PSHE and RSE - Our Vision 

P.S.H.E. is at the heart of every aspect of learning and growing here at Meadowside. In recognising and celebrating individual liberty, expanding learning beyond the academic, technical and vocational development of all of our pupils, we provide equal opportunities for all pupils to learn about the many personal and diverse aspects of life. Indeed, in nurturing each pupils’ curiosity, courage and kindness this leads to them being empowered to grow to be happy, healthy, safe and active members of society. Active members of our Meadowside community, their local community and also a member of the community of the wider world.

Intent

Our intent here at Meadowside Academy is for the empowerment of all children to grow to be happy, healthy, safe and active members of society.

Implementation

• Integrated SMSC development threaded throughout all curriculum areas
• Consistent promotion and celebration of our Values – Respect and Relationships
• Consistent promotion and celebration of our Curriculum Drivers – Resilience, Resourcefulness and Reflectiveness
• EYFS - Personal, Social and emotional development is fundamental to cognitive development. Highly effective relationships allow all pupils to develop a positive sense of self, regulate emotions, set goals and have confidence in their abilities. Along with this, managing personal needs independently as pupils learn to look after their bodies provides the crucial building blocks for personal development in KS1 and KS2.
• Following of Jigsaw Scheme of learning – a mindful approach to P.S.H.E. which brings together Personal, Social, Health Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning, progressing sequentially from the start of each academic year. This includes the statutory guidance for Relationships and Sex Education (RSE 2019)

Impact

• Pupils experience a wide, rich set of experiences
• Pupils are confident, independent and resilient in all aspects of school life
• Pupils express their concerns to trusted adults and know these are taken seriously – receiving feedback
• Pupils recognise, can name and regulate their emotions in different situations
• Pupils demonstrate British Values of democracy, rule of law, tolerance of different cultures and religions, mutual respect and individual liberty
• Pupils from each class are active members of our School Council
• Pupils make positive choices in their conduct and learning behaviours
• Pupils are aware of how to stay safe in reality and online
• Attendance is 93.26% for all and attendance is improving for disadvantaged pupils and those otherwise vulnerable  92.58%  (17.05.22)

Policy and Key Documents

• Elevate RSE and PSHE Policy 
• The Jigsaw Approach 
• British Values mapping
• UNCRC mapping 
• SMSC & Emotional Literacy mapping

Emotional Check In

Each class  has an interactive Emotional Barometer linked to the 'Zones of Regulation'. Here every child will have the opportunity to check-in twice a day selecting from four possible Zones - Blue, Green, Yellow or Red. each Zone relates to a range of emotions that may be present at that time (see below). From this, check-ins from adults in class then take place to ascertain how we can further support these children or how they can support themselves to move to our optimal Green Zone. 

PSHE Overview

Lessons follow a clear structure and build in time for calming, quiet reflection, thoughtful discussion, solving puzzles and responding to problems. There are also lots of opportunities for singing, sharing ideas and working together. Each class has it's own Jigsaw character to support in their learning and help scaffold conversations and communicate their emotions.