"The school is an inclusive and welcoming environment where pupils are well supported to strengthen their learning and well-being" Ofsted 2018
Curriculum Intent, Implementation and Impact statement
The intention of our curriculum at Allen Edwards is to develop the children’s knowledge, understanding and skills to become educated, active citizens in today’s society. Reading is at the centre of the curriculum through the use of core high-quality texts each half term. Across the curriculum, pupils continue to access varied opportunities to develop their reading skills.
Cross curricular learning links together History, Geography, Art and Design and Design and Technology alongside English to provide an enriching experience for the children. Enrichment to enhance this is used, such as launch days, trips and visitors.
Communication and vocabulary development are essential components within our curriculum. Opportunities in Early Years and Key Stage 1 are provided for the children to access and enjoy Forest School weekly allowing them to develop their communication and collaborative working. Within Key Stage 2, vocabulary walls are embedded within every classroom to build upon the children’s language development.
Our curriculum provides opportunities for the children to access specialist provision in Physical Education and Music. Through high-quality PE lessons and a range of opportunities to access sport outside of the curriculum, pupils develop expert skills which are built upon year on year. Across KS1 and KS2, pupils have opportunities to learn a range of musical instruments as well as enjoy singing for a range of purposes and audiences. Within upper Key Stage 2, a native French speaker teaches French to engage and enthuse the pupils in their language acquisition.
Personal development and mental health and wellbeing are paramount within our curriculum. Pupils access a wide range of provision and opportunities to develop their personal, social and emotional wellbeing. Further information can be found under wellbeing.
The curriculum delivered to pupils at Allen Edwards Primary School comprises all learning and experiences planned for our pupils. This includes providing access to the full National Curriculum, and fulfilment of other statutory obligations, as detailed below.
1. The statutory Primary National Curriculum states that state-funded schools must offer a curriculum that is balanced, broadly based and which:
promotes the spiritual, moral, cultural, mental and physical development of pupils at school and in society
prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
2. The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe.
3. Primary schools must also:
make provision for a daily act of collective worship
teach Religious Education to pupils
make provision for personal, social, health and economic education (PSHE), including relationships, sex and health education (RSHE), drawing on good practice
Our Unique Curriculum
At the centre of our curriculum are five key drivers, which together form a whole school vision and reflect the unique character and locality of our school. These drivers give children the skills and strategies necessary to be lifelong learners and successful adults.
Community: At Allen Edwards, we value being part of a diverse and stimulating community and actively seek opportunities to reflect this in our curriculum. We believe it is essential to work together as we learn, inviting parents and carers to take an active role in the education of their children.
Collaboration: Learning to work effectively with others is a vital life skill and a key focus of our curriculum. Work at Allen Edwards is devised to allow a range of paired, group and whole-class activities, to ensure children learn how to cooperate, negotiate, share and empathise with their fellow learners.
Communication: Effective language skills are essential for children to access the curriculum and are central to their social, emotional and intellectual development. We provide opportunities throughout the curriculum for children to develop these skills, gaining the confidence to communicate effectively with their peers and adults. The ability to ask and answer questions is a vital skill for provoking and shaping new thinking and ensuring progression.
Possibilities: At Allen Edwards, we have high expectations of all our pupils and encourage them to always strive to do their best and excel in their learning. Alongside key skills, our curriculum allows pupils to develop imaginative and creative thinking, strategies for problem solving and values that they will take with them into the wider context of real life.
Resourcefulness: Our curriculum is designed to evolve and change as the world does around us. Actively encouraging resourcefulness means pupils are encouraged to take responsibility for their own learning journey, to seek new ways to approach problems and activities and to regularly review and reflect upon their work and achievements.
In addition to these drivers, we have a core focus on pupils’ spiritual, moral, social and cultural development (SMSC) that is embedded in all areas of the curriculum. A positive school ethos that emphasises effort and achievement encourages pupils to respect themselves and others, develop a strong sense of self-esteem and become confident individuals who can flourish and thrive.
