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Honeywell Junior School

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PSHCE RSHE Mental Health & Wellbeing & Rights Respecting Gold

 

At Honeywell Junior School, personal, social, health and citizenship education (PSHCE) enables our children to become healthy, independent and responsible members of a society. We feel it is an integral part of children’s education to help them to understand how they are developing personally and socially. We place a strong importance on mental well being and equipping children to manage challenges they might face as they move through our school and beyond. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. This enables the children to develop their own self-worth. We also ensure that the children experience the process of democracy through participation in the school council. As a Rights Respecting Gold Award School, the rights of the child, as well as sustainability, are interwoven throughout our curriculum but are fundamental to our teaching and learning of PSHCE. We believe this provides our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of the diverse society in which we live.

 

Drug Education (DE)

At Honeywell Juniors we believe that Drug Education should equip children with the knowledge, skills and attitudes they need to make informed decisions about their lifestyle, help them to learn to respect themselves and move with confidence from childhood through adolescence into adulthood – ultimately helping young people to resist drug misuse in order to achieve their full potential in society.

 

Sex and Relationships Education (SRE)

At Honeywell Juniors we believe that all pupils should be offered the opportunity to receive a comprehensive and well planned programme of Sex  and Relationship Education as part of the PSHCE Curriculum in all year groups and specifically in Year 6 in addition to the Statutory National Curriculum Science Programmes of Study. 

Sex Education is taught as a series of sessions looking at children’s own experiences of change, linking up with the changes they are soon to encounter in their new schools as well as within their own bodies. Parents/carers will be offered the opportunity to discuss the content and delivery of the programme with the subject co-ordinator and have the right to withdraw their pupils from aspects of SRE that fall outside National Curriculum Science.

 

 

MENTAL HEALTH & WELLBEING

 

 

We believe it’s ok not to be ok and that caring for the mind is as important and crucial as caring for the body.  In fact, one cannot be healthy without the other.  It is so important to us in current times we have made it a stand alone subject, even though it is still a part of our PSHCE curriculum.  We realise that effective pastoral support is now more important than ever, and we acknowledge the positive impact this can have on the child and the family as a whole. As a diverse and inclusive community, we care not only about the child's academic achievements but also about their happiness and their wellbeing.  With our close link with Place2Be, we are committed to supporting the emotional health and wellbeing of our pupils and staff. We know that everyone experiences life challenges that can make us vulnerable and at times, anyone may need additional emotional support. We take the view that positive mental health is everybody’s business and that we all have a role to play.  We have even invested in quality training and have a qualified mental health first aider.  As a school we aim to help our pupils:
 

  • to understand their emotions and feelings better                             
  • to feel comfortable sharing any concerns or worries
  • socially to form and maintain relationships

 

We do this by dedicating half an hour of teaching time every day to deliver a planned but flexible programme that models self-help skills and activities promoting self-esteem and ensuring our pupils know that they count and we encourage them to be confident and ‘dare to be different’.  We help them to develop emotional resilience and to manage setbacks and support them through our vision and ethos.  We encourage them to think about what positively and negatively affects their physical, mental and emotional health (including the media) and to recognise how images in the media do not always reflect reality and can affect how people feel about themselves while reflecting on and celebrating their achievements, identifying their strengths, areas for improvement, setting high aspirations and goals. We seek to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others whilst recognising that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them.  We talk about change, including transitions (between phases and schools), loss, separation, divorce and bereavement.  Most importantly to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong  and about people who are responsible for helping them stay healthy and safe and ways that they can help these people.

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