Can’t find what you’re looking for?
Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir
At Fair Oak Junior School pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from our school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.
PSHE is both taught discretely and embedded within the curriculum.
Seal afternoons take place 3 times a year. They are afternoons when the whole school devotes the time to a particular theme. The whole school studies the same theme but with different material appropriate to each year group. The material is taken from the primary national SEAL strategy (Social and Emotional Aspects of Learning.) The seal afternoons provide a significant contribution to the whole school planning for P.H.S.E. and citizenship.
Seal 1 - Getting On and Falling out
Year 3 focuses on the key qualities in a friend and what to do when friendships go wrong.
Year 4 builds on what to do when friendship goes wrong and looks at anger management.
Year 5 builds on work from years 3 an 4 and focuses on triggers for anger, the idea that we are more powerful if we work as a team rather than alone and peaceful problem solving.
Year 6 builds on all previous work and focuses on working in a group being able to tell people whether you agree or disagree, listening to people when you disagree with them and to know how to deal with conflict situations.
Seal 2 - Going for goals
Year 3 focuses on learning about yourself as a learner, knowing you are responsible for your own learning and behaviour, and that there are wise and unwise choices which can be made in life.
Year 4 focuses on identifying barriers to learning, knowing how feelings affect learning, how to keep on going when the task is difficult.
Year 5 focuses on knowing the skills and attributes of an effective learner and how to develop these skills, recognise and celebrate your own achievements, setting goals or challenges and how to be a critical friend.
Year 6 focuses on making long term plans and breaking it down into achievable goals, and overcoming obstacles to success.
Seal 3 - Changes
Year 3 focuses on change can be really good and bring about lots of positive benefits, that everybody goes through change and finding ways of dealing with feeling which arise due to change.
Year 4 focuses on explaining why children behave as they do when they find change difficult, why others behave as they do and how to deal with some of the feelings which arise as a result of change.
Year 5 focuses on understanding why people might behave in the way they do when facing a change, recognising a child’s own ‘sore spots’ and that you’re your behaviour is your own responsibility.
Year 6 focuses on how people might feel when starting a new school, the emotions created by starting secondary school, all feelings serve a purpose, even when changes occur other things in a pupil’s life stay the same and strategies for managing the feelings you experience when going to secondary school.
Rights, Respect and Responsibility
RRR underpins much of what happens in school. Regular assemblies explore this theme with the children and its implications for them. Displays around school often pick up the theme encouraging pupils to think about it. Every year group has a copy of the book ‘For Every Child’ which is a picture book based on the United Nations work. The school Code of Conduct was rewritten in the light of RRR and staff, pupils (especially the school council) and head teacher all had an input into it.
Health and Relationship Education
Health and Relationship Education is taught in Year 5 as part of the science curriculum. It has been carefully structured from Years 3-6 with other relevant topics being covered in previous years, such as reproduction in Year 4. This module is taught within the context of how we change from babies to adults. All parents are invited to a meeting to see the work that will be covered and are also shown the three dvds including the birth of a baby. Pupils are shown the dvds with their class teacher and a teaching assistant so that there are two familiar adults present.
Pharmacist Talks in Years 4, 5 & 6
We have a pharmacist who comes into school each year to support our PSHE work. They deliver effective and informative presentations to each class. The pupils then have the opportunity to ask questions, this is then followed up during classroom PSHE lessons.
Year 4 learn about medicines and safety.
Year 5 learn about smoking and the damage it causes.
Year 6 learn about the effects of illegal drugs and excessive alcohol consumption.
Fire Safety in Year 6
Every year the Fire Service come into school and bring a fire engine which has been adapted as a teaching aid. They talk to the whole year group on fire safety, evacuation routes and possible dangers children might find themselves in and then they show a DVD demonstrating how quickly fires start. Each class in turn has a teaching session in the classroom where they have the chance to ask and answer questions. In addition every class goes to the adapted fire engine, the inside of which has been transformed to look like a living area with many potential fire hazards. The pupils walk around the living room to look for the hazards discussing each one.
Follow up work includes pupils devising an escape route from their home with their parents, considering how to deal with burns and how to avoid potential dangers around the home. In school pupils create a PowerPoint presentation demonstrating their understanding of one of the aspects covered in Fire Safety.
Our residential trips have been running successfully for many years and are very popular with pupils, staff and governors.
Avon Tyrrell in Year 5
All Year 5 pupils are offered a 3 day trip to Avon Tyrrell. They do activities which cannot be so easily studied in a classroom setting. It builds pupils ideas of citizenship as they need to work as a team and help each other through the activities including shelter building, orienteering and problem solving. For many pupils this is their first experience of being away from home.
