Curriculum
Assistant Headteacher (AHT) for Teaching and Learning
Mr Wild’s role, in school, is to work with the Senior Leadership Team (SLT) and staff to develop a fund, broad and balanced curriculum. Within this curriculum there are many ways in which we teach children how to keep themselves safe and how to manage their emotions.
EYFS (Early Years Foundation Stage)
Within the Early Years curriculum there are three prime areas:
- communication and language
- physical development
- personal, social and emotional development
This curriculum provides a sound basis for children to be able to communicate their feelings and worries and leads into the PSHE curriculum.
PSHE (Personal, Social, Health and Economic Education)
From 2020 this part of the curriculum becomes statutory (this means we have to deliver it).
‘PSHE education helps pupils to develop the knowledge, skills and attributes they need to manage life’s challenges and make the most of life’s opportunities.
There is evidence to show that PSHE education can address teenage pregnancy, substance misuse, unhealthy eating, lack of physical activity, emotional health and other key issues. An effective PSHE programme can also tackle barriers to learning, raise aspirations, and improve the life chances of the most vulnerable and disadvantaged pupils.’
PSHE Association
Our full curriculum will be published on the website soon and it will provide numerous opportunities to develop children’s skills in keeping themselves, and others, safe.
Guide for Parents: https://www.pshe-association.org.uk/pshe-education-guide-parents
Outdoor Learning
At Spotland we have a huge range of learning opportunities outside the classroom. These allow children to learn new skills and the safety aspects around them. They also teach boundaries, respect, team work and each child gets a chance to learn more about themselves and develop their self-esteem.
Beat Bullying Group
Don’t be a Bully, be a Buddy’
Beat Bullying Group
Pupil Voice 2018-2020
What has worked well this year?
- Getting to hold competitions
- That we all get to vote on something
- It is good that we are able to discuss ideas
- Working on ideas that can improve the school
What can we work on in the future?
- More trips
- More posters developed
- Sell more items at Parents’ Evenings/via the Office
- Maybe sell more expensive items
- More buddy stops
Resilience
In order for children to manage their feelings in an appropriate way, ensuring their own and others’ safety, children are taught to be resilient. Resilience is at the centre of these four areas:
- Self-efficacy (self-belief)
- Self-regulation (self-control)
- Social support (support for families)
- Academic achievement (academic support)
If anyone of these areas is missing then resilience will not be achieved. We work hard at Spotland to ensure all of these areas are supported and developed.
Attachment
Spotland is working towards Attachment Aware school status. Some children may display poor behaviour because attachments may not have been developed whilst they were very young. All staff have been taught why this is and more importantly how we can support children who display these behaviours.
Radicalisation
Online radicalisation - https://www.ltai.info/staying-safe-online/
Outside Agency Support
We make connections with many outside agencies so we can teach the children how to safeguard themselves effectively. They provide us with a range of support including, advice, workshops, videos, lesson plans, resources etc.
NSPCC: https://www.nspcc.org.uk/keeping-children-safe/
Childline: https://www.childline.org.uk/
Road Safety: https://www.think.gov.uk/education-resources/
Rochdale Borough Safeguarding Children Partnership: https://www.rbscp.org/
Mr Shapeshifter (M6 Theatre): https://www.youtube.com/watch?v=PopBS3FX3DI
Young Minds: https://youngminds.org.uk/find-help/for-parents/parents-guide-to-support-a-z/