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"Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less." Marie Curie (1867-1934)
Millbrook Combined School is a nurturing learning environment in which each child is encouraged to develop their full potential and where their achievements and successes are celebrated and rewarded. As a diverse school, we believe that children are all individuals; therefore, we aim to encourage mutual respect and responsibility and foster self-esteem in a happy and caring atmosphere. The teaching and learning of PSHE through the Jigsaw program, the Millbrook Message, our Faith Garden, and Nurture Programming supports and upholds this vision.
The aims of PSHE education within Millbrook Combined School are to provide children with accurate and relevant knowledge, opportunities to create personal understanding, opportunities to explore and challenge a range of values, attitudes, beliefs, rights and responsibilities and a range of skills and strategies to live a healthy, safe, fulfilling responsible and balanced life.
PSHE deals with the diverse beliefs, values and attitudes of individuals and societies. They help pupils to develop themselves, their understanding of the world, and their ability to communicate their feelings. PSHE helps children acquire British values and attitudes necessary if they are to make sense of their experiences within school and life itself, value themselves, respect others, appreciate differences and diversity and feel confident and informed as a British citizens.
PSHE education cannot exist in isolation. At Millbrook Combined School, it is part of a whole-school approach embodied in all our programs and curriculum. We provide opportunities for children to link to other areas of learning and explore a wide range of social, moral, cultural and behavioural issues. Through PSHE, we believe we can enhance children’s education and help them become caring, respectful and confident individuals.
The PSHE Scheme of work follows Jigsaw PSHE programme which ensures teachers have an overview for the year, so they can see where and when different topic areas including RSHE are planned. This considers the needs of the pupils, the aims and ethos of the school, the local community and the local environment in which the school is situated.
Using Public Health data, specific issues can be identified that might affect the lives, health and wellbeing of the pupils and families in the local area (both now and in the future). Issues include increase in adolescent mental health diagnosis, increasing knife crime in local towns and County Lines.
This will provide a meaningful context for short term planning, helping ensure PSHE lessons are relevant and interesting for pupils.
Using the core themes of Health and Wellbeing, Relationships and Living in the Wider World (including economic education, climate change and environmental issues) set out in the PSHE Association Programme of Study, each year group decides which learning opportunities will be covered. The planning follows a ‘spiral curriculum’, meaning that the specific learning builds for pupils as they move through the school, gradually expanding and deepening their knowledge, skills and attributes. Learning in PSHE is not delivered as a one-off experience but one where learning opportunities covered in one-year group will be further developed in another.
Through quality PSHE lessons and teaching, children develop resilience, perspective taking and problem-solving skills. As a result, pupils will become self-managing, reflective, resilient, collaborative learners, who are able to be successful in school as well as in the wider community.