PSHE ensures the children attending Ribbon are given useful tools and coping mechanism to use within the wider world. Our PSHE curriculum provides opportunities for our children to:
develop a good understanding of current social issues;
discuss and debate effectively, with their own opinions;
build relationships/ friendships and have the strategies to decipher a healthy and an unhealthy relationship;
educate and enhance an understanding of being part of a community;
establish a greater understanding of themselves and what makes them different;
build on their self esteem and confidence;
understand how they can have control over achieving and becoming successful.
Our PSHE curriculum at Ribbon (Jigsaw) has been adapted, so that all children from Early Years through to Year 6 are focusing on the same topics, whilst ensuring the content and outcomes are age appropriate. We strive to educate our children around Ribbon’s RESPECT virtues; Resilience, Empathy, Self-Awareness, Positivity, Excellence, Communication and Teamwork.
Along with using the document for the PSHE Association we also have a moral duty to provide the children with knowledge about British Values and Citizenship throughout the United Kingdom. Through the personalisation of the Jigsaw curriculum , we are able to ensure that all children within the school, no matter what their ability, can access the potential that having a better understanding of themselves, the people around them and the world they are apart of.
Our PSHE Overview
Our PSHE Overview outlines the essential details to ensure full coverage of the National Curriculum whilst providing our teachers with the tools required to support the development of fully rounded people and citizens. These details include: –
progression of teaching topics
identification of PSHE focused skills to teach
prioritised knowledge to know, understand and apply to opinions through discussion.
Our progressive, sequential curriculum has purposefully been designed to plan a deeper understanding and reflection of themselves and the wider world.
It is important at Ribbon that when learning and practising PSHE children are given the opportunity to reflect, discuss and voice their opinion as they explore teaching content from our Jigsaw curriculum- the mindful approach to PSHE. By using this structured programme we have been able to adapt and enhance the objectives so they are appropriate to all, adapt to the ever-changing world, focus on the needs of our children at a given time and fully develop children in all areas of PSHE.
Aside from lessons and the taught curriculum, Ribbon makes significant contributions to PSHE through our daily routines. Every lunch time, we provide children with a range of amazing activities, both outdoor and indoor. Some of our children struggle to cope with the open space and unstructured time on a lunchtime therefore, we created alternative options through our CNS sports provision, gardening club and Ribbon Recycles project. This allows children to have the break they’re entitled to and in their own safe space (Article 31). On a weekly basis, children are rewarded for their table manners and kindness during lunch time and invited to eat lunch at the Golden Table. The Golden Table has a selection of children (chosen for showing excellent manners) and a teacher on, they are served by volunteers from Year 5 and 6 as a reward for being amazing. This allows the children to communicate with children they may not have met before, as well as spending quality time with a teacher.
As a school, we work incredibly hard to ensure the children at Ribbon are able to break down as many stereotypes as possible. We have been awarded Gold for Educate and Celebrate; securing a future of inclusion and social justice. We successfully have and continue to equip our children with the knowledge, skills and confidence to discuss and understand gender differences, with the focus of making the local community (and wider society) a more welcoming place for everyone.
The children at Ribbon have a voice through a range of clubs (Article 15). As a way to incorporate democracy into school life, each year group vote for their class representative to join Ribbon Parliament. Ribbon Parliament works very hard to share the vision of our children and discuss different ways in which they can be part of change (Children in Need, Sports Relief etc). Another very successful initiative to encourage the voice of the children is Ribbon Radio. Every Friday, all children across the school listen to a broadcast made from a team of Ribbon pupils. The radio crew work very hard to share current updates around the world, popular music and Ribbon news (Article 17).
Ribbon are also involved with Dementia in the Community. Two of our team are Dementia Champions and are working hard to offer dementia sessions to all children and staff to ensure we are all Dementia Friends, working towards a Dementia Friendly School.
confident that their children are happy, safe and well taught.’
‘The governing body knows the school and the local community very well.’
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘School have done a fantastic job in all areas.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘Disadvantaged and most-able children are making particularly good
‘All support and communication is brilliant’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘We are so grateful to all the effort the teachers are putting in.’
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘The quality of teaching across all subjects continues to improve.’
‘Ribbon are doing a fantastic job.’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’