PSHE

The impact of teaching PSHE is measured in the same way across the school. It is measured through teacher assessment against the half termly individual learning objectives and EHCP report outcomes. Teachers assess progress formatively in lessons using success criteria to document progress and next steps. Progress is also documented through the summative assessment tool, B Squared Engagement and Progression Steps. Progress evidence is documented half termly on learning outcome sheets along with sharing photographs and video evidence on Tapestry. Parents can also upload videos from home to share progress at home.

Intent

Within Early Years Foundation Stages (EYFS), PSHE focuses on developing skills to support pupils to join in with school routines. The aim is to enable pupils to gain and practise skills across all areas throughout the school day. This includes toileting, lunchtimes, play times, child initiated activities and all transitions. Pupils learn about aspects of self-regulation, managing themselves and learning to build relationships with their peers and adults at school.

Implementation

Pupils begin to learn expectations for their behaviour during the day. Pupils develop learning behaviour skills including to remain seated for longer periods of time during a range of different activities and to develop stamina to focus on activities for increasing periods of time. They will learn to sit with others and build tolerance for being around each other, learning to cope with different noises and the movements of others.

Pupils learn how to appropriately transition around the classroom. Pupils explore different areas of the classroom and work towards moving independently to the different learning areas as prompted by supporting adults. Alongside this, they learn to transition to different areas of the school such as the Science room, Music room, playground, sensory studio, PE hall and Dance Studio. They learn to transition with increased speed and confidence, as their familiarity with their surroundings increases.

Through the teaching of PSHE pupils learn to show an understanding of their own emotions and feelings, as well as those of others. They learn to regulate their behaviour while learning to work towards simple goals around sharing and interacting with objects and people. They learn to develop their ability to focus their attention on what people are saying to them and respond appropriately. Pupils begin to engage in a range of activities and show an ability to follow simple instructions.

Managing themselves is also part of PSHE in EYFS. Pupils learn to show a willingness to try new activities and build their independence, resilience and perseverance when presented with new challenges. They begin to understand the differences between right and wrong, as well as how to behave appropriately around the classroom and while moving from one area to another in the school. Pupils develop their understanding of their own personal care routines during the school day including understanding what they eat, how they use the toilet and also how to complete activities such as washing their hands, teeth and showering. They also learn about what is theirs and what belongs to others. This is taught through identifying items such as clothing, food and other resources.

Pupils will learn to build relationships with members of staff and peers around school. They learn how to communicate their needs with different members of the school. Communication and social skills are developed as pupils learn to co-exist with others. They are encouraged to play and interact with others while learning and playing, beginning with adults and progressing to fellow pupils. Pupils work towards building positive attachments with staff and building friendships with peers through participation in a wide variety of learning activities that are provided across the school curriculum. They learn to develop their sensitivity and understanding of others through being encouraged to interact with peers during circle times and during learning activities. Pupils are enabled to achieve these skills through the child initiated learning and Understanding the World framework, as well as, through the use of repetition, staff modelling, engaging activities and outside play.

Impact

By the end of the Early Years Foundation Stage, pupils have had experiences to develop their communication skills and they are ready to transition to the primary phase. They have developed a tolerance for being around others and learnt how to cope with the various challenges of the school day. Pupils display skills that demonstrate they can work and play cooperatively and they can patiently wait for their turn during activities. Pupils demonstrate emerging skills for managing their personal care. This looks different from pupil to pupil but fundamentally each pupil can demonstrate a developing ability to manage themselves with regards to toileting, changing and eating.

By the end of this stage, it is expected that pupils can sit and eat with their peers and understand to eat only their food and not take from others. Adults continue to facilitate this, but independence is encouraged. Pupils also have developed tools to cope with the challenges of the school day and being around their peers in the classroom environment.

Within Early Years Foundation Stages, progress evidence is recorded by sharing photographs and video evidence on Tapestry.

Intent

In the Primary phase of the school, we aim to build on the skills learnt in EYFS. The intention is for pupils to continue to work towards developing their independence, with a focus on developing their understanding and management of their personal care. There is also a focus on developing pupil communication skills and engagement with their learning. There is also an intention that learning in PSHE develops pupils’ social and emotional wellbeing.

Implementation

PSHE is embedded across all the curriculum subjects as pupils work on elements of their communication, understanding and problem solving ability to help them manage themselves throughout the school day.

Across the school day pupils continue to learn expectations for their behaviour. Pupils develop skills to remain engaged in learning activities for longer periods of time. They also continue to develop their resilience and ability to cope with being with other children. Pupils develop their relationships with more adults around school as they access clubs and other learning opportunities, using the sensory room and booster room as examples.

Pupils learn how to appropriately travel around the school using communication aids such as ‘now and next’ symbol boards to support them. They experience using resources in different areas of the school, such as the outdoor fitness equipment, the sunken trampolines and Soft Play. Pupils work towards transitioning as independently as possible to the different learning areas as prompted by staff members. .

