Southmead Primary School

Southmead Primary School

Headteacher: Mr Nicholas Plumb

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British Values and PSCHE

Mrs da Silva is our PSCHE Lead.

‚ÄčAt Southmead Primary School, the principal aim of PSHE is to allow pupils to develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life passed education. In line with the Education Act 2002 we cover the three core themes of PSHE, Health and Well Being, Relationships and Living in the Wider World.

At Southmead, it is our intent that all children will be ‘lifelong learners’ with the confidence and ability to develop their skills and understanding when having new experiences, meeting new challenges and finding themselves in unfamiliar situations. By implementing positive behaviour management, we offer a nurturing environment where each child can be the best they can be and ignite a passion for learning. All children are guided to develop their full potential and their achievements and successes are celebrated and rewarded. As a school, we believe that children are all individuals and therefore, we aim to encourage: RESPECT. Respect, Equality, Self-confidence, Perseverance, Enjoyment, Curiosity and Trust are the core values that underpin our curriculum.

The teaching and learning of PSHE using the Jigsaw programme supports this.

Through using Jigsaw, our children acquire knowledge, understanding and the skills they need to manage their lives now and in their futures. It develops the qualities and attributes children need to thrive as individuals, family members and members of society and the global community.

 Jigsaw is implemented throughout the whole school during regular whole class Jigsaw lessons focusing on different topics each term. There are six puzzle pieces in Jigsaw that are designed to progress in sequence from the start of each academic year: Term 1: being me in my world and celebrating difference (including anti-bullying) Term 2: dreams and goals and healthy me Term 3: relationships and changing me (including sex and relationships education).

Through regular Jigsaw sessions, children are given opportunities to explore and challenge a range of the diverse beliefs, values and attitudes that individuals and societies hold. Children are taught to develop themselves, their understanding of the world, and their ability to communicate their feelings as well as to take responsibility for their actions.

Children at Southmead also acquire an understanding and experiences of British values that are necessary if they are to make sense of their experiences, value themselves, respect others, appreciate differences and feel confident and informed as a British citizen.

At Southmead School we seek to ensure that the PSHE that we teach, improves the physical, mental and social well-being of pupils. Through our PSHE education, we believe we can enhance children’s education and help them to become caring, respectful, aspirational and confident individuals. Providing a consistent and regular delivery of the Jigsaw Scheme of Work allows us to fulfil this.

Black Lives Matter (updated 16.6.2020)
Here at Southmead Primary School, our curriculum aims to prepare children for the experiences, opportunities, and responsibilities of life in an ever changing Modern Britain.   Through this curriculum, we promote the fundamental British Values of Democracy, the Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those with Different Faiths and Beliefs. Therefore, in light of recent events, we wish to give families support that they may need. 2020 has seen portrayals of violence, which have led to protests and marches advocating an end to racial inequality.  Many children may have questions about the images and conversations they hear on the news, on social media and around them.  We wish to encourage a positive and open discussion about race and racism.  The following link provides a place for families to start talking about racial equality.  

October 2020 - Black History Month


What is Black History Month, and why should we mark it?

Black History Month started in America as away to note African American's achievements and celebrate black culture. Black History Month takes place in the UK in October and has been celebrated for around 40 years - initially to recognise the contribution of people from African and Caribbean backgrounds and now to include black history as a whole. At Southmead, we feel that it's important to recognise and embed black history and culture through all aspects of education year-round; however, a month of recognition helps to raise awareness of the need to do so.

Statistics show that England is diverse - with 20% of people in England and Wales from a background other than White British, and an increase in African, Arab and 'other Asian' backgrounds and those identifying as mixed race (ONS, 2011).  There is a small, scattered BAMER (Black, Asian, Ethnic Minority and Refugee) population across North Devon, leading to increased isolation and marginalisation. Police statistics show Hate Crime in Devon and Cornwall have increased, and in Torridge alone the number of hate crimes reported in the first three months of 2020 already total 75% of the full total for 2019.

So, what can we do?  This month, we can commit to raising awareness of Black British History across our school, celebrating and encouraging the achievements of black people in the UK and together we can make change happen.

Each year group has chosen to mark Black History Month in a variety of ways.  Sometimes it is linked to the topic they are studying, but other times it has been linked to what the children already know and what they find interesting.

In EYFS, this half term our topic is 'All About Me'. We have been studying our bodies and learning how to draw portraits. We're also exploring the technology that surrounds us every day - what it can do and which buttons to press. We have specifically looked at the portrait photography of Seydou Keita, who took portraits of people with special objects. For homework the children have composed their own photos in the same style and talked about how to take the photo and email it. 

In Year One, we have discussed our goals and how others can inspire us to achieve them. We have also celebrated diversity. As part of our topic of ‘Flight’, we researched inspirational people in aviation. This included Bessie Coleman, who achieved her goal of becoming a pilot and went on to perform at air shows. 

In Year Two, this term’s topic is ‘Pole to Pole’.  We have discovered an American explorer called Matthew Henson, who accompanied Robert Peary on seven voyages to the Arctic, over a period of nearly 23 years.  We have also listened to black singers from the past and used these songs for our ‘Take 10’ movement breaks.

In Year Three, after watching ‘Pixar for the Birds’, we discussed how it feels when someone is different to you.  We recognised the importance of making sure everyone is treated well. We listened to Nina Simone singing ‘Feeling Good’ and the song ‘Don’t Worry Be Happy’.  We also looked at the artwork created for these black musicians.

In Year Four, we have focused on Maya Angelou - an inspirational writer and poet. Many of her famous quotes have resonated with us and we are putting them in to practise each day.  They are helping us to become more resilient and appreciate our own uniqueness and individuality. A celebration of humanity!

In Year Five, we discussed resilience.  We were inspired by many people who were ultimately successful, even after many struggles.  We talked about inspirational people who experienced unfairness, but achieved greatness.  Rosa Parks and Dr Martin Luther King were two people from the same era who inspired us to be resilient.

In Year 6, this term’s topic is ‘World War Two’.  We studied the ‘Windrush generation’ who were families from the Caribbean.  They came to the UK, after the war, to fill labour shortages.   Despite living and working in the UK for decades, many were told they were there illegally, because of a lack of official paperwork.  Since then, reports and compensation schemes have been launched, including the UK government apology for deportation threats. 

Diversity Week: Here are some resources about diffrerences


Our children build their Personal, Social, Health and Emotional development as one of the prime areas of learning. This includes Self-Regulation, Managing Self and Building Relationships. Children participate in guided activities, including circle times, Thrive, peer massage and assemblies. Children are given structured and independent opportunities to build on these skills through their time in school. The children are encouraged to listen, be kind to each other and share. We use the online platform ‘Jigsaw’ to guide our themes for each half-term whilst also addressing the needs of the children as they occur. They are supported in understanding their own feelings and beginning to regulate their behaviours accordingly. They set and work towards simple goals and build their resilience, perseverance and independence. They learn to work and play cooperatively, and show sensitivity to their own and others’ needs. To promote independence the children choose their own lunch and healthy snack each day and during circle time we discuss the importance of these healthy choices, keeping hydrated and maintaining good oral health.

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