Year 4 pupils spoke positively about their launch day (the Vikings) and described a number of activities that they completed on the day:
"At the start of the day, someone came into our classroom and raided it. We were so shocked! Then, we looked at a map of where the Vikings came from. After this, we went onto the playground and acted out a Viking raid on Lindisfarne. We were put in different communities and given key roles from the Viking times. It was good to understand what it would have felt like during the raid on Lindisfarne. In the afternoon, we looked at different Viking flags and created our own battle design."
As a school that serves a richly diverse community, we take our responsibility to promote community cohesion, generate a respect for difference and individual rights seriously. Through our Values and Ethos, Allen Edwards ensures that British Values flow throughout the school, in all that we believe and do as a community school. We ensure that our pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in our community, in modern Britain and in the world around them.
The fundamental British Values of:
The Rule of Law
Mutual Respect for and tolerance of those with different faiths and beliefs and for those without faith
are introduced, discussed and lived out through the ethos and work of the school. As a school, we take a holistic approach to teaching British Values and believe that all curriculum areas can provide a vehicle for furthering understanding of these concepts. However, there are specific areas of the curriculum which provide excellent opportunities to deepen and develop that understanding. Some examples of these include:
Assemblies and collective worship
A Religious Education curriculum that teaches about the beliefs and practices of all major religious groups
Our PSHE and RSHE curriculum through which British Values is evident throughout
A school council whose members take part in campaigning, voting and seeking the views of pupils to make changes in their school community
Our school Steering Group, which supports mutual respect, friendship and promotion of the school’s values
A Geography curriculum that covers global citizenship
History curriculum which analyses UK and World Events and looks at events that have tested British Values
Early Years Foundation Stage (EYFS)
EYFS Intent, Implementation and Impact statement
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances.
There are 4 overarching principles of the Early Years setting -
every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
children learn to be strong and independent through positive relationships
children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
children develop and learn in different ways and at different rates.
The nursery and reception settings at Allen Edwards provide plenty of opportunities for the children to develop and learn through play and interaction with others. Through different child-initiated and adult-led activities, children are provided with a stimulating and fulfilling learning environment where children progress and learn.
Areas of Learning
There are 7 areas of learning.
communication and language
personal, social and emotional development
understanding the world
expressive arts and design
Communication and language development involves giving children opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves and others, to form positive relationships and develop respect for others, to develop social skills and learn how to manage their feelings, to understand appropriate behaviour in groups and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers and calculating simple addition and subtraction problems.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
Below is our curriculum for Early Years. The provision in Early Years, as with other year groups, is constantly evolving and developing to meet the needs of the children so these documents are regularly changing.
English Intent, Implementation and Impact statement
Our curriculum for English teaches the pupils to speak, read and write fluently and confidently so that they can communicate their ideas and emotions to others. Through their reading and listening, children develop an understanding of how others can communicate with them.
English at Allen Edwards is underpinned by the use of high-quality core texts as a stimulus to link writing, reading and speaking and listening to themes. For example, the text ‘Street Child’ by Berlie Doherty is used to support the theme of Victorian London in Year 5. This allows teachers to immerse the children in a theme and provides many opportunities for English across the wider curriculum. For some themes, there is not a core text linked directly to them. Instead, a high-quality, age-appropriate text is used to ensure that the children have a rich diversity of experience in literature, through a range of authors and text types.
At Allen Edwards, we use the Read, Write Inc. synthetic phonics programme to teach children how to read. Children take part in daily Read, Write Inc. lessons from Reception to Year 2. In Nursery Read, Write Inc. is introduced during the Spring term. Before this, children explore sounds within the environment, instrumental sounds, body percussion, rhythm and rhyme, alliteration and voice sounds. This focus on speaking and listening prepares the children well for the start of the Read, Write Inc. programme.
Read, Write Inc. was developed by Ruth Miskin. For more information, please click here.
Through the Read, Write Inc. programme, phonetic sounds are broken into sets and children learn how to read sounds progressively. Within these lessons, pupils learn many aspects of reading at an appropriate time in their reading development:
Grapheme phoneme correspondence – being able to match a sound to a written letter/s.
