(020) 8748 2566

Flora Gardens Primary School, Dalling Road, Hammersmith, W6 0UD

office@fgschool.uk

PSHE/Religious Education

 

RE

Intent. 

Our Religious Education provision at Flora Gardens Primary School aims to offer a rich and wide RE curriculum which will enable children to develop an understanding and appreciation for the expression of beliefs and cultural practices, inclusive of their own, in line with our school values. Our intent is to ensure opportunities for children to develop positive attitudes and relate their learning in Religious Education to their own experiences and understand the relevance of Religious Education in today’s modern world. Religious Education is taught throughout the school in such a way as to reflect the overall aims, values, and philosophy of our school and by the time pupils have left Flora Gardens Primary School, they will appreciate what it means to be a member of a diverse society, understand a range of religions and world views and the role British values play in ensuring a cohesive community.  

Implementation. 

It has been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus of Religious Education in Hammersmith & Fulham, the following religions have been selected for study:  

  • Christianity 
  • Islam 
  • Judaism 
  • Hinduism   
  • Humanism 
  • Buddhism  
  • Sikhism (Year 6) 

In Key Stage 1, children begin to look at religions and world views focusing on core beliefs, celebrations and rituals. In Key Stage 2, learning opportunities about the world’s religions and world views enable children to gain a deeper understanding of the origins, key stories, key stories and the impact on society. Many approaches are used to deliver Religious Education inclusive of class discussions, group activities, role play and excursions which offers the opportunity for personal growth and development by encouraging pupils to ask questions and promote shared values. Children are encouraged to use correct terminology during discussion and supported to do so with the use of a knowledge organiser that outlines the key knowledge, skills and Tier 2 and 3 vocabulary.  

 
Assessment for learning opportunities are built into each lesson during comprehensive medium term planning which includes prior learning to  be built on and progression statements. Planned appropriate challenge and differentiation ensures development of knowledge and skills as children progress from Key Stage 1 to the end of Key Stage 2 which is assessed using low stakes quizzes at the beginning, middle and end of each half term. This encourages children to integrate learning into their long-term memory and is a useful tool to monitor progression. 

Impact. 

  • Children will have a better understanding of religious affiliations of United Kingdom citizens and how to work alongside each other in line with both our school and British values to create a harmonious community. 
  • Children at Flora Gardens will be enabled to develop the vocabulary needed for correct explanations and respectful opinions of other views and cultures. 
  • Children will be able to talk confidently about their well-being, moral and cultural development in our unique London society and will have built their sense of identity and belonging.  
  • Children will be inquisitive, respectful, tolerant and understanding to those around them. 

 

The impact of our Religious Education provision will be measured by regular assessment for learning in class, low stakes quizzes and half-termly teacher assessments against the RE progression statements. 

 

 PSHE

Intent. 

Our PSHE provision at Flora Gardens Primary School aims to equip children with essential skills for life.  It aims to develop the whole child through carefully planned lessons which are not taught in isolation but embedded within our whole curriculum and intertwined with our six school values. Weekly PSHE lessons aim to develop the knowledge and skills children need to protect and enhance their wellbeing and cover a range of social, emotional aspects of learning. Through these lessons, children will learn how to stay safe and healthy, build and maintain successful relationships, develop their identity and self-esteem as active confident citizens. By the time pupils have left Flora Gardens Primary School, they will appreciate what it means to be a member of a diverse society and what their rights and responsibilities are as they play a positive role in contributing to school life and the wider community. 

 

Implementation. 

PSHE is taught weekly in thematic units consisting of six lessons each from the Twinkl PSHE & Citizenship scheme of work. Teachers regularly access additional resources directly from the PSHE association website (of which our school is a member) in order tailor lessons further. These units are taught in a spiral curriculum that revisits each theme every two years which enables children to recall and build on previous learning at a depth that is appropriate for the age of the child.  

 

These units are designed in such a way that it coincides with our focus on a creative and engaging curriculum; many approaches are used to deliver PSHE such as class discussions, group activities and role play much of which is evidenced in the class scrap book. 

 
Assessment for learning opportunities are built into each lesson which are enhanced by the learning journey records included in each unit, which enable self-evaluation and reflective learning. Each lesson begins with a discussion of children’s existing knowledge and experience, providing an opportunity for baseline assessment and ends with an opportunity to consolidate and reflect upon learning. 

Impact. 

  • Pupils will have the skills to evaluate and understand their own wellbeing needs, practise self-care and contribute to the wellbeing of those around them. 
  • Pupils at Flora Gardens will be enabled to develop the vocabulary and confidence needed to articulate their thoughts and feelings in a climate of trust and respect.  
  • They will apply their understanding of society within the school setting as well as the wider community.  
  • It will help to mitigate any social or emotional barriers to learning and build a well-rounded individual that can succeed.  

 

The impact of our PSHE provision will be measured by regular assessment for learning in class, pupil self-assessments as well as half-termly teacher assessments against the PSHE progression of skills. 

 

 

 

Personal, Social, Health and Economic Education & Religious Education

PSHE is an important and necessary part of all pupils’ education where we embed high expectations and self-motivation in all areas of the curriculum. We do this by focusing on how pupils can maintain self-belief through challenges, become independent learners and ultimately help pupils to understand what it takes for them to stay physically and emotionally well, by adopting strategies for health and emotional well-being.

