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Samuel Laycock School



PSHE/RSE Mission Statement

The intent of the PHSE/RSE curriculum is to teach pupils the knowledge and skills that they need to be healthy, confident and safe members of the community. We want pupils to leave Samuel Laycock School with the tools needed to safely participate in the physical and virtual communities around them; forming and maintaining positive relationships with others, participating in leisure and social activities and successfully accessing post 16 provisions. Throughout the curriculum we want to support and encourage pupils to develop their emotional literacy, self-esteem and sense of self-worth. Giving pupils opportunity to take active roles in the school community such as contributing to charity and enterprise events, being mentors to peers and contributing to Smart School Council supports this.

Within in the PSHE curriculum the statutory RSE content will be included to ensure pupils have opportunity access to this content on more than one occasion during their time at Samuel Laycock, this will provide opportunity for embedding crucial skills and knowledge. The curriculum is personalised to meet the individual and emerging needs of different pupils at any point in time so that teaching is relevant to the individual and learning opportunities are not missed.

The curriculum overview document shows topics of study for each year group for each half term, this is incorporated into half termly plans. The RSE statutory content has been mapped to each PSHE unit to ensure that all of this content is delivered and no areas are missed (see mapping document). Each point of the statutory content is covered at least once in KS3 or KS4 but often is delivered in both key stages. The curriculum is delivered in an inclusive way to ensure all different members of the school community feel appreciated and recognised regardless of gender, sexual orientation, race or religion.

The teaching and delivery of the PSHE/RSE curriculum is supported by local authority, Jigsaw and PSHE Association resources. There are close links between the Living Skill and PSHE/RSE curricula meaning are there are frequent opportunities for embedding knowledge and practicing core skills.

The impact of the PSHE/RSE curriculum will be judged through progress made towards EHCP outcomes, the work produced by pupils, pupil self-development with regard to social and emotional literacy and post Samuel Laycock destination data.