Blending phonemes to read individual words.
Reading words together in a sentence.
Reading with expression and good intonation.
Understanding and comprehending what is happening in a series of sentences or a short story.
Comprehension skills, such as prediction, retrieval and inference.
All children at Allen Edwards are assessed termly in phonics and grouped according to ability.
For a detailed look at Allen Edwards' Reading Strategy, please see the document below.
Read, Write Inc. Progression
For a more in-depth overview of our reading curriculum, please see the documents below:
At Allen Edwards, the clear link between reading and writing is shared with the children. Because of the increased focus on reading, writing is also prioritised within the curriculum. Through our English curriculum, children have opportunities to develop their writing through a range of purposes and for a variety of audiences. For example, through the use of the core text Beowulf in Year 4, the children progressively build upon their ability to write to inform through a newspaper article for the Anglo-Saxon village affected by the monster.
Children learn the key writing skills attached to each writing purpose and how to write using different genres to meet the same purpose, such as writing to entertain through narrative, description and poetry. All aspects of writing are developed through our extensive English curriculum, including transcription, handwriting and composition alongside vocabulary, punctuation and grammar. Children are given a range of opportunities to secure, refine and develop the skills of writing (e.g. understanding how to appropriately use a semi colon) through contextual, smaller pieces of writing building up to a final, larger outcome.
By developing an English curriculum with clear, cross curricular links to History and Geography, the children can utilise their wider curriculum knowledge to further enhance their writing. This allows the children to associate meaning to their writing; develop detailed, coherent explanations within their writing and consider how best to structure their writing to best present the information according to their writing purpose. Opportunities to write meaningfully within the English curriculum and beyond are integral to allowing children to write confidently, fluently and develop their writing techniques progressively.
For a more in-depth overview of our writing curriculum, please see the documents below:
Mathematics Intent, Implementation and Impact Statement
At Allen Edwards, Maths is an integral part of our curriculum. We recognise the importance of Maths in the modern world and our aim is for all pupils to develop procedural fluency and depth in Maths. Within each year group, there is a development of skill-based learning interlinked with facilitating the children’s understanding and ability to tackle reasoning, problem solving and investigations within mathematical contexts. As a result of our heightened focus on reasoning and problem solving, our children are able to make real life connections between what they are learning and the wider world.
Through our broad, progressive and balanced mathematics curriculum, our children develop a positive attitude towards Maths. This is as a result of the engaging, relevant and meaningful lessons that they are part of. Children enjoy the methodical approach to Maths and refine their skills to apply these with increasing confidence to a variety of problems. By using concrete and pictorial resources, children develop a range of mathematical strategies to understand abstract concepts within Maths. Additionally, there is a focus on key number facts, such as number bonds in KS1 and times tables in KS2, to enable the children to work quickly, efficiently and effectively during Maths lessons.
Mathematical language is increasingly embedded across school so that children understand key concepts across Maths. This language shapes the children’s articulation of their mathematical learning allowing them to reason and justify confidently. Children are encouraged to discuss their use of methods through explanation to secure understanding and to further develop their ability to recognise and correct their errors. Seeing corrections and mistakes as an integral part to mathematical development allows children to think deeper about their learning.
RE Intent, Implementation and Impact Statement
Allen Edwards is based within a diverse community with varied religious beliefs. Therefore, our Religious Education (RE) curriculum is important in developing knowledge about different religious beliefs to support children’s understanding of one another. Our curriculum allows children to personally reflect and spiritually develop as well as providing opportunities for the children to enhance their awareness and understanding of religions, beliefs, teachings, practises and forms of expression. We emphasise the need to recognise and value each other’s religious’ differences and similarities.
Through engaging lessons and open ended questions, children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. AT Allen Edwards, we celebrate the diversity of faiths within our school. Children build a sound knowledge of Christianity and other world religions: Islam, Hinduism, Sikhism, Buddhism and Judaism. Our RE lessons provide many opportunities for the children to question the meaning and purpose of life, beliefs about God, the self and the nature of reality as well as address issues of right and wrong and what it means to be human. This is facilitated through the SACRE scheme developed by Lambeth.
