PSHE

PSED in EYFS

PSED is a prime area of the EYFS curriculum and is therefore prioritised in both our nursery and reception class. In the nursery the children carry out an explicit circle time at the beginning of every week. They focus on their ‘I Can’ statements and their PSED priorities for the coming week. They revisit these priorities throughout the week.

In the reception class the SEAL (social and emotional aspects of learning) framework is used. Children carry out explicit circle time sessions and PSED activities. A termly focus such as ‘working in a team’ is also chosen based on the children’s current needs. A classroom display reflects the term’s PSED focus.

We believe that raising standards and improving outcomes in education requires more than teacher effort alone – here at Oasis Academy Bank Leaze we also seek to enhance the social and emotional aspects of learning.

Our students need to engage and react to improve the outcome of their education. This is encapsulated by the 'SUMO Foundation Formula': E + R = O.

An Event and our Response to it determine the Outcome. This is a powerful tool that helps students realise they can change and influence what happens in their own lives. This recognition helps to transform their engagement and motivation in school and in turn drives up the standards and outcomes of their lessons and classes. SUMO4Schools supports student development and achievement including self-esteem, motivation, collaboration, co-operative learning, resilience against setbacks and improved confidence.

But SUMO does not seek to exist outside the school curriculum - instead it serves as an integral part of the learning process and as such can help to achieve the demands of not only the curriculum but also many associated programmes and initiatives. SUMO4Schools incorporates individual, paired and collaborative learning activities that can be utilised in both Key Stages 1 and 2 for schools working towards implementing the new framework for PSHE.

The emphasis is on developing emotional literacy and self-awareness within SUMO4Schools materials makes it ideal for supporting and enhancing our SEAL (Social and Emotional Aspects of Learning) programme in EYFS. Because SUMO4Schools can deliver a transformative difference in the engagement and motivation of children, it dovetails with initiatives including Building Learning Power, Collaborative Learning and Learning to Learn.

SUMO4Schools helps to achieve the emphasis on well-being. SUMO4Schools is used to enhance and support our anti-bullying programme and prevent anti-social behaviour within the framework of the Every Child Matters (ECM) initiative. It also acts as a support resource within our Healthy Schools remit. SUMO4Schools is a vital tool for improving standards of pupil care

Dialogue, inquiry, philosophy

THE BASICS of philosophy for children are straightforward. Students, share some reading, listening or viewing with their teacher (Power of Reading linked). The children take some thinking time to devise their own questions. They choose a question that interests them and, with the teacher's help, discuss it together.

The teacher is concerned with getting children to welcome the diversity of each others' initial views and to use those as the start of a process of that involves the children questioning assumptions, developing opinions with supporting reasons, analysing significant concepts and generally applying the best reasoning and judgement they are capable of to the question they have chosen. In the longer term, the teacher aims to build the children's skills and concepts through appropriate follow-up activities, thinking games and the orchestration of connections between philosophical discussions, life and the rest of the school curriculum.

Sex Education forms part of the Health and Science curriculum. Children learn about relationships within a moral, family orientated framework. they learn about themselves and other living organisms as part of the 'Life and Living Processes' elements of the Science curriculum. In Year 6, the Academy talks to the students about puberty. Parents/carers are informed of this and given the opportunity to discuss the resources and content of these lessons. Parent/Carers have a right to withdraw their child from sex education and should discuss this with the principal.