Our intention is that when our children leave Connaught they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, self-belief, self-confidence and a positive growth mindset.  In an ever–changing world, it is important that they are aware, to an age appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being. 

Connaught Junior School will consider the make-up of our own pupil community, including the gender and age range of our pupils and consider whether it is appropriate or necessary to put in place additional support with particular protected characteristics.  Connaught will consider what we can do to foster healthy, respectful peer to peer communication and behaviour between boys and girls.  We will provide an environment which challenges perceived limits on pupils based on their gender or any other characteristic.

Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable all children to access the wider curriculum and prepare them to be a global citizen now and in their future roles within a global community. Across the course of each unit (jigsaw piece), pupils will work towards two learning intentions, one of which is based on specific PSHE learning and one based on emotional literacy and social skills. The progression of skills is such that by the end of key stage 2, we aim to ensure that pupils leave Year 6 with the skills required to successfully live in today’s world and their next phase of education. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. They will be given opportunities to develop their emotional literacy and social skills and an understanding of their own thoughts and feelings as they happen and develop strategies to manage them. 

Mindfulness is an aspect of the “Jigsaw” scheme of work we follow, and through this, we aim to provide pupils with a vital tool for life, regulating their emotions, building emotional resilience whilst enhancing their ability to focus and concentrate, both of which will help to optimise learning. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. The teaching of PSHE is also designed to reflect the needs of our pupils, allowing staff the flexibility to address any issues as and when they may arise, for example issues in the news, the loss of a family member, friendship issues etc.

PSHE is taught through a clear and comprehensive scheme of work in line with the National Curriculum. We ensure we cover the Health and Well-Being, Relationships and Living in the Wider World Learning Opportunities set out in the PSHE Association’s Programme of Study, which comprehensively cover the statutory Health Education and Relationships Education guidance. 

Pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and 'aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’. There is a strong emphasis on emotional Literacy, building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus.

At Connaught, in addition to Relationships Education, we also teach aspects of Sex Education that is covered in our Science Curriculum. Alongside this we teach about different kinds of relationships, including same sex relationships because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’.

PSHE is taught through Jigsaw’s six half termly themes with each year group studying the same unit at the same time (at their own level):

Autumn 1: Being Me in My World
Autumn 2: Differences (including Pro-Kindness)

Spring 1: Dreams and Goals

Spring 2: Healthy Me

Summer 1: Relationships

Summer 2: Changing Me (including Sex Education)

It also identifies links to British Values, and SMSC and is taught in such a way as to reflect the overall aims, values, and ethos of the school.

Wider Curriculum  

• We believe that focusing on developing a 'Growth Mindset' in our children will help them to build resilience, independence and confidence; embrace challenge; foster a love of learning; and increase their level of happiness. We do this through the language we use in class, praising children for their efforts, and using language to encourage children to change their way of thinking. This supports both our school and PSHE aims and values, and we focus on Growth Mindsets in all aspects of school life.
• PSHE, including SMSC and BV, is an integral part of the whole school curriculum, and is therefore often taught within another subject area.
• Visitors, such as Network Rail, emergency services, Topic related theatre companies and the school nurse complement our PSHE curriculum to offer additional learning.          
• We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. This takes many forms such as representing the school at sporting events, pupil parliament roles and Toffee monitors. We challenge all of our pupils to look for opportunities to show Connaught’s core values- Caring, Confident, Committed.
• Assemblies are linked to PSHE, British Values and SMSC and cover any additional sessions that would benefit the whole school.                                                        
• PSHE, BV and SMSC displays throughout school reinforce the PSHE curriculum enabling children to make links.
• Weekly scenarios are built into assemblies to reinforce sticky knowledge and promote discussions.  Scenarios cover a variety of themes e.g. allergy awareness, anti-bullying, racism, stranger danger, road safety…

By the time our children leave our school they will:

• be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life
• be on their way to becoming healthy, open-minded, respectful, socially and morally responsible, active members of society
• appreciate difference and diversity
• recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
• be  able to understand and manage their emotions
• be able to look after their mental health and well-being
• be able to develop positive, healthy relationship with their peers both now and in the future.
•  understand the physical aspects involved in RSE at an age appropriate level
•  have respect for themselves and others.
•  have a positive self-esteem

Puzzle 1 covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.

Puzzle 2 focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t, including cyber and homophobic bullying – is an important aspect of this Puzzle.

Puzzle 3 aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world.

Puzzle 4 covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic.

