exams can negatively impact a young person’s mental health. Students can feel this ‘pressure’ from a number of sources, school, family, friends… even themselves.
There is lots of support available around this issue, including in school and online, it's important this is from a reliable source. Youngminds offers some useful advice and tips for everyone to prepare for sitting exams.
Available at this link Youngminds include tips/ advice to help young people get through their exams, including the lead up to exams as well as when they start; https://www.youngminds.org.uk/young-person/coping-with-life/exam-stress/#Copingwithexampressure
Youngminds website also provides some revision tips.
Useful websites:
Within each newsletter will also provide you with some support and guidance on ways to support your child with online safety. Please take some times to read our Top Tips, access recommended websites, and don’t hesitate to contact your child's Non-Teaching Head of Year.
Also visit:
Sextortion
Sextortion
The meaning of Sextortion:
Sextortion describes the crime of threatening to share or distribute initimate images of another person, unless the victim does what the perpetrator demands. Perpetrators might ask for the images, record the victim without knowing or create images of them using AI.
Experts don't recommend using 'sextortion'. It doesn't acknowledge that the act involves the sexual abuse and sexual exploitation of a child.
In fact, European law enforcement agency Europol suggest a broader definition: 'online sexual coercion and extortion of children.'
Sextortion is illegal and very distressing for the victim. Those behind it (often criminal gangs) prey on these feelings; perpetrators know that victims will feel this way.
In some cases, victims also worry about having their intimate images or videos shared more widely. As a result, they feel scared and might do things they do not want to do.
Additionally, many children and young people feel embarrassed and ashamed if they fall victim to sextortion. So, they will often keep the abuse to themselves. This can lead to further impacts on their wellbeing.
Remember that in some sextortion scams, children and young people believe the perpetrator is someone their own age. They will genuinely believe they are talking to someone who is interested in them and who wants to get into a relationship with them.
Parents need to think back to when they were this age. Did they tell their parents everything that they did with their partner at the time, particularly sexual things?
The following changes in your child could suggest they have experienced online sexual coercion or extortion. However, it’s important to recognise that some of these signs could relate to other changes.
Your child might appear withdrawn, worried or unhappy compared to their normal.
They might stop using their phone or mobile device. Or, they might seem worried when a message appears.
Apps that they love might become sources of anxiety. As such, they might stop using those platforms. Sextortion can happen on any platform where users communicate with others.
Why a young person may share nudes.
In some cases, they might want to. However, this is often because they believe they might get something in return. This could include getting a modelling job, money, gift cards, a new mobile phone or other ‘gifts’.
Additionally, sextortion can actually come from someone your child is in a relationship with. They might share an image with the recipient who then pressures them for more. Research shows that this can happen to anyone from any background and at any age. The FBI, for instance, have interviewed victims as young as 8.
At the time of writing there is a significant spike in sextortion cases globally. This this includes the UK with many of the scams targeting teenage boys.
As such, they will often struggle to admit they have shared nude images with someone who took advantage of them. Again, those behind the scams know this. As such, if your child has told you that this has happened then that is a massive first step.
If a child or young person tells you about an incident of coercion, remember they are a victim of a crime. Often, victims don’t report sextortion crimes. Reassure them that you are there to help.
As the UK rolls out the new Online Safety Act protections in 2025, this is an important moment to partner with your teen in navigating their digital lives. These changes bring more tools for safety — but also new choices to make together. The tips below aim to help you support your teenager to stay safe, empowered, and in control online.
Top 10 Tips & Guidance for Parents of Teens under the Online Safety Act
1 -Understand what the law requires — and what it doesn’t
The Online Safety Act (UK) imposes new duties on platforms to protect children from harmful content (pornography; self-harm; eating disorders; bullying; dangerous stunts etc.).
From 25 July 2025, platforms hosting adult or harmful content must implement “highly effective age checks** so under-18s can’t access inappropriate content by default.
The Act also introduces new criminal offences (e.g. encouraging serious self-harm, cyberflashing, intimate image abuse) that apply to individuals.
2 - Talk openly with your teen about the changes
Use this as an opportunity to discuss why platforms are implementing stricter controls, and how their experience online might change (age verification, content filtering, etc.).
Encourage them to ask questions, express concerns, and participate in decision-making about settings and boundaries.
3 - Familiarise yourself with age assurance & age verification tools
Platforms will use various methods (facial age estimation, ID checks, telecom checks) to verify age.
Some platforms may allow limited accounts or “teen defaults” if verification isn’t completed.
Be ready to help your teen through the verification process, preserving trust and understanding.
4 - Review & adjust privacy, safety, and content settings together
Once age checks are in place, platforms must also offer settings to filter harm, restrict content, and simplify reporting.
Walk through (with your teen) the safety tools (blocking, muting, content filters) on apps they use — and agree on a baseline.
Ensure that default privacy settings are maximised (i.e. minimal exposure to unknown users, limiting direct messaging, etc.).
5 - Encourage digital literacy & critical thinking
Teach them to reflect before sharing: Who sees this? Could it be misinterpreted? Could it harm reputation?
Help them identify red flags: manipulated images, misleading content, online challenges or stunts, sensational claims.
Emphasise that even with legal protections, no system is perfect — vigilance matters.
6 - Help them set healthy boundaries — devices & screen time
Collaborate to agree time windows (no phones at bedtime, offline breaks, “no-screen” meals).
Use built-in device tools (screen time limits, app timers) or third-party ones to support the agreement.
Frame it as mutual respect and wellbeing, not punishment.
7- Know how to report harmful or illegal content
The Act mandates that platforms provide “clear and accessible ways to report problems” online.
Show your teen how to report harassment, self-harm content, bullying, inappropriate imagery, or suspicious contact.
Save evidence (screenshots, message logs) — reporting can be more effective when there is documentation.
8 - Have a plan for crisis or serious content exposure
Decide in advance with your teen what to do if they see content that disturbs them (self-harm, graphic violence, sexual content).
Provide trusted contacts (you, a counsellor, a helpline) and make sure they feel safe telling an adult.
Consider setting up a “pause & talk” rule: don’t react impulsively, pause, and talk through feelings before taking action.
9 - Be alert to workarounds (VPNs, alternate accounts, content proxies)
Some teens may try to bypass age verifications via VPNs, alternate logins, or unusual sites.
Rather than policing in a heavy-handed way, use this as a prompt for honest dialogue: Why do they feel the need to bypass? What’s going on?
Explore together more trusted platforms, safer spaces, or supervision approaches that balance independence and safety.
10 - Stay updated & engage with your teen’s digital world
The regulatory landscape, platform terms, and safety features will evolve. Keep an eye on news, Ofcom updates, and tech press.
Ask your teen to show you new apps or features they are using. Let them educate you — this builds mutual trust.
Encourage them to be an active (and empowered) user: to flag content, engage in safe online communities, and voice concerns to platform providers.
You don’t need to become an expert - what matters is an ongoing, open conversation. Your presence, curiosity, and willingness to listen will often matter more to your teen than any control or setting. If you’d like further resources please refer to your school website – and open up the emotional health & wellbeing tab.
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