Pupils experience offsite visits in the local area. This may include a short walk to the river or around the playing fields behind school. This helps the pupils to understand how to behave and be safe in an environment outside of the school.

Pupils continue to develop their independence and confidence by completing parts of their personal hygiene routine. Pupils learn to brush their teeth and wash their hands with more independence daily and practise showering after their swimming lessons.

Impact

By the end of the primary stage, pupils have had experiences to develop their communication skills further and are ready to transition to the secondary phase. They have strategies in place to help themselves cope with the challenges of the school day. Pupils begin to display skills that demonstrate they can work and play cooperatively and they can patiently wait for their turn during activities. Pupils demonstrate developing skills for managing their personal care. This looks different from pupil to pupil but fundamentally each pupil shows an ability to participate in toileting, changing, showering and eating.

By the end of this stage, pupils can attend and focus for longer periods than before and are emerging as social members of their class group. Adults continue to facilitate this, with as much independence as possible being encouraged.

Intent

Through teaching PSHE in the secondary phase of the school, we aim to develop pupils as individuals regarding their understanding of themselves and who they are. This encompasses learning about personal hygiene, social skills, relationships and the importance of physical activity and diet for a healthy lifestyle. Pupils also learn about money at this stage, regarding its value and how it can be used.

Implementation

As pupils begin in the secondary phase, their independence with transition is encouraged as much as possible. Pupils are encouraged to refer to their communication tools such as VOCA’s, PEC’s books and request strips, to help them understand and communicate about their needs and the structure of their school day.

Pupils engage in a greater number of offsite activities during this phase of the school as they begin to transfer skills they have learnt in the classroom environment to the community environment. This will include learning skills to do with travel training, completing a shop at a supermarket or visiting a café.

Pupils learn about maintaining a healthy lifestyle. They learn to recognise the importance of eating healthily and exercising regularly. Pupils bring in healthy snacks for morning breaks and then engage in an active curriculum designed by each different class teacher. Pupils also have opportunities to access the fitness suite, climbing wall and the Dell at different points of the week.

Pupils learn further about the different relationships they have with different people at home and around school. This will cover areas such as LGBTQ where appropriate, for pupils who this affects. Pupils will learn to recognise and identify people they know and also identify who would be considered a stranger.

As pupils go through the stages of puberty they learn about how to manage and cope with bodily changes. This includes the management of their own personal hygiene with regards to washing and changing. Pupils receive varying levels of support to develop their understanding of how to manage their changing needs.

Linked to bodily changes, as pupils become more self-aware, pupils learn about public and private behaviour. Where pupils become more hormonal as they go through stages of puberty, they are encouraged to learn that some behaviours must remain private in the toilet, where they are alone. Pupils learn what is considered acceptable and appropriate behaviour in public versus what they are ok to do when in a private scenario.

With regards to money, pupils learn about how to identify different money values and what they can be used for. Pupils engage in role plays that require them to exchange money to pay for an activity or item. Pupils learn to differentiate between money values and perform exchanges that mimic what it is like to interact with a member of public in a shop.

Impact

By the end of the secondary stage, pupils have had experiences to develop their communication skills further and are ready to transition to the Post-16 phase. Pupils are more self-aware by the end of this stage and they have a greater understanding of what prosocial behaviour they should display during the school day. They also understand what adults’ responses to their antisocial behaviour will be. Pupils should demonstrate further developing skills for managing their personal care. This looks different from pupil to pupil but fundamentally each pupil will show an ability to manage aspects of their own personal care.

By the end of this stage, it is expected that pupils show some ability to transfer skills across different contexts of their learning. Their life skills are emerging and they start to show independence with completing tasks as part of their daily routine.

Intent

Through teaching PSHE in Post-16, we aim to develop pupils as individuals and prepare them for transition to college and onto adulthood. Pupils continue to work on aspects of maintaining and improving personal hygiene, social skills, relationships and they learn about money management, learning to identify, use and look after money. Pupils also learn about the importance of physical activity and diet for a healthy lifestyle as their bodies change.

Implementation

Pupils within Post-16 focus on learning the skills they need to have in order to transition successfully to adult provision. The repetition and regularity of practice and focus on these skills helps pupils become more confident and comfortable with performing tasks such as showering and brushing their teeth, for themselves.

Pupils learn in this stage of the school about the importance of being as clear as possible with their communication. They are encouraged to use the tools they have to communicate their needs and any requests. They practise interactions with staff and peers before then attempting to replicate their school learning in the community environment while using public transport, supermarkets and different provisions available to our pupils post school.

Transition at this stage of the school is also valued. The transition goal is slightly different as it is about familiarising themselves with provisions they may visit in life after school. Pupils learn to build their resilience, independence and ability to cope with change when they visit and experience new environments.

Pupils continue to build upon their independence with maintaining personal hygiene. Some pupils work towards showering independently whilst some still be work on changing into specific clothing for different lessons with support.

