Safeguarding Curriculum

There is a planned curriculum for safeguarding. This teaches your children how to keep themselves safe and what to do if any adult makes them feel unsafe. This curriculum is mainly delivered through our Jigsaw scheme of learning but is further supported by external organisations such as Childline, KOOTH and NSPCC as well as work through assemblies and enrichment days and weeks.

Our curriculum gives pupils opportunities to:

experience life in all its diversity
acquire knowledge, understanding and skills that significantly impact on personal development, behaviour and welfare

Our PHSE curriculum covers all areas of Safeguarding through each of the strands. The curriculum recognises that some subjects are more sensitive than others and ensures that these are taught at an age-appropriate level. When a more urgent need arises, these ay also be taught within a small group or 1:1 level. Our wider whole school opportunities include our assembly programme, various enrichment weeks/days and the application of whole school culture and expectations e.g. behaviour policy enacted in each classroom.

We have developed an open and safe learning environment in which pupils express their views, seek help and help others. The promotion of equality, diversity and inclusion ensures children learn to not tolerate any prejudiced behaviour - direct or indirect. Our behaviour policy promotes making good choices and exhibiting good learning behaviours. Time is taken within weekly assemblies to explore the school values, Fundamental British Values and expectations for learning.

Our Safeguarding Curriculum

The below sections outline specific teaching and themes of Safeguarding within our curriculum in addition to enrichment opportunities that enhance the curriculum and respond to the needs of individual children, groups and cohorts.

During the year, we will respond to any trends are adapt our offer accordingly to ensure that children have the knowledge they need to make safe choices and know how to seek help or support should they need it.

Healthy Relationships

Pastoral support: focusing on how to develop and maintain healthy relationships
Anti-bullying: anti-bullying week assembly and activities; anti-bullying ambassadors trained by Kidscape. The anti-bullying policy is enacted by staff and support is shared with children and families
Exploring Diversity: The concept of difference is covered in all areas of PSHE but is taught ore specifically through the unit ‘celebrating differences’ e.g. what makes people the same and different; challenging stereotypes; discrimination and bullying
Health, Relationship and Sex Education: taught through our Jigsaw curriculum, there is specific focus on changing bodies and how relationships change during this time. The biology of HRSE is also taught through the statutory science curriculum.
NSPCC PANTS: helps children understand what is acceptable and unacceptable touch, recognising their right to personal boundaries and the right to privacy

Keeping Safe in the Community

Children learn about dangers (e.g. water, road, rail safety and stranger danger) in the community, how to keep themselves safe and how to seek help through work with a wide range of organisations e.g. Network Rail, Bikeability, Dogs Trust, RNLI, Year 6 Life Skills visit, Mini Police, PCSOs, NSPCC
Trusted adults who can help: children develop an understanding of what makes a trusted adult and what tells us an adult can be trusted. There is a particular focus on services and organisation in the community a focus on road, rail, coastal and personal safety, through input in class, visitors and assemblies across year
First Aid: In Years 4 and 6 children complete basic First Aid courses to become Mini Medics
Pastoral support: focusing specific needs e.g. a concern raised about stranger danger. This is accessible to all years on an individual basis
Swimming lessons: Children in Year 3 and Year 5 have 10 weeks of swimming lessons.
NSPCC Speak Out, Stay Safe Campaign: the assemblies and activities help children understand, abuse in all its forms, how to recognise the signs of abuse, that abuse is never a child’s fault and they have the right to be safe
Community issues and dangers: county lines, drug use (including vaping) and criminal exploitation