Fairthorne Manor in Year 6
Year 6 pupils are given the opportunity to go on a week-long residential trip to Fairthorne Manor which is an activity and outdoors centre in Hampshire and can cater for the large number of pupils we have. Here the pupils have the opportunity to live and work together and more importantly be an effective team member.
Pupils are encouraged to attempt all activities, some of which are outside their comfort zones, but they get a huge feeling of achievement and satisfaction once they are completed. Activities include sailing, kayaking, abseiling, aerial runway, raft building, archery and orienteering. All the activities are run by trained instructors and our members of staff are always present.
Annual School Newspaper: Fair Comment
As part of the P.S.H.E. programme for the school, each year the school produces its own newspaper. All pupils have the opportunity to write an article for the school newspaper focusing on one of the many P.S.H.E. and citizenship topics such as school life, the wider local community, topical national issues, the wider global issues, charities they support etc. All the pupils have the opportunity to researched, interview visit , conduct surveys and any other appropriate method of gathering information for their article. As well as providing them with a valuable opportunity to see their work in print and obvious link with literacy, it also provides an opportunity for the teacher in charge of the project, Mrs Sear, to work with a smaller group of able pupils in a one off week in order for the pupils to act as editors for the school newspaper Fair Comment and plan which articles will be included/which left out. The editors also design the page layout for the articles, photos and captions, using both maths and literacy skills.
Obviously, just as in the real world of newspapers, not all children’s articles can be published. However, we aim to publish as many as possible and all articles will be kept on file for another year.
The newspaper is a wonderful opportunity for pupils to have a chance to see their work in print.
Smile Squad is a group of children who volunteer to become a member after watching an assembly about it. These children wear a red gilet with the school logo on and have a separate badge so they can be easily identified on the playground and around the school. There are also peer mentors who work with the same lower school children on the playground.
They have a duty rota which changes termly. When it is their day to be on duty they look after children on the playground. They have special equipment (such as hoops and parachute) and encourage lonely children to play with them. They are also there to listen if they have a problem.
Smile Squad has been running since 2003 and their support at playtimes has improved behaviour and boosted moral enormously.
We have several different Communication Groups set up for pupils. Depending on the needs of the group a different focus is chosen e.g. anger management, social communication, friendships.
The purpose of tea parties is to give pupils who have communication or friendship problems an opportunity to have a challenge where they can work together and enjoy and achieve the outcome- a party! The pupils must therefore work cooperatively and plan for the party following a set of rules. The party includes food and game, all of which are organised by them with adult support.
Framework for Enhanced Individual Pastoral Support
We have trained FEIPS staff at school who speak individually to children who are having problems or difficulties outside school. The Fairlings Nurture room in the Year 3 block has been purpose built for such meetings. There is an ‘Olli Owl’ private box outside the special needs room where children can leave messages if they can’t get hold of the trained staff.
Inclusion Partnership Agreement
The IPA unites parents, teachers, support staff and outside agencies to discuss strengths and areas of concern that certain pupils with diagnosed conditions have. Follow up includes staff at Wyvern ensuring a smooth transition can be made.
Every year, Year 6 get the opportunity to design and run their own activity stall in order to raise money for the school. Pupils choose who they would like to work with. In small groups they design an activity that other pupils in the school would like to pay to do. The Mini Fair itself is run on the field one afternoon in the summer term. They pupils do not sell products but instead invent an activity that will be fun. Ideas in the past have included obstacle courses, throw wet sponges at a picture of your favourite teacher, kick a ball into a goal and so on. The pupils love setting up the Mini Fair and being responsible for their stall’s earnings. The rest of the pupils in the school always enjoy participating and all the money raised goes into school funds.
Transition to Secondary School
The Wyvern Technology College Year leader comes in to meet all the Year 6 pupils and tell them all about the school. They usually bring support staff, prefects, the head boy, head girl and members of Year 7 with them. In addition teachers and support staff from each school meet to pass on information about the pupils. Separate meetings also occur to discuss individual pupils who cause concern. This is not an academic meeting but a pastoral one where the school nurse can also be involved.
There is a transition project which runs for children who might need more time settling in. This is a series of fun activities for 6 weeks over the summer. It includes fun activities for the children such as cooking, horse riding and ice skating. Pupils get a chance to work with Wyvern staff and pupils from other schools will be attending. In addition a passport is given to some children assist in the transition project.