Personal, Social, Health and Economic Education (PSHE) is a fundamental part of preparing our pupils to take their place as adults in the wider community. Pupils with SEND are at greater risk of abuse and exploitation and through PSHE they are taught how to keep themselves safe. In PSHE, young people are taught how to respond appropriately to puberty by understanding what is happening to their bodies and how to deal with changes that occur. Additionally through PSHE, young people are taught to develop skills for independent adult life; social and behavioural skills and decision-making skills that are essential as they prepare for their adult life. They are also taught knowledge and skills needed to manage conflicts, risks or challenges and to make safe healthy decisions that will impact them and those around them positively.  

The PSHE curriculum tackles barriers to learning, raises aspirations and improves life chances for our students through the teaching of emotional literacy, safe relationships, and providing opportunities for them to celebrate their achievements and success. RSE prepares young people for their future relationships including, as appropriate, friends, boyfriends/girlfriends, partners, marriage and childcare, emphasising the caring, loving aspect of relationships and encouraging responsible attitudes and behaviour within them. 

 

Through our PSHE and RSE curriculum, pupils will have opportunities to develop their oracy skills by: 

• Discussing scenarios to gain understanding  

• Role-playing characters in scenarios to help empathise  

• Explaining choices using key vocabulary  

• Responding to questions  

• Asking questions of one another 

• Collaborating on tasks as a group or in pairs 

• Expressing opinions in a respectful and thoughtful way 

 

Our PSHE curriculum is also enhanced through: 

• Weekly assemblies 

• Visitors and workshops 

• Trips 

• Whole-school events and celebrations 

• Extra-curricular clubs  

• Links with the local community 

 

At the Avenue, we use the PSHE Association SEND Framework which is organised into six sections: 

• Self-Awareness (Me, who I am, my likes, dislikes, strengths and interests) 

• Self-care, Support and Safety (Looking after myself and keeping safe; aspects of Relationships and Sex Education.) 

• Managing Feelings (Understanding feelings, and that how I feel and how others feel affects choices and behaviour; aspects of Relationships and Sex Education) 

• Changing and Growing (How I and others are changing; new opportunities and responsibilities; aspects of Relationships and Sex Education) 

• Healthy Lifestyles (Being and keeping healthy, physically and mentally) 

• The World I Live In (Living confidently in the wider world) 

 

Each strand is divided into topic areas, with ‘Self-care, Support and Safety’, ‘Managing Feelings’ and ‘Changing and Growing’ focusing on aspects on Relationships and Sex Education.

 

The school’s long-term plan identifies the section/strand to be taught each term through 2x weekly timetabled lessons across the school. 

 

Term	1	2	3	4	5	6
PSHE	The world I live in & Self Awareness	Managing feelings	Healthy Lifestyles	Managing feelings	Healthy Lifestyles	Managing feelings
RSE	Self-Care & Support	Changing & growing	Self-Care & Support	Changing & growing	Self-Care & Support	Changing & growing

At The Avenue School, PSHE ethos is rooted in the belief that every student has the right to a supportive and nurturing school environment that promotes their holistic growth through a PACE approach. The ethos encompasses: 

 

• Holistic Approach: PSHE is seen as an integral component of a student's overall growth and success. The subject acknowledges the importance of addressing not only academic achievements but also the social, emotional, and mental well-being of students. 

• Inclusivity and Equity: The ethos of PSHE emphasizes inclusivity and equity, ensuring that every student receives support regardless of their background, abilities, or circumstances. It promotes a culture of respect, acceptance, and celebration of diversity. 

• Positive Relationships: Developing positive relationships is a core aspect of PSHE’s ethos. It emphasizes the importance of fostering healthy connections between students, teachers, and their peers, as well as promoting empathy, respect, and effective communication skills. 

• Empowerment and Resilience: PSHE aims to empower students by equipping them with the skills and strategies to navigate challenges, manage emotions, and build resilience. It fosters a growth mindset and the belief that setbacks can be viewed as learning opportunities. 

• Student Voice: PSHE ethos values the voices of students, encouraging them to actively participate in shaping their own well-being and emotional development. Students are encouraged to express their thoughts, concerns, and ideas while being valued as important contributors to the school community. 

  

PSHE is also taught throughout the year informally ‘In The Moment’, in a range of contexts including: 

• Self-Awareness – through play, leisure and interaction indoors and outside; choice making, kind and unkind behaviours, cross-curricular ICT and Art, sharing achievements and promoting self-advocacy, group times, reflections, debriefs, differences and similarities; goal setting and aspirations 

• Self-Care, Support and Safety – toileting, PE, swimming, dressing, undressing, start/end of day routines, drinks/mealtimes; discussing feelings, managing personal hygiene, communicating a problem; OT/well-being strategies  

• Healthy Lifestyles – mealtimes, food choices when out and about shopping/in a cafe, cookery sessions, PE sessions, wellbeing/relaxation, physical play, outdoor learning, brushing teeth, appropriate clothing, sun safety, brushing hair, online safety when using Smartboard/laptops, safe self-administration of medication where appropriate   

• Managing Feelings – labelling emotions in play, resolving conflict, problem solving, OT/well-being strategies, behaviour plans, debriefs, language of feelings, communicating in times of difficulty, modelling appropriate and positive relationships, roles of people around me 

• The World I Live In – similarities and differences/diversity within the class, celebrations and festivities, sharing class mates’ and families’ special occasions, outings to the wider community, role play/imaginary play, responsibilities and jobs, what is ok/not ok; class rules; roles and responsibilities within school, meaningful leisure time, stories, making choices that have a positive impact on our surroundings and the natural world 
• Changing and Growing – friendships, roles of people including family/carers, personal care, massage/wellbeing, sensory input, self- regulation strategies, splash pool, dressing/undressing; personal hygiene; modelling language of touch i.e. stroke, hit and modelling appropriate touch during play; modelling asking for consent and saying ‘stop / no’