Puzzle 5 has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes. All Jigsaw lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

Puzzle 6 deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Self and body image, puberty, attraction and accepting change are diverse subjects for children to explore. Each year group thinks about looking ahead, moving year groups or the transition to secondary school. Life cycles and how babies are made and grow are treated sensitively and are designed to meet children’s needs. All year groups learn about how people and bodies change. This Puzzle links with the Science curriculum when teaching children about life cycles, babies and puberty.

Suggested websites for children

https://www.healthforkids.co.uk/

https://www.childnet.com/young-people/primary

https://www.thinkuknow.co.uk/

https://www.think.gov.uk/education-resources/

 

Suggested websites for parents and carers

https://www.annafreud.org/parents-and-carers/

https://www.mind.org.uk/information-support/for-children-and-young-people/information-for-parents/

https://www.healthforkids.co.uk/

https://www.place2be.org.uk/our-services/parents-and-carers/supporting-your-child-s-mental-health/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

At Connaught we believe in a learning culture where everyone feels included, valued and respected.

The DfE recently reinforced the need to “create and enforce a clear and rigorous expectation on all schools to promote the fundamental British Values of democracy, rule of law, individual liberty and mutual respect of those with different faiths and beliefs.”

The Government set out its definition of British Values in the 2011 Prevent Strategy, these values were reiterated in 2014.  At Connaught these values are taught both explicitly and discretely through our PSHE programme. They are also reinforced regularly in the following ways…

Democracy

• All children are involved in the democratic process of choosing, by voting, School Council representatives each year.
• The School Council meets regularly to discuss issues raised in class. The council has its own budget and is able to effect change in the school.
• Councillors, Sports Captains, House Captains, Mentors, Well Being Ambassadors and Toffee monitors all apply for the post and once appointed democratically make decisions.
•  Each class votes on their class rewards
• Within the curriculum, the Year 3 and 5 History topics examine the origins of Democracy.

Individual liberty

• At Connaught the children are encouraged to make choices in a safe, secure and supportive environment.
• The PSHE curriculum teaches awareness about making choices.
• Children are given freedom to make choices including suggestions for extra-curricular clubs at lunchtime and after school.
• The curriculum is created to ensure that the children can make choices about their own learning, for example level of learning challenge and the methods they use to solve a problem.

Rule of Law

• The School Behaviour Policy: this includes explaining to the children their rights, responsibilities and the consequences when the Policy is not adhered to.
• Through our PSHE the children are taught about the rights of the child (UNICEF) and how that is implemented in law. Class Charters reflect these rights.
• Children are taught to have a knowledge of and respect of the School Rules, including Playground Rules and E-Safety Rules.
• The children are involved in policy writing and reviews.
• Visits and assemblies from the emergency services and British Rail promote knowledge and understanding of the rule of law within Britain.
• The SRE and Science curriculum includes specific knowledge concerning smoking, drugs and healthy living and the laws around these areas.
• Bikeability Course includes learning about the importance of the rules of the road.
• School Captains act as positive role models.

Mutual Respect

• Connaught has an Inclusive Ethos.
• Staff, House Captains and Sports Captains act as role models to the wider school community.
• Pupil Parliament develops the children’s abilities to respect the rights of others to express a different opinion.
• The use of Jigsaw problem solving methods allow children to reflect on how their actions have impacted on others and problem solve conflict in a respectful way.
• The work of the Eco Council promotes respect for our planet and the environment.
• The work of the Friendship Council promotes friendship, kindness and tolerance of each other.

Tolerance of different cultures and religions

• Our Pro kindness and class charters encourage tolerance and understanding of other cultures and faiths.
• Different cultures, faiths and beliefs are explored and celebrated through assemblies, visiting speakers and the RE curriculum.
• Assemblies and the RE curriculum include festivals from a wide variety of faiths and cultures.
• Members of different cultures, faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school.
• Celebration days and weeks celebrate diversity, including different cultures and religions, as well as being thread through our PSHE and RE curriculum.
• The Music Curriculum celebrates diversity.

From September 2020, Relationships and Sex Education (RSE), along with Health Education, became statutory, and formed part of the National Curriculum.

At Connaught we reviewed our RSE curriculum and policy and had it ratified by Governors on the 15^th July 2020. 

We carried out a review and consultation to be sure our RSE provision is appropriate for all our pupils based on their:

• Age
• Physical and emotional maturity
• Religious and cultural backgrounds
• Special educational needs and disabilities

As part of this process, the school consulted with children, parents, staff and governors which helped to inform our schools’ decisions on when and how certain content is covered.

This process started with the children, who are at the heart of our school.  A cross section of children were interviewed about their current RSE and PSHE teaching and learning.  They were surveyed to find out what they liked/disliked and what elements they found most informative. The children were then asked what elements they felt weren’t covered they would like to see included.

