The purpose of RSE is to equip children with the knowledge, skills and confidence to form positive relationships with others both now and in the future. The information we share should be age appropriate. We recognise that there are many types of family and relationship and we reflect this through our environment, everyday interactions with children and our PSHE curriculum. We fully support and promote diversity and equality, taking full consideration of protected characteristics as defined in The Equality Act (2010).
RSE should be taught effectively, as children receive lots of information from a wide range of sources. Some of this information is inaccurate or unhealthy. It is vital that children have access to information which will enable them to make positive, informed choices about their relationships and bodies.
It is crucial for children to understand their own bodies; we ensure that our health education curriculum is delivered in a timely manner, so children are prepared for any changes they will experience.
Click to view the PSHE and RSE overview for each year group.
Click the links below to view the progression overviews for each theme covered in PSHE.
PSHE - useful websites
Click on any of the pictures below to check out some really useful websites to support PSHE learning.
Dealing with feelings and emotions
Helping children and young people cope with the information and changes related to the Coronavirus can be a huge challenge. From social distancing and quarantine to school closures and increased awareness of infection and hygiene – there is a lot to process for children and families
Children's sadness can be disguised as:
- Anger — an annoyance with the world or elements in it (e.g., "This stupid remote doesn't work!")
- Resistance — refusing to go along with the "new order," trying to get power and control in a world that feels out of control (e.g., "I'm not doing four math pages; I'm only doing one!")
- Displaced frustration — being frustrated at the situation (e.g., social distancing), but taking it out on something entirely different (e.g., yelling about a bedtime, yelling at a sibling, yelling about what they're having for dinner)
- Roughhousing — taking out feelings in a physical way (e.g., pile on top during a football game)
- Boredom — saying "I'm bored" (often code for "I'm sad")
- Numbness — checking out, wanting to sleep or zone out to TV, wanting to "veg out" on electronics or otherwise ("I don't want to go for a walk! I'm tired!")
Physical Health and Well being
Eating well is hard when you are home all day - we are more likely to snack or eat more and we are possibly less active, take a look at the tips on this 'mindful eating' poster to help.
Sleep is good for mental and physical health so trying to maintain some bedtime routine should be positive, both for children and adult.
The school nurse and health visiting team have a revised offer of support
Please click the link above for their offer and contact numbers
If you think you need urgent dental treatment:
- call your dentist
- use the 111 online service if you cannot contact your dentist or you do not have one
Keeping safe and Managing risk
Online safety -with home learning there is likely to be an increase in use of technology to assist, please ensure you are checking and ensuring your child is safe whilst accessing the internet.
Click below for further information
If you or your child are unwell please use the NHS 111 online or telephone service
If you or your child have an accident that requires medical attention please do so either via NHS 111 or Accident and emergency