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Personal Development

At Old Clee Primary Academy (OCPA) we have planned a Personal Social and Health Education (PSHE) curriculum alongside the Sex and Relationship Education (SRE), which links closely to the guidance from the PSHE association’s Programme of Study.  Our curriculum has been planned to meet the needs of our pupils specifically and has been formulated from what we know of our children, what the data collected and collated by Public Health England (Child and Maternal Health), North East Lincolnshire Authority tells us, and by taking account of the views of the Senior Leadership Team, teachers and Pastoral Team.

What our local community data says:

  • Children in North East Lincolnshire come from a high percentage of low income and separated families.
  • The area is amongst the 40% most deprived neighbourhoods in the country; out of 153 regions identified by Public Health England (Child and Maternal Health), our percentage of ‘children in care’ is 9th highest.
  • The percentage of children killed or seriously injured on our roads make us 5th highest in England. 
  • Our high percentage of conception rates for under 18’s show we have an increasing number of teenage mothers which puts us in the top 20 highest in England.
  • Our percentage of mothers who smoke at the time of delivery are well above the national average, placing us 2nd highest in England. Old Clee Primary Academy is an area where crimes and incidents of domestic abuse, drug, alcohol misuse and mental health problems are high.
  • There are high levels of anti-social behaviour, offending and re-offending.

This is why as a school, we have created a high quality yet informative PSHE and SRE curriculum to tackle these key problems that directly affect our children and the community and society that they live in. The aim of this being to embed key life skills within our pupils such as self-value and self-worth, moral obligation, making positive choices and having high aspirations so that they become ‘SUPERB’ citizens, and are able to contribute positively to society

Why the SUPERB citizen?

As a school, we asked staff what important qualities we want to ensure are developed in all our pupils when leaving us, so that they may go on to play an active and successful role in society and have happy and fulfilled lives.  This is how our ‘SUPERB’ citizen approach was developed, as each of the letters embody a characteristic we want to consciously focus on and develop in our pupils across the whole school.


We spiralise our Personal Development/ PSHE skill by teaching two half terms each of Health and Wellbeing, Relationships and Living in the Wider World, which is split over the year.

PSHE is taught on a weekly basis for 30 minutes, however the ethos of the school means that our PSHE, Spiritual, Moral, Social and Cultural (SMSC) and Personal Development skills and attributes, underpin everything that takes place within and across the academy.

Our plans show clear progression across the year groups, with knowledge matrices that assist teachers with lesson content and links with PSHE, SRE and SMSC programmes of study. Lessons will take a similar format as follows:

Baseline assessment activity - What do we already think/know?

Input of new learning / ideas through a variety of learning activities.

End point assessment activity – what do we know/think now?

Teachers will evidence the baseline, new learning and end point assessment in a variety of ways, but the focus on reflection of what has been learned or discussed during the lesson is paramount.

The lessons take this format to ensure that teachers can concentrate on content and resources. A broad range of examples and suggested resources are provided for their use through the knowledge matrices.


Great examples of Personal Development at Old Clee:



The Impact

The lesson structure assesses children’s prior knowledge and attitudes. The lessons continue with activities that show clear progression throughout. Our children will see their progress through reflective self-assessment: For example:

  1. An increase in knowledge (Before I only knew …, now I also know …)
  2. An increase in understanding (I always knew … but now I can see how it connects to … and now I can see how I could use this in my life)
  3. A change or reconfirmation of a belief (I used to feel … but I now feel …)
  4. A richer vocabulary (Before I would have said ... but now I can say …)
  5. Increased competence in skills (Before I didn’t know how to … but now I know how to …)
  6. New strategies acquired (Before I wouldn’t have known how to … but now I know new/more effective ways to …)
  7. An increased confidence (Before I could/would say and do … but now I feel I am able to say and do …)
  8. Changed and challenged assumptions (Before I thought that … but now I realise that was just a myth or a stereotype)


We will also include our parents in the assessment activities ‘POP tasks’ by sending home a termly key question for each year group. These will be completed with their children, encouraging them to discuss and investigate their thoughts and approaches, enabling their children to be successful role models and a SUPERB Citizen.

Through monitoring:

  • Monitoring of teaching and learning shows evidence of good staff subject knowledge and understanding of concepts being taught. Vocabulary is being modelled consistently in most lessons, and pupils expected to use correct vocabulary.
  • Children are engaging in the Personal Development curriculum, and show their willingness to listen and engage.
  • Tracked and monitored learning to ensure all children make good progress.
  • Pupils’ work in books consistently shows evidence of opportunities for discussions, drama through different scenarios (evidenced by pictures) and a wide range of resources to enable the children to understand and progress.
  • Past learning is repeatedly ‘spiralised’ through each year to enable children to recall, build and expand on their learning and work from previous years.
  • Children are now becoming more aware and using their skills from previous SUPERB Citizen learnings.

Children in Need has been a huge focus around the school for every year group. This week, all children have been focusing on five key aspects that not only relate and focus on Children in Need, but also Mental Health Week. These range from Connecting, Taking Notice, Being Curious, Keeping Active and Kindness (Giving).


Connecting with others, building friendships and talking to others about our feelings can really help us to boost our mood, and feel happier and more positive.

Taking Notice:

Taking Notice is about taking the time to spot, think about, and reflect on things in our lives.

Get Active:

Moving our bodies can have a positive impact on our physical and mental wellbeing.

Be Curious:

Trying out new things and learning new skills can have a positive impact on our wellbeing


When you do something nice for somebody else, not only does it make them feel better, it’s good for your own wellbeing too – win-win!


Take a look below at some of the amazing activities that we have completed and taken part in this week!

This week's Year 5 Eco Warriors.


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