Keeping Safe in School

Opal Play: Clear messages supporting safe play, including movement around the school and use of equipment
Staff: Children are made aware of new staff through assemblies; children understand which adults they can speak to if they need help and how to escalate a worry if they feel their concern has not be resolved (e.g. Safeguarding Team, Senior Leadership Team, Pastoral Team)
Fire alarms: Referred to as keep safe outside alarm – children regularly practice so the routines are well established
Lock down alarms: Referred to as keep safe inside alarm – children regularly practice so the routines are well established. A social story is available to help children who may worry this.
Lanyards: Clear messaging around use of lanyards (including ELAN and Visitor lanyards) – which adults wear lanyards and why and what to do if they see an adult without a lanyard.
Values: School values are well established through signage, assemblies and language used by all staff
Pupil Voice: School Council represent their classes; Senior Leaders will regularly take pupil voice with a focus on children’s perception of ‘safety’

Physical Health

PE Curriculum: weekly PE sessions, swimming in Year 3 and 5, Daily Mile and Active 20
Science curriculum: children learn about what makes a healthy diet, the importance of exercise (including what exercise does to the body) and about drugs and alcohol (including prescription drugs and medication)
OPAL Play: Equipment and spaces utilised to encourage an active lunch hour
Visitors: Visits from athletes and sporting organisations. The school nursing team also make regular visits to the school e.g. flu immunisations. Hearing and eye tests and height and weight checks.
Drugs and alcohol: As well as learning about this through the science and PHSE curriculums, additional sessions (e.g. vaping workshop, Year 6 Life Skills) are organised.
High profile of sports: Sports Day, School Games Mark (Gold), participation in county and trust events
Clubs: after school sports clubs and Friday afternoon clubs increase opportunities to participate in sports
Personal Hygiene: staff encourage good hand and respiratory hygiene; pastoral support on 1:1 basis as required

Mental Health and Wellbeing

Whole School: Opal Play; Friday clubs and After School Clubs; Daily mile and Active 20 to promote positive activities; Mental Health Week/awareness days
Year group specific: mental health workshops with North Somerset, workshops on tobacco and drug awareness; Kooth Assembly with a focus on transition for Year 6
Identified groups or individuals: Forest School to support SEMH needs; sensory circuits and sensory diet; body breaks, ‘soft’ starts to support transition into school; zones of regulation
Pastoral support focusing on specific needs, including personal hygiene
ELSA intervention for identified children Nurture groups learning grounding and calming strategies
Chestnut, Willow, Acorn and Blossom provision
SEND Council
Young Carer’s and Service Children support and work
Pastoral support for service children

Online Safety

Online Safety committee: representing children, staff and governors
Online Safety curriculum: this teaches us about using digital communication and information safely
1:1 pastoral work: focusing on keeping safe online. This may include targeted sessions from the online safety lead.
Parental engagement: this includes leaflets and key information to promote safe use of social media and gaming online
Use of social media: used to promote and inform staff and parent/carers of current trends

Other Safeguarding Themes

Although children are not explicitly taught about the below themes, the teaching and learning within the Safeguarding curriculum ensures children are taught about healthy relationships, their rights, what to do if they are worried and who can help throughout their time at primary school.

Child on child abuse
Child sexual exploitation
Prevent – Radicalism and Extremism: assemblies and school curriculums also support tolerance for others. Children learn about the culture, traditions and stories of world religions through their religion curriculum. The behaviour policy is enacted by all staff with children
Female genital mutilation: Children are also taught about privacy and which parts of their body are private through PHSE and specific NSPCC resources

How do we do this?

Our Jigsaw Curriculum (PSHE and HRSE)
Assemblies
1:1 work or small group work
Class family focus including class charter
External visits and visitors
Online materials and resources
PACE Approach
Trauma informed practice
Books and key publications
Resources: NSPCC PANTS resource, working with our local PSCOs or LA initiatives, St Giles Trust, Avon and Somerset Police, Winston’s Wish, MHST and School Nursing

How do adults support this?

Keep children safe
Listen and be curious
Show fairness – including rewards and selections for teams or wider opportunities
Give clear messages to children and what to do if they are worried and who can help
Be safe, trusted adults in school, not a friend
Do not use personal mobile phones around children in school
Do not make contact with children on social media or by phone