My name is Jaimini Chauhan and I have been working at Mayflower for 26 years. Currently, I am a year 6 teacher and share this role with Reena Radia. Together we also help with coordinating PSHE&C across the school.
Intent, Implementation and Impact
At Mayflower Primary, we believe that children are growing up in an increasing complex world, which presents many positive and exciting opportunities, but also many challenges and risks. Therefore, it is our aim in life to give children the knowledge, skills and attitudes that they need to effectively navigate the complexities of life in the 21st century. Our RESPECT school values are embedded within our school culture and underpin everything we do; ultimately, our aim is to prepare children for a better future. We believe that it is important for children to be given the tools and strategies to be successful and we plan in opportunities for them to challenge stereotypes, embrace differences and celebrate diversity. Through carefully planned and resourced lessons, which support social, moral, spiritual and cultural development, we provide children with the essential knowledge and skills to deal with issues of safeguarding and emotional well-being.
At Mayflower Primary, we use Kapow’s whole school spiral curriculum approach to RSE (Relationships and Sex Education) and PSHE (Personal, Social, Health and Economic education).
The scheme offers a whole school approach, which consists of the following areas of learning:
Assessment in PHSE&C takes place during lessons through feedback provided by staff. As per our feedback and marking policy, this is most effective during the lesson. Children will also RAG rate their own learning at the end of each lesson against the Question for the Session. Formal assessments are made at the end of each term, and these are submitted to the Head Teacher, determining attainment, progress, and the overall impact of the syllabus on all our children. They are measured against age-related expectations across the syllabus, using a 4-point system, as follows:
Working below Key Stage
Working Towards Age-Related Expectations
Working at Age-Related Expectations
Working at the Greater Depth Standard
Differentiation helps all teachers to ensure that the children’s needs are being met through lesson content that is matched to their needs. Adaptations are also made to ensure that our SEND children can gain access to all lessons, with a strong focus on disciplinary and substantive knowledge, as opposed to the literacy and numeracy skills we may expect of them to access it. In this way, low outcomes in literacy and numeracy do not have to equate to low outcomes in PSHE&C.
Golden Threads and Curriculum Enrichment
PSHE&C supports the 3-Golden Threads in many different ways, and we recognise the contribution it makes to the development of children’s character and worldview. The global goals provide a framework for the love, care and compassion we show to the planet and each other. Social Justice is supported through the transformational impact and an awareness will empower our children to be agents of change through personal choice, faith, or any worldview they subsequently adopt. The Journey of the Child
Each area is revisited every year to allow children to build on prior learning and the lessons provide a progressive programme. Sex education has been included in line with the DfE recommendations and is covered in Year 6 of the scheme. Kapow Primary supports the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons.
Curriculum in Action
Our scheme of work aims to enable children to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when and how they can seek the support of others. They will apply their understanding of society to their everyday interactions, from the classroom to the wider community of which they are a part. We aim for it to support the active development of a school culture that prioritises physical and mental health and well-being, providing children with skills to evaluate and understand their own well-being needs, practise self-care and contribute positively to the well-being of those around them. For more information, please tap on the following link:
