Personal and Social Education (PSE)

Ysgol Maes Hyfryd is an inclusive specialist provision committed to the well-being and progress of every learner. We believe in treating all members of our community with dignity, respect and equity. Personal and Social Education (PSE) is a fundamental pillar of our holistic curriculum; it develops learners' social, emotional, moral, physical and cultural capacities. This policy sets out the purposes, statutory context, delivery, assessment, responsibilities and quality assurance for PSE in our school. It is a

working document which provides guidance and information on PSE, and aims to provide a secure framework within which staff can work.

Personal and social education (PSE) forms part of the basic curriculum for all our pupils. The policy and framework for teaching has been updated to incorporate Welsh Assembly Government cross cutting themes, policies and relevant guidance. Ysgol Maes Hyfryd aims to implementation a broad, holistic needs led PSE provision.

At Ysgol Maes Hyfryd the importance of PSE is recognised as an essential part of the curriculum offer. Pupils develop skills, knowledge and understanding within PSE lessons as well as through the whole curriculum and the overall ethos of the school. These skills will encourage personal autonomy and form a basis for adult life. This is corroborated in the PSE framework:

“PSE prepares learners to be personally and socially effective by providing learning experiences in which they can develop and apply skills, explore personal attitudes and values, and acquire appropriate knowledge and understanding.”

p4 (DCELLS 2024)

PSE prepares pupils to be personally and socially effective by providing learning experiences in which they can develop and apply skills, explore personal attitudes and values, and acquire appropriate knowledge and understanding.

PSE is a lifelong learning process which involves acquiring information, developing skills and forming positive beliefs, values and attitudes. It is about the emotional, social and cultural development of pupils, we believe at Ysgol Maes Hyfyrd that our ethos and curriculum offer embraces all that PSE stands for.

All pupils will be given the opportunity of learning in a caring, stimulating environment.

Our Vision

We aim for every pupil to reach their full potential across the four Purposes of the Curriculum for Wales, in a safe, supportive, and ambitious environment. PSE plays a central role in developing healthy, confident, and socially-aware individuals, ready to contribute locally and globally.

Each pupil enters Ysgol Maes Hyfryd with unique and significant challenges and obstacles to learning. Each pupil will leave Ysgol Maes Hyfryd equipped with the necessary skills to fulfil their own unique potential.

At Ysgol Maes Hyfryd we strive towards the four purposes of the curriculum for Wales maximising our pupils’ life chances, supporting their individualised future plans, by developing the four Purposes of the curriculum for Wales in their own individual way.

We aim to support and address our vision within a holistic approach to learning encompassing the whole environment and school day.

Aims of PSE are to:

Equip learners with knowledge, understanding, skills and strategies to live healthy, safe, productive, balanced and responsible lives.
Foster positive self-esteem, resilience, and confidence.
Support pupils in decision making, managing risk, and recognising influences.
Promote respect for diversity, individual identity and equality.
Develop communication skills, emotional literacy, empathy, and the ability to maintain healthy relationships.
Prepare learners for transitions, adult life, work and lifelong learning.
Encourage active participation in community and citizenship.

Our Pathways

We personalise learning through differentiated pathways:

Pebbles Pathway:

For pupils with Profound and Multiple Learning Difficulties (PMLD) and profound and multiple barriers to learning (PMBL) Pebbles recognises that our pupils have unique abilities and ways of learning. The Pebbles curriculum is ‘content free’, constructed around individual needs, interests, and motivations. It emphasises sensory experiences, therapeutic input, and meaningful interaction.

It is designed with the overarching aims being:

To develop personalised communication at a pre-intentional stage.
To develop communication awareness – flit between pre-intentional and intentional (where appropriate).
To develop early cognitive skills
To engage and enjoy!
To develop (or maintain) physical and sensory skills

Stepping Stones Pathway:

Designed for pupils with complex learning needs who benefit from a semi-structured, highly personalised curriculum. Our stepping stones learners need to learn to ‘be’ before they can ‘do’ Stepping Stones focuses on early communication, social emotional and cognitive skills, engagement, independence, and life skills. Routine and flexibility are balanced to suit individual learning profiles, promoting

functional understanding through hands-on experiences. It provides a highly personalised approach to learning.

It is not a prescriptive curriculum pathway. The pupils will decide the pace of the learning and the direction it will take. This curriculum model promotes process-based learning. Pupils who access stepping stones will typically make lateral progress with the correct support (though progress may be captured retrospectively).

Bridges Pathway:

Designed for pupils who are display a spikey profile, pupils who access bridges will be typically operating below progression step one and just reaching the progression steps. Bridges develops transferable skills through real-life, functional contexts. It aims to develop each pupils' skills and enable them to apply skills in a functional way, in real life contexts.

Learning is rooted in engagement, which leads to intrinsic motivation and active participation.

Key features include:

Play and play-based learning
Outdoor experiences
Observation-led planning
Authentic, purposeful learning

While AolEs are developed, emphasis is placed on what is meaningful for the pupil.

Discovery Pathway

Designed for pupils who are working at the progression steps stage of the curriculum. The Discovery pathway uses the Areas of Learning and Experience (AoLEs), delivered via discrete and multidisciplinary subjects.

Learning opportunities focus on enabling pupils to be as independent as possible in their community and wider world. Discovery is tailored to pupils’ age, ability, and aptitude, it will look different according to each pupil needs.

Discovery pupils are likely to have a greater focus on the areas of:

Belonging
Communication
Exploration
Physical development
Well-being

PSE provision at YMH is delivered via discrete lessons, embedded learning across the curriculum, therapeutic and pastoral support, cross curricular opportunities and broader ethos and routines.

Rationale

PSE helps pupils to lead healthy, safe lives; become confident and emotionally literate; develop moral and ethical understanding; and prepare for adulthood, work, and community participation. Our PSE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and our statutory responsibility in promoting their wellbeing

The learning provided through our PSE education provision is an essential contribution to the safeguarding of our pupils

How PSE is Delivered

As a school we use the jigsaw programme to support curriculum delivery of PSE , this programme builds on emotional literacy, resilience and life skills while embedding mindfulness throughout. The programme is differentiated according to pupil age, ability and pathway and supportive of our school culture to encourage all pupils to thrive. Pupils are encouraged to reflect on how they learn, giving them greater ownership and insight into their development.

PSE is a core area of learning for our pupils. All pupils have individual targets in health and wellbeing as part of their PLGs. These targets can encompass:

Skills for independent living e.g. self-care; cooking and home skills; use of community facilities and transport.

Personal targets for behaviour e.g. development of prerequisites for learning; positive attitudes to learning; working with others and developing social competence.

The teaching of such individual targets takes place throughout the curriculum and during break times, on an individual basis as well as in group sessions during discrete lessons such as food technology.

We aim to deliver a holistic, inclusive and adaptable curriculum, taking into account and valuing diversity and difference, the curriculum will evolve to meet changing biological, social, cultural and technological issues and knowledge as it arises. We aim to attune to our pupils’ evolving capacities to see themselves and each other in what they learn and experience (e.g. with peers, family, community, real-world issues etc.).

Pupil voice meetings provide opportunities to develop the skills for participation in decision making.

In addition to the discrete learning and cross curricular learning opportunities the positive links with the community and the appropriate use of visitors and visits encourage pupils to develop the skills and understanding required as active responsible citizens.

Work experience and mini enterprise activities promote an understanding of the world of work and business.

Weekly assemblies and daily acts of worship address the curriculum and provide opportunities for social and moral education

Because of the very nature of the pupils at Ysgol Maes Hyfryd much informal personal education takes place during personal care times. However,

attention is paid to the physical and emotional maturity of the pupils as they progress through the school and more formal lessons may take place on an individual or group basis.

As pupils may be drawn from different age groupings, staff will be kept aware of the programme as it progresses, so that they are able to provide support to the pupils when necessary.

In addition to the ‘hidden curriculum’ and jigsaw sessions within the school, pupils may receive stand-alone education sessions delivered by the school nurse, outside agencies such as project Jiwsi, local police and the class teachers.

Pathway specific delivery

Pebbles and Stepping stones curriculum

The pebbles and stepping stones curriculum spans the full age range of the school, with pebbles broadly catering for pupils with profound and multiple learning difficulties (PMLD) and stepping stones catering predominantly for pupils with complex communication difficulties, including those with autism.

The pupils following this pathway have either profound or severe learning difficulties with additional needs, such as sensory and / or mobility impairment or require additional support for behavioural or medical needs.

All pupils on the pathways follow personalised learning programmes to meet their academic and communication needs.

In addition to this, each pupil accesses relevant therapies throughout the week. Most pupils placed within pebbles and stepping stones are functioning at the early stages of development. It is widely acknowledged that pupils who are beginning to take the first steps in learning do not learn through a subject down approach. Rather, they require a personalised curriculum that is carefully structured to take account of their communicative and cognitive level, sensory functioning and motivations.

Routes for Learning and a personalised school assessment is used at Ysgol Maes Hyfryd supporting a personal approach to learning.

In addition to following the holistic PSE approach pupils following pebbles and stepping stones pathways will undertake personalised programmes to develop their communication and cognitive skills based on priority objectives from their individual development plan (IDP) and personal learning goals (PLGs). Time is spent developing self-help skills through personal care routines, mobility skills, body awareness and self-regulation.

Programmes of work for the curriculum domains are delivered through a termly theme. Some stepping stones pupils will develop their academic skills through target related work linked to the specific curriculum domain always relevant to the pupils needs. The curriculum is content free, flexible and based on the individual needs of the pupils.

Pebbles pathway

Our PMLD pupils follow a pathway that involves five core curriculum domains which is mapped against the AoLEs.

These domains include:

My Communication
My Thinking
Personal care and independence
My body / physical skills
Sensory responses
Stepping stones pathway.

The stepping stones pathway involves six curriculum domains and again is linked to AoLEs.

