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Miss Becky Williams
Personal Development Lead
Parental Engagement Process
Following a Parental Engagement process, the Personal Development policy has now been finalised.
Please click on the link below to see a copy of our school policy.
For additional information about the engagement process, what it involved and the outcomes, please click on the link for the report below.
Parent Personal Development and RSE information pack
Please find all the information, leaflets and documents you need as part of the parent engagement process in the folder below.
Intent
At Heamoor CP School, we teach Personal Development as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity. We value Personal Development as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning.
Rationale
Here at Heamoor School we follow the Jigsaw Personal Development scheme of learning.
Designed as a whole-school approach, Jigsaw provides a detailed and comprehensive scheme of learning for EYFS-Year 6. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world.
The Jigsaw programme meets all of the Personal Development guidance, while also incorporating areas of British Values and SMSC. It enables our children to develop confidence, respect, knowledge of the world around them and their role in that world, enabling them to become valuable citizens of their communities with a positive contribution to make. We also include the statutory Relationships and Health Education within our whole-school Personal Development Programme.
Jigsaw Mapping and Coverage Documents
Whole-school approach and coverage
Jigsaw covers all areas of Personal Development for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; given the spiral nature of the Jigsaw scheme, the learning deepens and broadens every year.
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Term
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Puzzle (Unit)
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Content
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Autumn 1:
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Being Me in My World
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Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
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Autumn 2:
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Celebrating Difference
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Includes anti-bullying (cyber and homophobic bullying included) and understanding
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Spring 1:
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Dreams and Goals
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Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society
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Spring 2:
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Healthy Me
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Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
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Summer 1:
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Relationships
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Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
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Summer 2:
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Changing Me
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Includes Relationships and Sex Education in the context of coping positively with change
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At Heamoor CP School we allocate one session to Personal Development each week in order to teach the Personal Development knowledge and skills in a developmental and age-appropriate way. These lessons are reinforced and enhanced in many ways:
Assemblies and collective worship, praise and reward system, Learning Charter, through relationships child to child, adult to child and adult to adult across the school. The aims of the Jigsaw programme, also build on the school’s 5Rs and the teaching of the fundamental British values. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community.
The document below gives a general overview of the coverage, for each year group, for each of the Jigsaw Puzzles (units). These are the units followed at Heamoor School.
Every Jigsaw lesson, from Early Years to upper primary offers opportunities for children’s
spiritual, moral, social and cultural (SMSC) development and this is clearly mapped and
balanced across each year group.
Likewise, Jigsaw is designed to provide structured opportunities in every lesson, to practise
and enhance the five skills associated with the emotional literacy (self-awareness, social
skills, empathy, motivation and managing feelings). These
opportunities are vital for children’s development, their understanding of themselves and
others and in increasing their capacity to learn.
The following grids give a quick visual reference and summary of where these opportunities
sit within Jigsaw.
Jigsaw Personal Development is fully compliant with the DfE Statutory Relationships & Health
Education Guidance. The document below maps the guidance to Jigsaw Personal Development 3-11
by Year Group and Puzzle (unit of work) showing the depth and breadth of the
curriculum coverage.
Jigsaw Parent information documents and leaflets
Please see the leaflets below to find out more information about the Jigsaw scheme of work and how various areas are covered within our school:
* What is Jigsaw, the mindful approach to Personal Development (ages 3-11)? A guide for parents and carers.
* Relationships Education, Health Education and Sex Education in the Primary School: How does Jigsaw, the mindful approach to Personal Development (ages 3-11) approach these subjects?
* What does Jigsaw teach about LGBTQ relationships?
If you have any further questions, or would like any additional information, please do not hesitate to contact the school.
The 5Rs at Heamoor School
At Heamoor School, we use the 5Rs to explicitly teach social and emotional skills to the children. The Rs are: Resilience, responsibility, reflectiveness, relating and resourcefulness. Each of the 'Rs' is linked with an animal character. These are displayed in classrooms and around the school. During the school term, there is a focus on a specific 'R' each week, with a child from each class chosen who has excelled at using that skill that week. They receive a certificate which is presented as part of our weekly celebration assemblies (pre-Covid, or, currently, during class celebrations on a Friday).
Our weekly class assemblies often also have a 5R focus, or the children are asked which of the 5Rs a character, or famous person being discussed, might be using. This is to keep the children aware of the skills, as well as see how these skills are relevant and used in a wide variety of life contexts.
Similarly, during class lessons, children are often asked: 'Which of the 5Rs are you using there?', or 'Which of the 5Rs could you use here to help you move forward?'.
As the 5Rs are given this high status and frequently mentioned, the children (at all ages) are very familiar with them and can give relevant examples of each of them. They also understand the importance of these skills and the benefit of using them in their daily lives.
Please see the document below to find out more information about our school's 5Rs and what they mean.
'High 5' Anti-Bullying
Our school's 'High 5' anti-bullying policy also encourages our children to use some of their 5R skills, further embedding them into the children's positive 'toolkit'; namely taking responsibility for their actions and responses to others, as well as improve relationships (and understanding of others) and build resilience.
The guide below outlines the steps involved in the High 5 approach. These steps are displayed in classrooms and around the school, as visual reminders of what the children can do to empower themselves to deal with social situations. These are also the steps that school staff will ask the children to follow, role modelling and supporting them with ways to take these steps, to sort out any issues as independently as possible.
British Values as part of SMSC at Heamoor School
The UK government says that schools must promote British values. Ofsted guidance also says schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. The teaching of British values is an integral theme which runs through all SMSC learning and teaching at Heamoor. The Jigsaw scheme of work provides a strong framework to support this, as many of the lessons/Jigsaw Puzzle (units) directly link to the 5 British Values.
The documents below show the breadth of British Values coverage, across all year groups, from Reception through to Year 6.
Lockdown Transition support provided by Heamoor School for each class
During the transition period, before returning to school full time, each class teacher offered a range of creative, PSHE activities to support the children with the change back to the classroom. See the document below, which gives an idea of some of the support that was offered to the children (and their families) throughout the school, to ensure that the transition was as positive as possible for the children.
We also based our school newsletter on the transition work completed during the first two weeks back, to celebrate how brilliantly the children adapted to being back at school after two months of home learning.
Personal Development in class
Personal Development Home Learning