Children gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
Science Intent, Implementation and Impact Statement
Science is a highly valued subject at Allen Edwards. It stimulates and excites pupils’ curiosity about the world around them. We have focused on Science through scientific enquiry to engage children in their learning fully. Through the use of fair testing, research, pattern seeking, identifying and classifying and observation over time, children develop their scientific knowledge through doing, experimenting and seeing. We provide children with the opportunity to develop their own questions and to consider ways of finding out answers, fostering problem solving skills, ownership over their own learning and ultimately a better understanding of scientific concepts. This makes Science real for the children and these experiences enrich their learning.
Scientific vocabulary supports the children’s scientific enquiry enabling the children to articulate their ideas concisely and accurately. Through the development of an understanding of core scientific vocabulary each term, the children are able to discuss their learning effectively, reason during experiments and answer and ask scientific questions.
Scientific learning at Allen Edwards is supported by developing the children’s understanding of how what they are learning directly links to their lives. This gives them a more secure understanding of the world around them. Children are encouraged to observe, ask questions, make observations, experiment and record their findings. They are provided with many opportunities to select and sort information systematically, understand and undertake a fair test and be able to collect and consider evidence to draw their own conclusions.
History Intent, Implementation and Impact Statement
At Allen Edwards, we recognise the importance of History in helping pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups and how this changes over time. We provide a broad range of opportunities for children to understand era, society, change and how history is formed. Children discuss chronology and how this impacts upon differences between periods of time in history. By teaching world history, children develop an understanding of the interdependence and independence of historical civilisations globally.
Our History curriculum provides a variety of opportunities for children to securely embed chronology of key historical eras, people and events in ancient, modern, local and world history. History lessons inspire children’s curiosity to know more about the past and historical questions are encouraged across the school. Through an engaging, creative and purposeful curriculum, history lessons equip children with enquiry skills, such as gathering and evaluating historical evidence, develop perspective and judgements and critically considering differing historical viewpoints when developing historical arguments.
There is a focus on historical vocabulary across the school to equip the children with the historical language and understanding they need to build, develop, critically analyse and evaluate viewpoints and arguments in history. This development of vocabulary supports children’s understanding about change, cause, similarity, difference and significance. Children use sources to support their historical viewpoint and are able to identify how historical viewpoints may be biased.
Geography Intent, Implementation and Impact Statement
Our high-quality Geography curriculum inspires children at Allen Edwards to have a curiosity and fascination about the world and its people. Geography enables our children to gain coherent, contextual knowledge of the location of significant places and develop their understanding and knowledge of the wide ranges of cultural backgrounds within our school. Children have a range of opportunities to investigate local, British and world geography allowing them to deepen their knowledge of diverse places, people, resources and both natural and physical environments.
Through engaging Geography lessons, children explore and explain geographical patterns and processes and gain an awareness and understanding of how locations, places, patterns and processes are interdependent and bring about variation and change over time. Geographical vocabulary is prioritised within lessons to enable children to discuss geographical concepts and changes. This is combined with a balance of knowledge-rich teaching and skill development.
As geographers, children at Allen Edwards develop the skills of interpreting geographical sources and analyse the information they communicate. Opportunities for fieldwork are provided across year groups and key stages to facilitate children’s abilities to collect, analyse and communicate geographical data gathered first-hand. All aspects of our Geography curriculum enable children to make well-informed judgements about environments locally and globally about our world today and in the past.
Art & Design
Art and Design Intent, Implementation and Impact Statement
At Allen Edwards, Art and Design is an important aspect of development for our children and therefore a key part of our curriculum. Through thematic links to History, Geography and English, Art and Design allows children to communicate with a visual language and work collaboratively to develop their creative imagination. Knowledge of Art and Design is paired with skill development to create a broad and balanced curriculum across many different aspects of Art: painting, sketching, sculpture, collage, printing and using mixed media. The Art and Design curriculum supports children’s progress through both the creative and evaluative strands of Art and Design education.
