Curriculum

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PSHE at Riverside

PSHE education is a school subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in modern Britain. Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

Our STARMAT framework for PSHE education (as outlined below) aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in contexts such as health and healthy living, friendships and relationships and living in the wider world (including economic wellbeing and aspects of careers education). It includes the (new for the start of the 2020 academic year ) Sex and Relationships framework set out by the DFe.

PSHE education contributes to schools' statutory duties to provide a balanced and broadly-based curriculum and is essential to Ofsted judgements in relation to personal development, behaviour, welfare and safeguarding.

 During key stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communit

PSHE  is at the heart of Riverside School. 

Pupil behaviour, attitude to learning and motivation are outstanding. Regular monitoring in class shows that the vast majority of pupils behave exceptionally well and show resilience and determination in their learning. Classroom standards are mirrored around school including at times of ‘flow.’ Pupils can talk readily about their work and their targets to improve. Pastoral support is a strength with pro-active deployment of Learning Mentor time. Despite being a large school, students are well known personally by the staff team. Pupils consistently demonstrate a superb attitude to learning, pride themselves in their achievements and work to understand what to do to improve. Behavioural expectations are exceptionally high. Where any issues do occur, pupils are able to use Resolution/Mediation to good effect.

Deliberate and effective action is taken to promote thoughtful, reflective characteristics in pupils and encourage physical wellbeing. Activities are planned which pro-actively challenge stereotypes and broaden horizons.

  • Pupils show high levels of engagement, courtesy, collaboration and co-operation in and out of lessons. They do not need staff to maintain their engagement. They are motivated and engaged because they enjoy their learning opportunities
  • They are resilient in their work, engage well in collaborative and creative challenge; confidence and self-belief is an actively taught theme
  • Conduct around school including at unsupervised times is exemplary
  • All members of the school community have extremely high expectations for social behaviour – there is a culture of respect and courtesy; this has allowed for several managed moves to actively thrive at Riverside, making rapid and sustained improvement within the school ethos
  • External reviews assess behaviour and attitude to learning as a strength of the school; this also evident through the pride pupils take in their work including presentation in books
  • Effective behaviour management systems ensure lessons proceed without interruptions. Pupils show high degree of motivation and resilience in all activities
  • Pupils have a strong and developed sense of right and wrong, they participate well in ethical debate and appropriate opportunities are taken to apply democracy, community work etc.

These outcomes are achieved through discrete lessons, as well as pro-active PSHE tuition through the following curriculum intent and implementation document, from which teachers plan their provision

At Riverside, our PSHE/PSE curriculum intent and implementation looks like this:

pdfPSHE.pdf

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Contact Us

General queries to:
Mrs J Coates/Mrs J Kavanagh/Mrs V Scoot/Mrs Bain-Mackay - School Administrators
Mrs S Borradaile - School Business Manager

sampleTel:  01937 832 899

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Wetherby Road, Tadcaster
North Yorkshire LS24 9JN

 

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