Personal, Social and Health Education (PSHE) and Citizenship enables children to become healthy, independent, responsible members of society. Pupils at Meadlands are provided with the knowledge, understanding, attitudes, values and skills they need to reach their full potential. PSHE continues to be taught through a variety of forms at Meadlands Primary School, in 2018/19 we have introduced a new PSHE curriculum PATHS.
PSHE is at the heart of the school's ethos, to encourage all pupils to be the best they can be. Weekly lessons allow them time for reflection, to think about their own actions and other people’s behaviours in school. We continue to use our school values as an approach to behaviour; our values include self-motivation, independence, initiative, resilience, curiosity, imagination, determination and kindness. The values support our class PSHE learning. Each month, we explore the new value and what it means to us. Throughout each month that value is looked at more closely in relation to different areas, for example, how the value impacts on us, school life and our community. Certificates are also given to children in Friday achievement assemblies for excellent work related to these values.
Coupled with this, Spiritual, Moral, Social and Cultural (SMSC) aspects of school life are equally as important. This dimension weaves through everything we do at Meadlands and we aim to be ‘outstanding’ in this area. We are passionate about nurturing the whole child and educating them about their place within society today in the UK. We believe that these two are inextricably linked and that both need to be taught and developed in order for every pupil to reach their potential. PSHE and SMSC closely link to other aspects of the curriculum and school life, most notably; Behaviour, Sex and Relationships Education (SRE) and Religious Education (RE). In a recent whole school review, Meadlands was said to have a ‘golden thread of SMSC running through the school.’
Massage, Mindfulness, Meditation and Massage (MMMM) assemblies are delivered each week. They express the importance taking the time to stop, relax and reflect, and explore ways we can engage the children with this, and offer them strategies to keep calm and aware of the people around us. Each class delivers weekly peer massage lessons where the children relax and close off their minds to the busy world around them.
Meadlands is in the process of updating the Sex & Relationships Policy and details will be shared in the autumn term 2018
Peer Massage sessions are carried out in all classes from Nursery to Y6, and can be adapted to fit in with many national curriculum subjects. Peer massage is very calming and therapeutic for the children and is inclusive of and enjoyed by all, no matter what their ability or level of understanding. In a world where touching is often seen as "not something that we do" if it is pushing, shoving and fighting, Peer Massage in the classroom provides a different window on the world of relationships through touch. Children have to consent to their peers touching their back, shoulders and arms, which teaches them a clear respect for boundaries. The teacher will lead the routine, whilst telling a story which the children massage to a sequence of movements. At the end of the routine, the recipient says thank you and gives constructive feedback. Often children will make up their own peer massage routine.
Improved calmness and concentration
Improved social skills
Improved engagement in activities
Increased self-confidence, self-awareness and self-esteem
In our Reception and nursery classes, PSHE and SMSC form an integral part of topic work and themes covered during the year. Aspects of the pupils' work are then matched to the Early Learning Goals. Teaching of PSHE and SMSC links with the outcomes of a pupil’s personal, social and emotional development (PSED) as set out in the Early Years Curriculum. PSED is not taught discretely in this phase but is weaved in throughout the year. Pupils are also encouraged to explore strands of this through ‘Knowledge and Understanding of the World’.