Our Art and Design curriculum enables children to learn about the importance of great artists, craft makers and designers over time and identify the impact they have had within art history and culturally. Children develop their observational and investigative skills from first-hand experiences of the creative process. There are many opportunities for children to build upon their creative and technical skills using a variety of tools, materials and media as well as communicating their appreciation and evaluations of their own and others’ work. Art and Design lessons across the school develop an enjoyment of the visual arts and allow children to recognise and take pleasure in their own creativity.
Design & Technology
Design and Technology Intent, Implementation and Impact Statement
At Allen Edwards, we value the importance that Design and Technology plays in preparing children for a wider understanding of the world around them. It encourages children to examine their environment, question the world and think about how and why things work in the way that they do. Through our Design and Technology curriculum, children understand the need to problem solve and how to operate effectively and creatively – both of which are needed for a rapidly changing and evolving technological world. Knowledge and skills are interdependent within Design and Technology and both are given equal value within the teaching and learning of this subject.
There are a variety of regular opportunities for children to explore, explain and investigate all or some of the design and make process: evaluating market products, designing a product through the means of a success criteria, making a product that would be suitable for the market and evaluating their own and others’ products to increase effectiveness and efficiency. As part of this process, children are encouraged to work collaboratively to develop imaginative thinking to solve problems or cater to audiences presented to them. Children learn how to be resourceful, innovative and enterprising as they move through the design and make process.
Computing Intent, Implementation and Impact Statement
At Allen Edwards, we believe that Computing should equip children with the skills and knowledge to become competent users of hardware and software in everyday life, today and in the future. Within our curriculum, there are three strands to Computing: Computer Science, Information Technology and Digital Literacy. Delivering these strands will ensure pupils are digitally literate, ready for the next stage in their educational development, the future workplace and are active participants in the digital world.
Computing is delivered through the mechanism of the scheme 3BM. Key units have been selected to ensures a progressively built Computing curriculum whereby children become familiar with a range of platforms and software. Skills within Computing are also developed across the curriculum, through the use of Chromebooks. Children in Year 4, 5 and 6 have access to their own Chromebook throughout the school day and are taught the value of using this tool to enhance their learning (through research, word processing and accessing resources online). Children in EYFS, KS1 and Year 3 share 60 Chromebooks to use across different aspects of the curriculum as well as for their Computing lessons.
It is well researched and publicised that today’s generation of children are hugely connected online. Almost all children have access to a device that enables them to go online therefore within our Computing curriculum, online safety is a high priority. This is revisited every term to equip children with the knowledge and skills to use the online world safely and responsibly. We use a variety of online safety resources to develop children’s knowledge of online safety fully.
Net Aware – Parent App
Parental Controls and Talking to your Children
French Intent, Implementation and Impact Statement
Learning a foreign language is a liberation from insularity and provides an opening to other cultures and at Allen Edwards children have the opportunity to learn French. We believe that learning an additional language provides a valuable educational, social and cultural experience for pupils. It helps them to develop communication skills, including key skills of speaking and listening, and extends their knowledge of how language works. Learning another language gives children an additional perspective on the world, encouraging them to understand their own cultures and those of others.
Through engaging and interactive French lessons, children develop an interest in languages, build a sense of curiosity about language and creatively experiment with our chosen language. There are a broad range of opportunities for children to develop their speaking, listening, reading and writing skills through French teaching and learning. Children build their confidence with each of these areas through practice and a variety of tasks to embed, practice and refine their knowledge and understanding. Pronunciation and intonation are important aspects of language learning and our aim for the acquisition of French at Allen Edwards is that children are able to engage in conversational French useful for experiences in the global world.
Music Intent, Implementation and Impact Statement
Music is a unique form of communication that can change the way pupils feel, think and act. It inspires and motivates children. Listening to and playing music together allows children to feel a greater sense of community and collaboration. We allow children to develop leadership skills, appreciate a wide range of musical forms, play a variety of instruments and begin to make judgements about different styles of music.
