At Bankside Primary School we pride ourselves on the social awareness that our children develop during their time with us. The strong roots in personal, social, emotional development are embedded during the EYFS phase.
PHSE continues through school by being taught through discrete circle time session once a week following the a detailed programme of study.
Football in the morning before school
Wake Up, Shake Up (a short burst of dance each morning)
Playground games such as skipping, frizbee, running, ball games and quite chat time
During lunchtime we have:
Football each day and activity coaches who lead and develop gross motor control, stamina and enthusiasm.Zumba for children twice a week-
– Early Years to KS1 at 12.15-12.45
-Key Stage 2 at 12.45-1.15
Weekly sessions of PE , PHSE and SEAL
Occasional activities, which include specialist visitors, students and local sports tournaments
Annual events like the Sports days at John Charles Stadium in Middleton.
PE and sport funding is given to all primary schools each year. First introduced in 2013, the money approximately£10,652.00 for sports funding this academic year can only be spent on PE and sport. To maximise the long-term impact of our PE provision for pupils and staff, we invest the money in various ways and then closely monitor the impact of these initiatives through assessment of childrens skills, staff and pupil feedback, uptake of clubs etc. We are required to report how we do this; have a look at our action plan and its various outcomes.
Social and Emotional Aspects of Learning (SEAL) is a really important aspect of our school and we’re proud that our children are happy and able to get on so well with each other. Each half-term, we have a different theme. In 2015-16, these are:
New Beginnings, relationships & Healthy Lifestyles (autumn first half-term)
Friendships (autumn second half-term)
Good to be Me / Living and Growing & Changes (spring first half-term)
Getting On/ Drug Education (spring second half-term)
Global dimensions (summer first half-term)
Changes, transitions and aspirations (summer second half-term)
Pupils learning within PHSE, Circle Time and class council sessions actively promote fundamental values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs of all faiths . We are currently reviewing the PSHE provision and will be incorporating more emotional literacy learning from September (2015)
From September 2015…
Visit the Parent menu tab and download our Guide to Healthy Packed Lunches. We welcome views on any health issues from parents and carers. Occasionally we arrange meetings with parents and carers to discuss relevant health topics. Details would be sent by text, letter and handouts.
Living and Growing Education ( Sex and Relationship Education)
Living and growing is not statutory until Key Stage 3 (secondary school). However, Living and Growing is taught at Bankside Primary, and is done so sensitively and respectfully. It is delivered by our school Nurse Cathy Ashton and Ms Jan (Assistant Head Teacher).
The term Living and Growing is used because it has far more to do with relationships. Children in Reception will naturally talk about different relationships; this might include: relationships with family members compared with relationships with people at school developing friendships and the need to get on with everyone, and ways to cope if relationships are hard different families, some with a mum and dad, but others with a different make-up.
This is one of the reasons why we believe its important to develop children’s understanding of relationships throughout their primary years.
Regarding Living and Growing, elements of the statutory Science curriculum act as the starting point for what children learn, specifically at Year 5:
Pupils should be taught to describe the changes as humans develop to old age
Non-statutory notes and guidance:
Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.
Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.
Children can become aware of sexual matters from an early age: they receive information (either explicitly or implicitly) from family, peers, the media and the general values and attitudes they encounter in society. This approach can lead to misconceptions.
There are many advantages of school-based Living and Growing. It provides a structured programme matched to the ages and development stages of pupils. It can combat ignorance and fear and clarify existing knowledge by providing accurate information. It can provide opportunities to discuss feelings, emotions and attitudes in a safe, non-threatening situation. It can also help to create a natural, positive attitude towards sexuality and to develop the skills needed to manage relationships. By providing opportunities to exchange ideas, it can promote tolerance and understanding of others. The sharing of ideas can contribute to the development of values and a personal sense of morality.
We are fully aware of the moral, legal, cultural, religious and ethnic dimensions of the subject. Equally, we understand the importance of parents / carers views in relation to Living and Growing. Information regarding the structure of Living and Growing lessons and materials available and the schools policy is always available for any parent to download below.