SENSE Learning - PSHE

This PSHE Policy is made accessible to all Parents, Students, Local Authorities, Schools and SENse Learning associates.

Person responsible for ensuring that these policies are implemented and reviewed in line with the review dates: Sophie Amos, Operational Director

Policy reviewed:

September 2025

Next Review date

September 2026

Introduction & Purpose

This policy is the PSHE Policy for SENse Learning which will be followed by all members of the Organisation and promoted by those in the position of leadership within the Organisation. This policy will be applied to all students and SENse Learning associates.

In line with the National PSHE Education Framework SENse Learning aims to provide a robust PSHE Curriculum which:

  • Helps students develop positive relationships with peers and adults.

  • Covers a range of topics related to physical and mental health, including healthy lifestyles, nutrition, and mental health awareness.

  • Highlights a range of issues and sources of support linked to staying safe and managing risk including outside the home and online.

  • Prepares students for transitions into adulthood, including education, training, and work, including those with different backgrounds and beliefs.

  • Supports students to understand democracy, the rule of law, and their rights and responsibilities as citizens.

Policy Principles & Values

  • The Organisation is committed to offering all students broad, balanced, stimulating and relevant curriculum regardless of their background, culture or ability.

  • The Organisation values each student for who they are.

  • The Organisation will work to actively promote the importance of tolerance, cooperation, courage, determination, friendship and respect.

Procedures

Case Coordinators are responsible for:

  • Implementing PSHE education planning framework for students with SEN.

  • Ensuring that PSHE is taught consistently to all students.

  • Monitoring the effectiveness of the PSHE curriculum for individual students.

Teachers and Education Mentors are responsible for:

  • Using the PSHE education planning framework for students with SEN and delivering it in a sensitive way.

  • Ensuring PSHE delivery is in line with the PSHE policy.

  • Modelling positive attitudes to PSHE.

  • Responding and delivering PSHE lessons and activities that are suited to the learning styles, interest, and individual needs of each student.

  • Monitoring progress.

The PSHE/RSHE Lead is responsible for:

  • Monitoring arrangements. The delivery and curriculum content of PSHE is monitored by the PSHE/RSHE lead through regular audits, best practice and resource sharing and when completing the 360 observation process of sessions.

  • The PSHE/RSHE Lead will also ensure that any changes to the curriculum or current topics which are recommended by the government due to a changing cultural landscape or areas for concern will be shared as “hot topics” when appropriate.

The Whole SENse Team is responsible for:

  • All those working for SENse learning, either as Head Office Staff or Associates, are responsible for empowering a culture of inclusion and acceptance which prepares students for life and work in Modern Britain whilst helping them to stay healthy and safe in all aspects of their lives and celebrates differences and diversity.

This policy uses the Planning Framework as a guide to create a flexible curriculum. Learning will be regularly re-visited and consolidated, focusing upon the quality of learning rather than quantity of ‘topics’ covered

Our Framework is organised into 5 sections across all four key stages which are called:

1. Health and Wellbeing

2. All About Me

3. Living in the Wider World

4. Relationships

5. RSHE (Relationships, Sex and Health Education)

Using this Framework opportunities will be presented to students (wherever possible) to:

  • Experience taking and sharing responsibility.

  • Feel positive about themselves and others.

  • Reflect on their perceptions and experiences.

  • Develop the understanding, language, communication skills and strategies required to exercise personal autonomy.

  • Carry out or take part in daily personal living routines.

  • Make real decisions(with support where necessary so they can act upon them).

  • Take part in group activities and make contributions.

  • Develop and maintain positive relationships and interactions with others.

  • Recognise and celebrate their achievements and success

The Organisation will recognise and embrace the diverse nature of the SENse Learning community.

The Organisation will value and celebrate students' religious, ethnic and cultural diversity.

The intersection between the PSHE/RSHE curriculum and students’ own belief systems will be kept in mind and explored in a sensitive and inclusive way. Sessions will create space to challenge stereotypes and discrimination and present students with accurate information based on the law.

The Organisation will be respectful of how students choose to identify themselves, understanding that their sexual orientation and gender identity may be emerging.

The Organisation will ensure that personal beliefs and attitudes will not influence the teaching of the PSHE/RSHE curriculum.

The Organisation will understand that PSHE/RSHE topics might feel personally relevant to students in ways that the Organisation does not initially know. All topics should be discussed in a respectful, sensitive way.

Where any questions or content raises safeguarding concerns, it will be referred to the Designated Safeguarding Lead, as per the Safeguarding Policy.

The Organisation will respect that students have a right to privacy, when discussing gender and/or sexual identity. The Organisation will ask the student, who, if anyone, knows this information and who they are comfortable with it being shared to. If a student asks for certain people not to be told, this is their right. It is best practice to have at least one other key staff/team member who is informed so safety and welfare can be monitored, with the student’s consent.

The Organisation understands that a student being lesbian, gay, bisexual, trans or exploring their gender identity does not in itself constitute a safeguarding concern, nor is it something the student’s parents or carers need to be informed of. Students will be encouraged to share in their own time.

This policy has been informed by the following documents:

Statutory guidance on personal,social, health and economic (PSHE) education o PSHE education planning framework for pupils with SEND.

  • SEND Code of Practice (2014).

  • Education Act (1996).

  • Learning and Skills Act (2000).

  • Equality Act (2010).

  • Keeping Children Safe in Education (2023).

  • Statutory guidance overview: Alternative provision (2013)

The Organisation’s PSHE curriculum aims to:

  1. Be broad, balanced and taught without bias.

  2. Offer the opportunity, if possible, for a student to speak with a staff/team member of a different gender if the student asks.

  3. Be relevant to modern society, particularly in linking these topics to e-safety.

  4. Be relevant to each individual learner and delivered in an age-appropriate and sensitive manner.

  5. Provide a learning atmosphere where students feel safe, relaxed and confident to engage in discussions.

  6. Be delivered without bias and in line with legal responsibilities. Topics will be presented using a variety of views and beliefs so that students are able to form their own, informed opinions whilst respecting others may have different opinions.

  7. Be delivered through the taught curriculum, and through all aspects of daily life, including discussions that arise at any time.

  8. Be delivered by openly teaching students what ‘slang’ words mean and offering a replacement word (where appropriate) and that some are offensive.

  9. Be delivered using correct terminology when teaching.

  10. Be delivered using medically correct terms for genitalia, for example vulva, vagina, penis and testicles. This is an approach endorsed by OFSTED.

  11. Encourage Students to explore their understanding of inclusion, different cultures and sectors of society.

  12. Encourage students to live healthy, active lives and understand strategies for supporting their physical and emotional health and wellbeing.

  13. Be delivered using inclusive language which is updated regularly in line with any changing cultural norms and preferences.