WCLPS Curriculum – PSHE
At Willerby Carr Lane we dream big; we believe we can; we achieve excellence. To do this, we place our children’s emotional, spiritual, moral, social and cultural development at the heart of our school’s curriculum, ethos and culture.
We aim to develop the positive self-esteem and confidence of all our pupils and recognise the importance of good physical health and mental wellbeing. Our personal, social, health and economic (PSHE) education helps all pupils develop the skills and understanding they need to live confident, healthy and independent lives.
We incorporate a wide range of resources and external organisations to compliment the PSHE Jigsaw scheme of work which we follow.
Using lessons and resources designed by The Bank of England, we equip the children with a deep understanding of financial literacy. We also have assemblies from the NSPCC and Humberside Fire and Rescue as well as regular visits and workshops from the school nurse.
Other important aspects of our PSHE include our School Council, Class Councils and Mental Health Ambassadors. These help to ensure all our children have a voice.
Download our policies:
Our PSHE and RSE policies have been developed and reviewed in consultation with parents in order to ensure that they meet the needs of pupils and parents and reflect the community we serve.
Download our curriculum long term plan:
Additional resources:
Every Jigsaw lesson includes mindfulness practice. Mindfulness is being able to observe your own thoughts and feelings as they happen, in the present moment, applying no judgement. Jigsaw teaches children to understand their thoughts and feelings using the Calm Me time exercises (using the Jigsaw Chime). Below is a link to an example of a ‘Calm Me’ audio exercise. It is intended to be listened to with another member of the family (in family pairs).
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
