PSED in the Early Years Foundation Stage (EYFS) Department

In the EYFS PSHCE is known as PSED (Personal, social and emotional development). PSED is split into three different areas; Making Relationships, Self-Confidence and Self-Awareness and Managing Feelings and Behaviour.

Making Relationships

When pupils start school it is important that they make relationships with others, both peers and staff. To help pupils to develop these relationships we have a Key Person system in school. This allows pupils to build a good, strong relationship with one person who they can learn to know and trust. The Key Person supports the child in creating new friendships, helps them to become familiar with their environment and is an important point of contact with parents. In the EYFS pupils engage in turn taking and sharing activities to help develop their social skills. This is a key part of PSED as it forms the foundations of developing and making relationships not only in the early years, but as pupils move through the school and develop in life.

Self- Confidence and Self- Awareness

In school pupils are provided with opportunities to explore their environment and surroundings with support and independently. Pupils are given every opportunity to express themselves and we at The Redway pride ourselves in listening to the child and meeting their needs. Within the learning environment we follow pupils’ lead, respond to their responses and requests (using any form of communication) and we use a variety of strategies such as Intensive Interaction which allows pupils’ to develop their self-confidence and self-awareness. Within the Early Years we help pupils to develop awareness of themselves through the use of movement and physical activities, through Tac Pac, engaging in self-help/care activities and by engaging in joint play and group sessions.

Managing Feelings and Behaviour

Pupils establish routines by engaging in daily activities and by using objects of reference and or symbols and photos to understand what is happening. By learning daily routines pupils begin to learn about boundaries, they learn about being part of a group, taking turns and sharing with their friends. Pupils begin to know what is expected of them and they are able to adjust to the daily routine.

PSHCE in the Primary Department

The PSHCE (Personal, social, health and citizenship education) curriculum focuses on the development of the whole child and this includes their experiences across the whole school day both within and outside lessons. Across the school we provide activities and experiences that promote the development of self confidence, self expression and independence skills and an awareness of being part of a community.

In Primary PSHCE is taught discretely and is integrated across the whole curriculum, and is an important aspect. We have a topic focus for each term or half term and many of these topics enhance our PSHCE curriculum too, providing excellent opportunities for giving the children new experiences.

Discrete and integrated in curriculum.

  • Developing self-awareness and body-awareness. We provide lots of opportunities for making choices and encourage the children to express their likes and dislikes. The children learn to identify different parts of their bodies through a variety of physical activities and action songs and rhymes. They learn how to take care of their bodies by practicing ways of keeping safe both inside and outside school and by keeping clean, practicing washing their hands and cleaning their teeth. The children also learn about the people who can help us, for example, firefighters, doctors and police officers.
  • Learning about families and different cultures. Through stories, photographs and play the children learn about families and caring for each other. By taking part in festivals and celebrations from different cultures they also learn to understand that there are similarities and differences between people.
  • Being part of a community. The children are encouraged to share and take turns with their friends in class. They learn to follow simple class rules, for example, being kind to each other and are encouraged to take responsibility for some jobs, for example, taking the register. By taking part in whole school celebrations they also develop a sense of the community of the school.

PSHCE in Key Stage 3

As in the Primary department, the PSHCE curriculum focuses on the development of the whole child and this includes their experiences across the whole school day both within and outside lessons. For some pupils in Key Stage 3 the PSHCE discrete curriculum is based on the Asdan “Personal Progress” programme which reinforces and extends what has been covered in the Primary Department. The programme covers areas such as developing independence skills, communication and community participation and provides opportunities to experience and engage in new experiences.

For other pupils in Key Stage 3 PSHCE is an integral part of the curriculum, focusing on developing self-awareness, self-confidence, building relationships and trust and being part of the school and the wider community. These areas are addressed in sessions such as Intensive Interaction, Sound Therapy, Sensory Integration, Physiotherapy and Hydrotherapy.

The pupils in KS3 continue to work on the 3 key areas that have been started in the Primary department.

Me and looking after myself

  • The pupils continue to develop an understanding of their bodies and how to look after themselves. This includes developing body awareness through physical activities such as music and movement and aromatherapy massage and learning about the physical and emotional changes that happen as they get older and how to deal with these changes.
  • The pupils continue to learn about ways of keeping themselves safe, healthy and happy (developing independent living skills). They develop their personal hygiene skills and, learn how to care for their environment.

Me and my relationships

  • The pupils are helped to recognise their own strengths and abilities and learn how to act appropriately in different situations and with different people.
  • They learn about family and friends and about the important people in their lives.

Community (developing community participation skills)

  • The pupils learn about the different people in school, their roles and about school rules.
  • They learn about the local community and visit different facilities within the community.

PSHCE and Citizenship in Transitions (Key Stage 4 and 5)

In the Transitions Department a key element of the work is preparing the pupils for their life beyond school and PSHCE plays a crucial part in this; it is completely cross-curricular and is tailored to the needs of the individual pupils. The pupils are able to access college courses and a range of leisure and work-related activities.

The pupils at Key Stage 4 are part of the Transitions department and all the pupils follow an externally moderated ASDAN curriculum. All pupils are following the Personal Progress programme (explained in the KS3 information) and some are working on Towards Independence. Both these programmes are based around PSHCE and are very flexible in terms of addressing the needs of the individual pupils. The key areas in the Towards Independence programme are as follows;

  • Communication
  • Numeracy
  • Creative Studies
  • Independent Living Skills (everyday living skills, meal preparation and cooking, money, using transport)
  • Cultural (local environment and the wider world)
  • Leisure, Recreation and Sport
  • Personal Development (engaging with the world around them, Citizenship, self advocacy, relationships)

By the time that our pupils have completed their education at The Redway School we hope that they have all fulfilled their potential and are ready to take their place in the wider community. 

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