At Allen Edwards, we use the Lambeth Music Service to provide specialist music provision for our children. Through their MX Sing, MX Play and MX String programmes, children develop core knowledge and skills linked to using a variety of instruments to make musical sounds.
Children have a variety of opportunities to perform, listen to and review music, learn how to use their voice to create and compose music and have the opportunity to learn multiple musical instruments during their educational journey at Allen Edwards. While learning these instruments, children progressively build their understanding of pitch, duration, dynamics, tempo, timbre, texture, structure and how to read musical notation. All children are given the opportunity to perform musically across the year either through singing, music assemblies or as part of a wider production (e.g. Nativity or end of Year 6 production).
PE Intent, Implementation and Impact Statement
At Allen Edwards, we recognise the important role Physical Education (PE) plays in a child’s physical, cognitive, social and emotional development as well as the contribution to a child’s spiritual, moral and cultural development. PE promotes active and healthy lifestyles, physical skills, physical development and knowledge of the body in action. The role of PE in school not only develops children’s physical abilities but it also allows the children to gain a sense of achievement and develop positive mental wellbeing. Additionally, it enables children to learn transferable skills, such as confidence, resilience, collaboration, positive competitiveness and organisation. Our PE curriculum encourages fitness, improves children’s strength and teaches them the rules of games. PE plays an important part in the development of the whole child and is a fundamental life skill, which should be nurtured and encouraged at all levels.
In order to fulfil a high-quality PE curriculum, we employ two full-time coaches. This also allows us to provide a wide range of extra-curricular opportunities for the children, including gymnastics club, athletics club, netball club, football club and many more. These change throughout the year to cater for the wide ranging interests of children within our school and match the school competition calendar. Our PE coaches provide physical development opportunities within EYFS as part of small group teaching. This is focused on fundamental movement skills and provides the grounding for later sport-specific skill and knowledge development. Our PE curriculum is inclusive of all needs and therefore allows all children to access and participate fully within physical education.
From Year 1-6 pupils receive 2 hours of high quality PE sessions within the curriculum. Year groups are taught together which means that classes can compete or be streamed according to the need. There are at least two opportunities per term for identified pupils to participate in inter-school competitions which range from basketball, cricket, gymnastics, football. In addition, identified pupils receive additional PE sessions throughout the year. This ranges from more able pupils, to pupils who have been identified as needing additional support in physical activity and SEND pupils who require as part of their SEN provision the development of gross motor skills.
There are daily after-school physical activities led by the coaches which pupils are able to sign up for from Nursery to Year 6.
Personal, Social, Health Education, including Relationships and Sex Education
PSHE and RSE Intent, Implementation and Impact Statement
PSHE is central to our school ethos and it supports children in their holistic development. A secure, embedded PSHE curriculum is integral to underpinning all learning in the classroom because pupils are ready for learning. Our PSHE curriculum incorporates our curriculum drivers (collaboration, communication, community, possibilities and resourcefulness), our curriculum values (honesty, kindness, respect, tolerance and trust), British Values (democracy, individual liberty, rule of law and mutual respect and tolerance for different faiths) and SMSC (social, moral, spiritual and cultural) learning. Alongside this, children gain a broad and deep awareness of children’s rights and responsibilities through our work as a Rights Respecting School.
Children at Allen Edwards develop knowledge of what constitutes a healthy lifestyle, what makes a good, respectful relationship with others, how to be independent and responsible members of the school community, how to be positive and active members of a democratic society and understand and use strategies to keep themselves and others safe in a variety of situations. Through scenario-based learning, role play and class discussions, children understand how to be respectful and develop confidence to make informed choices regarding personal, social, health and economic decisions.
RSHE is an integral part of our PSHE curriculum. Children develop an understanding of how to build respectful, responsible relationships with their peers in both the online and offline worlds. In order for our pupils to be happy and successful in their adult life, our teaching and learning at Allen Edwards in RSHE will equip them with the knowledge to make informed decisions about their wellbeing, health and relationships. Through the teaching of RSHE in school, children will develop resilience, know how and when to ask for help and know where to access support if and when they need it. For more information about our RSHE curriculum, please see our RSHE policy on policies page.