The Consultation Questions to parents were as follows:

Parent Questionnaire December 2020

In order to provide your feedback to this consultation, we would appreciate your completion of the following questionnaire.

Understanding, is being able to see the message about the RSE policy and coverage being delivered and use concepts to deal adequately with the message, whether you agree or not.

Agreement, is having the same opinion on the SRE policy, coverage and lessons being delivered.

1. I think RSE education is an important part of the school curriculum.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2. I think PSHE education is an important part of the school curriculum.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

3. RSE topics taught in school can make a real difference to young people’s lives.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

4. PSHE topics taught in school can make a real difference to young people’s lives.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

5. I feel happy to talk with my child about growing up, sex and relationships.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

6. I understand the content of the RSE policy.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

7. I agree with the content of the RSE policy.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

8. I am aware of the topics that will be covered by RSE sessions at Connaught Junior School.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

9. Are there any changes or additions that you think should be made to the PSHE/RSE Policy or curriculum?

10. Is there anything we’re not covering that you think we need to address?

11. As a parent, do you feel like you need more information or guidance on specific topics? How would this information be best communicated?

The staff were also part of the process.  They were involved in discussions about the curriculum coverage and how it should be taught.  Feedback on existing RSE teaching was taken on board so improvements could be made.

The final stage of the process involved our Governors.

The consultation enabled us to reach a general consensus and we made adjustments to our policy and curriculum based on this feedback.

I would like to thank all parents and carers who took the time to submit responses and completed the questionnaire. The responses gathered from parents were highly positive about our existing RSE curriculum and the proposed changes to our curriculum and the overwhelming consensus was that these changes reflected modern family living, and current & respectful thinking.

The outcome of the consultation has informed us that we need to take the following additional measure:  Age appropriate reading materials and websites to support the discussions that may arise at home, as a result of school teachings,  will be available on the website. This will include a list of age appropriate books and the authors.  We hope that this will enable parents to support learning and conversations that might occur at home. Should parents want to borrow school copies these will be made available.

 

It is important that parents, staff and pupils work together to ensure that we can all enjoy the sun safely over the warm Spring and Summer months.  The sun’s rays are particularly strong over the Summer and they can damage skin.  Dehydration and over-exposure to sunlight can cause huge health worries which we would like to avoid.  Your child’s health and wellbeing are very important to us and Sun Safety is something that we take seriously at Connaught. 

As a school we regularly talk to children about the importance of being safe in the sun during lessons and assemblies as appropriate.  We provide shade for the children on the playground and take appropriate measures to reduce outdoor exposure in extreme heat.

Your support is very important.  You can help by:

• Talking to your child about the importance of sun protection at home.

• Sending your child into school with a named sunhat. The best type of hat is either a legionnaire hat or a hat with a wide brim (see pictures below). Children who do not have a sun hat on very sunny days will be asked to stay in the shade.

                          

 

• Applying a high factor sun cream (at least SPF 30) to your child before sending them to school.  We recommend you send your child with clearly labelled sun cream to reapply themselves at the beginning of lunchtime.
• Ensuring your child brings a large water bottle to school and encourage them to drink plenty of water – we will remind them too!

Together I hope we can have a very happy and safe Summer Term.

Why is sun protection important for children and young people?

The number of cases of malignant melanoma, the most serious form of skin cancer is rising at an alarming rate.  The good news is that the majority of these cases could be prevented.  Most skin cancers are caused by too much ultraviolet (UV) radiation from the sun.  If we protect ourselves from overexposure to the sun then we can reduce our risk. This is particularly important for children and young people whose skin is more delicate and easily damaged.

What about vitamin D?

We all need some sun to make enough vitamin D.  Enjoying the sun safely, while taking care not to burn, should help most people get a good balance without raising the risk of skin cancer. For more information on vitamin D, visit the Cancer Research website:

https://www.cancerresearchuk.org/about-cancer/causes-of-cancer/sun-uv-and-cancer/sun-and-vitamin-d

Sun safety accreditation parent letter

Sun safety policy

Sun protection policy

Skcin booklet

 

Friday 9^th February 2024

Mufti Day

At Connaught we want to use colour and clothing to express ourselves, and support Children’s Mental Health Week.

Your outfit can be as simple or extravagant as you like.  Wear your favourite colours or dressing up costume, add a hat or scarf to your outfit, wear something that makes you feel happy or shows off your personality. 

On this special occasion we are allowing football, rugby and cricket team kits.  However, we ask that you do not wear a complete kit.  Choose either the shirt, shorts or socks, but not all together!

Dress to express is an opportunity for self-expression and celebration of a diverse range of emotions.