These domains include:

My Communication
My Thinking
Personal care and independence
My body and sensory responses
How my world works
My creativity

Bridges and discovery pathway

Our programme of study runs through themes identified by curriculum for Wales health and well-being what matters statements and the jigsaw programme – following the identified 6 areas in addition a specific relationships module for those who need it.

The jigsaw areas of leaning are covered as below:

Autumn term 1 – Being me in my world

Autumn term 2 – Celebrating differences

Spring term 1 – Dreams and goals

Spring term 2 – Healthy me

Summer term 1 – Relationships

Summer term 2 – Changing me

This programme looks to develop discrete knowledge and build upon the pupils’ cross curricular key skills.

It is taught in accordance with pupils’ readiness and reflects the universal needs shared by all children and young people as well as the specific needs of Ysgol Maes Hyfryd pupils.

Whilst jigsaw provides a long-term plan for the delivery of PSE staff may decide that due to the nature of the pupils a suggested area for development is too advanced or not advanced enough or use the session to address a specific need that has arisen within the class.

The curriculum is a working document that is continually being revisited in line with local and national priorities.

Lower school

In line with WAG guidance pupils in the lower school build on the skills, attitudes and values, and knowledge and understanding they have acquired and developed at their previous school

PSE acknowledges and addresses the changes that learners are experiencing, beginning with transition to secondary school and the challenges of adolescence. The curriculum aims to equip pupils with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.

Upper School

Pupil’s age 14-16 follow the in-house award scheme Life and learning award scheme building on the skills, attitudes and values, and knowledge and understanding they have acquired and developed during lower school. The award is based on the CfW requirements, what matters statements etc.

We recognize that the PSE lessons reflect the fact that pupils are moving towards an independent role in adult life, taking on greater responsibility for themselves and others. There is a focus on equipping pupils with the skills to manage changing situations with increased confidence and where relevant becoming financially capable. PSE enables pupils to develop a critical awareness of local and global contemporary issues and to participate within their communities as active citizens.

Pupils aged 16-19 follow the ‘further learning, independence and workplace curriculum’ model devised by Ysgol Maes Hyfryd and recognised through RARPA award scheme – the provision acknowledges the independence of pupils and enables them to set and achieve personal goals in terms of education and training. They are encouraged to accept readily responsibility for personal and social development and well-being and have an increasing awareness of self-identity. PSE equips pupils to be resourceful, financially literate, informed citizens who are willing to participate for the benefit of their communities both locally and globally.

Through all pathways links are made with relevant areas of learning and experience to provide consistency and consolidation.

Summary of PSE delivery:

Through discrete lessons linked to Health and Well-being AoLE.

Through therapies Embedded through cross curricular opportunities, pastoral care, and school life. Via pathway-specific approaches (Pebbles, Stepping Stones, Bridges,

Discovery). With personalised targets (IDPs, PLGs). Using external agencies where appropriate.

A holistic approach to PSE

The ethos and organisation of Ysgol Maes Hyfryd has a crucial part to play in PSE development. PSE comprises all that our school undertakes on a day-to-day basis; supporting and promoting the personal and social development and well-being of our pupils. It is the responsibility of all staff to support and promote the personal and social development and well-being of pupils.

Personal targets for behaviour e.g., development of prerequisites for learning; positive attitudes to learning; working with others and developing social competence.

School Council provides opportunities to develop the skills for participation in decision making.

Positive links with the community and the appropriate use of visitors and visits encourage students to develop the skills and understanding required as active responsible citizens.

Work experience programmes and mini enterprise activities promote an understanding of the world of work and business.

Weekly assemblies and daily reflection address the curriculum and provides opportunities for social and moral education

Working with others

Elements of PSE may be provided by others from the wider community. These may include health professionals, social workers and youth workers. These visitors will only be invited as part of a planned programme and they will be made aware of the school’s policy and abide by it.

All visitors are supervised/support

The input of visitors is monitored and evaluated by staff and pupils, which will be used to inform future planning

Statutory requirements

The Curriculum for Wales identifies Health and Well-Being as one of the Areas of Learning and Experience (AoLE). PSE is encompassed within this AoLE.

The statutory ‘Statements of What Matters’ are:

Developing physical health and well-being has lifelong benefits.
How we process and respond to our experiences affects our mental health and emotional well-being.
Our decision-making impacts on the quality of our lives and the lives of others.
How we engage with social influences shapes who we are and affects our health and well-being.
Healthy relationships are fundamental to our well-being.

This fulfils statutory duties under Section 78 of the Education Act 2002 alongside safeguarding, equality, and UNCRC commitments.

Discrimination during the delivery of PSE

The school is opposed to all forms of discrimination based on a person’s age, disability, race, religion or belief, gender, gender identity, sexual orientation, family background and/or language. Any form of harassment and discriminatory language and behaviour is unacceptable and will not be tolerated at Ysgol Maes Hyfryd. All staff will remain vigilant and deal with any incidents promptly and sensitively using procedures outlined in the Anti-Bullying Policy, which clearly outlines the course of action in such circumstances. Any racist incidents will be reports to Flintshire County Council

Welsh Language

Wherever possible and appropriate, we will use the Welsh language as a natural part of all aspects.