Pupils learn to understand what it means to be healthy through the means of completing regular exercise and healthy eating. They learn to make meals with healthy ingredients and also make choices from a healthy eating based menu, learning to identify what they do and don’t like.

Parents are encouraged to be an active contributor to the development of their child’s independence through working on particular skills and learning at home with the child that coincides with what the pupil is learning at school.

Impact

The desired impact surrounds the pupil’s ability to be prepared for life after school. They have developed personally, socially and emotionally. Pupils are expected to have the tools they need to be as independent as they can for their future lives. Pupils now have the necessary tools to cope with change and will be used to completing a variety of different transitions during their day. They also understand that regular exercise and eating a range of foods is key to them maintaining a healthy lifestyle in the future. They can now also maintain their own personal hygiene or at the very least complete aspects of their routine with adult support.

Pupils are more capable of transferring skills and using them in different contexts as a result of the learning they have completed in the Post-16 phase. Parents are more aware of their child’s capabilities at the end of this stage as they prepare to transition to college and then onto adulthood.

Intent

Pupils will learn to develop their independence in the context of their own ability. For each pupil this will look very different with their needs being so vast and specific. The aim is to develop pupils as social members of the class and to encourage them to display different responses in a variety of different contexts. The focus on communication is consistent, whether this be to develop a pupil’s ability to produce a physical or emotional response.

Implementation

Pupils learn to develop their responses to different people and stimuli. They become familiar with their own daily routine and how to cope with being at school and working with different adults other than their parents or family. A lot of their learning is to do with developing the relationships pupils have with different people who work with them. Pupils will learn to accept and tolerate support with managing their personal hygiene and other care needs.

Pupils learn to transfer existing skills into different environmental contexts where they are in a different room or working with different adults. PLMD pupils have a structure to their day which they learn to be familiar with. It is then hoped that pupils will develop an anticipation for what is going to happen in response to different stimuli, whether that be in the form of an object cue or person cue. Pupils are given a range of different sensory experiences to encourage them to produce different emotional, physical or vocal responses.

It is then the staff who interpret the pupil’s behaviour and note differences in response, with regards to different stimuli. Responses are recorded and then assessed over a period of a half term or term to see how the pupil has developed their social skills.

It is highly important for the pupils to communicate so various methods are used. Some pupils use devices such as single or double switches, some use E-tran frames and/or Eye Gaze to enable pupils to have a method of communicating their response. This indicates when the pupil is engaged in the activity or stimuli. It lets the supporting staff member know that the pupil has registered and responded to the cue they have provided and the pupil is sharing a social interaction with them.

Impact

Pupils will have become more socially interactive and communicative with familiar adults. They will have communication strategies that work for them that help them to share their responses to different stimuli. Pupils have experienced transferring their existing skills to different learning environments and learnt to produce different emotional, physical and vocal responses. Pupils also accept a greater range of adults supporting them to have their needs met.

Intent

Higher attaining pupils across the school will be supported to develop their independence in the context of their own ability. This can look very different from pupil to pupil, but they will still be challenged to become as independent as possible before they progress to the next phase of the school.

Implementation

Pupils learn to cope with changes in their normal routine as a result of their ability to listen and process information quickly when it is shared by staff. They also start demonstrating appropriate relationships with staff and peers. They understand that staff are there to support and enable them rather than be a ‘friend’. These pupils also know how and who to ask for help when they need it. They can in some cases, initiate and hold conversations with others. Higher attaining pupils recognise that there is a difference between someone they know and someone who would be a stranger. As a result they modify their behaviour as a result.

These pupils also understand how their own behaviour impacts another person and can modify it accordingly. They understand that they should behave pro-socially rather than anti-socially. Higher attaining pupils also learn to become more aware of dangers around their environment and modify their actions as a result.

Higher attaining pupils learn to develop their leadership skills, by supporting their peers and running simple games or activities that have been facilitated by a staff member. These pupils also learn to contribute to the school community by taking on roles and responsibilities for jobs such as delivering objects or letters, washing up, collecting fruit for the class and organising coats and bags at the end of the day.

These pupils can be considered far more independent than their peers. They learn to transition by themselves and interact with most adult members of the school community. They also learn to use public transport with less reliance on adult support. These pupils learn to handle and use money in the community context to make purchases for items such as ingredients for Food Technology lessons.

Each pupil’s level of independence will vary, depending on the context but this could be showering independently, understanding fully the idea of public and private, being able to change and toilet effectively and manage their own personal care without the need for adult input.

Impact

These pupils are ready to be active members of the community and can behave appropriately outside of school and around other members of the public with limited support. They are also at a stage where they can cope with changes in routine and self-regulate themselves when challenged with unfamiliar scenarios.

These pupils display appropriate relationships with different people and can work cooperatively with adults and peers, as well as independently, to complete tasks. They demonstrate some leadership qualities that enable them to support peers successfully.