Personal Development and Well Being

Our personal development offer:

designer 1 .pdf

At Blenheim Primary School, the provision for personal development and well-being is a multi-layered framework centered on the ethos of "Aiming High in the Heart of the City." This provision is structured around a combination of formal curriculum, specialist pastoral care, and diverse enrichment opportunities.

1) PSHE & RSHE Curriculum

• Structured Themes: Delivered through the 'You, Me, PSHE' scheme and MindMate lessons, covering seven core areas: Physical Health, Mental Health, Keeping Safe, Identity/Equality, Relationships, Drugs/Alcohol, and Economic Wellbeing.
• Statutory Compliance: RSE focuses on building blocks for healthy relationships (families and friendships); Sex Education is explicitly taught in Year 4 (puberty) and Year 6 (reproduction/sexual relationships) following parental consultation.
• Data-Driven Adaptation: The curriculum is adapted annually using data from the 'My Health My School' (MHMS) survey completed by pupils in Years 5 and 6 (e.g. toothbrushing now implemented school wide after results from the MHMS survey)
• Assessment: Pupils are assessed termly in PSHE to track their development of both substantive and disciplinary knowledge.

• Specialist Leadership: A dedicated Mental Health Lead (Deputy Head) oversees a team of Mental Health First-Aiders.
• Family Mentor Interventions: Provide in-house programs including 'Seasons of Growth' (supporting children through bereavement or divorce), anger management, and 'Circle of Friends' for social development.
• Clinical Psychotherapy: On-site support from Impact North psychotherapists for two days a week, offering transformative work with dyadic therapy (for children and parents).
• Mindmate: Teacher identified children and parent groups run by qualified NHS staff.
• Classroom Environment: Every classroom features a worry box to ensure children have a safe outlet for concerns.
• Calm Zones: Outside classrooms are calm zones with reminders on how to self-regulate.

• Moral Framework: Guided by a 'Moral Code' emphasizing kindness, honesty, and helpfulness.
• Character Education: Focuses on four agreed traits displayed across the school: Respectful, Polite, Creative, and Co-operative.
• Diversity & Inclusion: Integrated through the 'No Outsiders' theme in weekly assemblies and ‘Picture News’ assemblies.
• Restorative Practice: Uses shared language to help children resolve conflicts and understand the consequences of their actions.

• Physical Education: Two high-quality, skill-focused lessons per week using a school-designed curriculum.
• Nutrition: Integrated into the Design and Technology (DT) curriculum (e.g., Year 3 healthy lunchboxes, Year 6 vegetable pies).
• Active Initiatives: Includes a 'mile-a-day' track and high-quality playground equipment (adventure playground, climbing wall) to support pupils without gardens.

• City Centre Assets: Strategic use of proximity to Leeds city centre for walking visits to free museums, galleries, urban farms, and libraries.
• Subsidised Residentials: A heavily subsidised Year 5 and 6 trip to Robinwood Activity Centre for outdoor sports like kayaking and archery.
• Whole-Class Music: Every KS2 pupil learns a musical instrument (steel pans or glockenspiels). Through the progression model children excelling in music in Year 3 get extra tuition in Year 4.
• Extra-Curricular Clubs: Diverse offerings such as football (current Lantern Trust cup and African Cup of Nations holders), chess, and drama.

• Leadership Roles: Meaningful opportunities to lead through Class Councils, the Student Council, Eco Committee, Takeover Day and School Food Ambassadors.
• Agency: Pupils devised their own 'Pupil’s Wellbeing Charter', which informs the PSHE curriculum.

• Progressive Scheme: Follows the Kapow Primary scheme from KS1 to KS2, covering digital footprints, online bullying, grooming, and radicalization.
• Accountability: An Acceptable Use Policy is signed annually by all pupils and parents to ensure safe digital citizenship.

• Internal: A weeklong transition for all children. When they leave in the summer children are prepared for the new routines when they come back after the holidays.
• External: Secondary transition lessons are tailored based on MHMS survey data, with extra support for vulnerable pupils.
• Reception to Year 1: In Year 1 we have a more formal learning environment compared to our Reception classes. We have moved toward a more structured routine because we believe it provides the clarity our pupils need to access the ambitious goals of the National Curriculum. However, we still treat Year 1 as a 'transition year' rather than an abrupt shift. In the first few weeks, we have intentionally slowed down the timetable to invest time in modelling new routines, such as how to sit with correct posture and use resources at a desk. This structure helps our children feel secure and independent in their new surroundings. We have also timetabled in nurture time weekly so staff can check in with learners in the transition into Year 1.