The Rights Respecting ethos of the school underpins everything we do at Frogmore Junior School and we are proud to have achieved the gold award for the work we have done so far. Children are actively encouraged to use the language of the UN convention to talk about their views, feelings and experiences. Weekly LYFTA sessions help children consider and apply their rights in the role of global citizens. Philosophy for Children gives children opportunities to think - gaining awareness of their sense of self - and to listen and discuss the ideas and opinions of other people. Children are able to develop the language of debate and to create their own open-ended questions to provide a stimulus for follow up sessions. Zones of Regulation is used in all classrooms to enable children to develop their emotional literacy. PSHE is taught using the JIGSAW programme which, "holds children at its heart and aims to equip them for happy, healthy lives and to be effective learners.” There are 6 units which are built upon each year: • Being me in my world • Celebrating difference • Dreams and goals • Healthy me • Relationships • Changing me: “Changing me” is included the DFE statutory content for the teaching of RSE at key stage 2.
PSHE is at the heart of life at Frogmore Junior School. Assemblies are used to set up themes for discussion and learning throughout each week, which continues in class-based sessions following the LYFTA, Philosophy for Children and JIGSAW approaches. Children learn to be confident in expressing their ideas and opinions as individuals, safe in the knowledge that these will be listened to and valued by the school community. Children will be aware of their rights and learn to respect the rights of their peers. Children will develop a strong understanding of what is right and wrong, they will develop their identities both as individuals and as members of different groups and communities. Children will receive the information necessary to make them healthy in both body and mind and to be resilient to the changes that happen (physically and emotionally) as they mature and experience change.
Monday’s assembly is led by the Headteacher or Assistant Head Teacher and will introduce a theme for the week, usually based around the UNICEF calendar. LYFTA sessions are delivered in class as assemblies and provide children with opportunities to find out about the wider world. A P4C question for discussion is delivered fortnightly and is opened for discussion by the class teacher using questioning. Each class generates a new question based on their discussions to provide the stimulus for the following week’s discussion. JIGSAW is taught weekly in classes, with the exception of the final unit “changing me” which is taught as a block unit in the Summer term for a week across the whole school. PSHE is led by the class teacher wherever possible in order to create a “safe space” for children to talk. This also ensures that any matters arising from discussions can be followed up in accordance with school policy.
Children will have a strong sense of self identity. They will be able to recognise and act appropriately on their own feelings and ideas and on those of other people. Children will be resilient in their approach to learning, having the vocabulary necessary to express themselves and resolve conflict. Children will have the knowledge and tools necessary to live healthy, fulfilling lives and they will know when and who to speak to when they need extra support.
What a ‘typical’ lesson looks like:
All PSHE lessons must start with the sharing of the JIGSAW charter and steps for success document. The teacher will introduce the lesson, using visual materials (LYFTA website, JIGSAW powerpoint or P4C powerpoint) and initiate questions for discussion. Children will continue the discussion with the teacher as facilitator. Children can “pass” at any time. Notes of each session will be made in the PSHE book, Teaching & Learning.
LYFTA and P4C are taught weekly as part of the assembly timetable. JIGSAW lessons are timetabled weekly. All PSHE lessons must start with the sharing of the JIGSAW charter and steps for success document. Records of discussions should be made in the PSHE book and these are shared at CPD so that whole school planning can be achieved.
Children with SEND should be given opportunities to contribute to PSHE sessions in ways in which they are able, teachers should be aware that children who cannot verbalise their views should be given opportunities to express themselves in different ways. PSHE sessions encourage children to think about inclusion which strengthens the school ethos around pupils with SEND.
Teachers should be alert to any disclosures during PSHE that cause them concern. These should be reported via CPOMS and the safeguarding leads as per the safeguarding policy.