Pupils behave exceptionally well at Flora Gardens and their behaviour was rated as Outstanding by Ofsted in our most recent report. They are able to recognise the difference between right and wrong, and readily apply this understanding in their own lives.

 
We are privileged to be a school community made up of a wide range of cultural, religious and socio-economic backgrounds. Within this context, pupils at the School have developed strong relationships with each other and show respect in all aspects of their social interactions.  The School has consistently high levels of pupil engagement in community events, such as donating food to charities for the homeless, raising money for charities, volunteering at school events and taking part in extracurricular activities led by professionals from the wider community. We have an effective school council who explore opportunities to engage in fundraising and to further improve our school.

Our PSHE provision aims to develop the whole child through carefully planned lessons which are not taught in isolation but embedded within our whole curriculum and intertwined with our six school values. Weekly PSHE lessons develop the knowledge and skills children need to protect and enhance their well-being and cover a range of social, emotional aspects of learning. By the time pupils have left Flora Gardens Primary School, they will appreciate what it means to be a member of a diverse society and what their rights and responsibilities are as they play a positive role in contributing to school life and the wider community.
Religious Education
Our RE provision at Flora Gardens Primary School aims to offer a rich and wide RE curriculum which will enable children to develop an understanding and appreciation for  expression of beliefs and cultural practices. Children will understand the relevance of RE in today’s modern world and understand a range of religions and world views.

Religious Observations
We are a diverse community, which seeks to celebrate many international days and festivals, religious celebrations and events over the course of each year and deliver these in a secular manner. Our expectation is that all pupils take part in these events.

British Values

In June 2014, the Prime Minister emphasised the important role that British values can play in education. Further, how well a school promotes such values is an aspect of Ofsted’s inspection process.

This is something that is developing in its significance for schools, it is not something new at Flora Gardens. British values are promoted in much of what we do, during school assemblies, Religious Education, Philosophy and Personal, Social and Health Education (PSHE) sessions. The values are also integral to our vision and values.

As well as actively promoting British values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British values, including ‘extremist’ views.

The British values we espouse are not unique to Britain. We acknowledge that they differ in no way from the values of the many countries and the cultural backgrounds represented by families at Flora.

Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.

Being part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Flora. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs in the course of the year; for example, Harvest Festival during the autumn term and trips to the pantomime in at Christmas. We also value and celebrate national events, an example being the 100th anniversary of the start of World War One.

Furthermore, pupils learn about being part of Britain from different perspectives. Two specific examples of when we teach about being part of Britain are:

Geographically: Our rivers, coasts and seaside holiday topics ensure that pupils have a better understanding of what Britain is, learning more about: its coasts, rivers and mountains and where Britain is in relation to the rest of Europe and other countries in the world.

Historically: Key moments in British history are studied in the topics such as ‘London’s Burning’, as well as significant historical figures.

Democracy

Pupils, parents and staff have many opportunities for their voices to be heard at Flora Gardens Primary School. Democracy is central to how we operate.

An example is our School Council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action: candidates make speeches, pupils consider characteristics important for an elected representative, pupils vote in secret using ballot boxes etc. Made up of two representatives from each class, the School Council meets regularly to discuss issues raised by the different classes.  The Council are actively involved in recruitment and in providing teachers with feedback.

Another example of ‘pupil voice’. Pupils are asked to respond and reflect on the teaching and learning they receive as well as make suggestions for the School Council to consider.

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their School, but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

Parents’ opinions are welcomed at Flora Gardens through methods such as questionnaires, surveys at parents evenings and opportunities to comment/feedback on the opportunities we provide.

Rules and Laws

The importance of rules and laws, whether they be those that govern our School or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. At the start of the school year, each class discusses the school rules and class routines, principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

  • visits from authorities such as the police and fire service
  • during Religious Education, when rules for particular faiths are thought about
  • during other school subjects, where there is respect and appreciation for different rules.

Individual Liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment, we provide boundaries for our pupils to make choices safely; for example:

  • choices about what learning challenge or activity
  • choices about how they record their learning
  • choices around the participation in extra-curricular activities

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our PSHE lessons.

Mutual respect and tolerance of those with different faiths and beliefs

Flora Gardens serves an area which is culturally diverse and we are proud to promote and celebrate our different backgrounds and beliefs. Tolerance, politeness and mutual respect are at the heart of our aims and ethos.

Our central aim to ‘prepare children for the future’ drives us towards ensuring that our pupils are able to live and work alongside people from all backgrounds and cultures.

Our pupils know and understand that it is expected that respect is shown to everyone and to everything, whatever differences we may have. Pupils learn that their behaviour choices have an effect on their own rights and those of others. All members of the School community are encouraged to treat each other with respect.

Specific examples of how we at Flora Gardens enhance pupils’ understanding and respect for different faiths and beliefs are:

  • through Religious Education, PSHE and other lessons where we develop awareness and appreciation of other cultures – in English through fiction and in art and music by considering cultures from other parts of the world.
  • celebrating cultural differences through assemblies, themed weeks and displays.

Whilst instances contrary to our values are relatively rare, no school can guarantee that there will never be instances which are contrary to our values. Each is treated seriously in line with our policies and expectations.