Reports and policies

Primary PSHE (Personal, Social, Health and Economic Education) Policy

Including Relationships and Sex Education

Queen’s Park Primary School

1. Policy Development

This policy was developed by the school governors and the PSHE Subject Lead, in consultation with pupils, staff, parents and carers and wider community partners including our school nurse and other health professionals.

2. Links to other School Policies

This policy should be read in conjunction with the following school policies:

2.1 Child Protection and Safeguarding Policy

2.2 Data Protection Policy

3. Behaviour and Wellbeing Policy

2.4 SEND Information Report (as part of HSA)

2.5 Managing Drug Related Incidents (as part of HSA)

3. Compliance with Statutory Requirements

Guidance from the DfE under sections 34 and 35 of the Children and Social Work Act 2017 makes Relationships Education and Health Education statutory in all Primary schools – https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1090195/Relationships_Education_RSE_and_Health_Education.pdf. Our policy complies with the following statutory requirements and recommendations, in delivering our PSHE curriculum:

3.1 Relationships Education is compulsory in all Primary Schools (or those pupils receiving Primary Education) – this includes academies, free schools and independent schools

3.2 Health Education is compulsory in all Primary and Secondary Schools (or those pupils receiving Primary or Secondary Education) – this includes all academies and free schools but not independent schools as PSHE is already statutory in these schools.

3.3 In addition to statutory requirements, the DfE continues to recommend that all primary schools should have a Sex Education programme tailored to the age and the physical and emotional maturity of the pupils.

As a school we are fully complying with the DfE recommendation to deliver Sex Education beyond statutory Relationships, Science and Health Education requirements. Please refer to Section 10 below for details. As such we are referring to Relationships Education throughout this policy as Relationships and Sex Education (RSE)

4. Purpose of Policy

This policy further sets out:

• Our approach to integrating statutory Relationships and Sex Education and Health Education within a comprehensive PSHE curriculum, in line with non-statutory programmes of study.

• Our overall aims for delivering PSHE, including Relationships and Sex Education, Health Education and Living in the Wider World

• Our definitions for Relationships and Sex Education and Health Education

• Guidance for staff and outside visitors about approaches, organisation and content for our PSHE curriculum

• Information for parents and carers about what is taught and when in PSHE Education, along with specific information about their involvement with RSE including clarification that parents do not have the right to withdraw from Relationships and Health Education but do have the right to withdraw from any non-statutory Sex Education taught

• Guidance for monitoring and evaluating PSHE, including arrangements for policy review

5. Aims of Policy

This policy outlines our commitment to providing pupils with the knowledge, skills and attributes needed to manage their lives, now and in the future. Delivering a broad and balanced life-skills PSHE curriculum, through our three strands of Relationships Education, Health Education and Living in the Wider World (refer to Section 8), is essential for us in helping our children to stay healthy and safe, while preparing them to make the most out of school, work and life. Through quality delivery, our PSHE programme aims to develop:

• confident individuals who know and understand how to live safe, happy, healthy, fulfilling lives;

• young people who are able to maintain positive, respectful and healthy relationships, within which they can thrive personally and socially;

• responsible citizens who understand they have rights and responsibilities that help them make a positive contribution to society; and

• successful learners who enjoy overall learning, making progress and achieving success

These aims will be achieved by providing pupils with the knowledge, skills, attitudes and attributes to be able to:

• develop confidence to talk, listen and think about feelings and relationships

• address concerns and correct misunderstandings and be able to protect themselves and ask for help

• develop skills to make and maintain positive relationships

• develop positive attitudes and values and respect differences in opinions

• develop a positive self-image and high self esteem

• gain accurate knowledge and understanding about sexuality and relationships

• develop personal responsibility for one’s actions

• know where to get confidential advice and support

6. Definitions for Relationship Education and Health Education

6.1 Relationships Education:
“Relationships Education is learning about the physical, social, emotional and legal aspects of human relationships. These include friendships, family life and relationships with other children and adults. Relationships Education supports our children to be happy, healthy and safe in their connections and interactions with others, now and in the future.”

6.2 Health Education:
“Health Education is learning about the characteristics of good physical health and mental wellbeing and the equally important role that each of these play in our everyday lives. It explores the important role that physical health has on our mental health and vice versa. Health Education supports our children to be happy, healthy and safe in their health-related choices and behaviours, both physically and mentally, now and in the future.”

7. Organisation of PSHE

7.1 At Queen’s Park, PSHE is taught for 30-35 minutes in KS1, 60 minutes in KS2

7.2 PSHE lessons are delivered within whole class groupings, with children breaking out into smaller groups depending on the lesson and learning.

7.3 The course will be delivered predominantly by the Class Teacher, but there are times during the programme when learning is complemented by external visiting speakers, for example a specialist sex education nurse, a financial organisation such as a bank, human rights organisations, or others. It is important to note that where outside visitors help to deliver PSHE, and in particular RSE, they are not there to replace teachers but to enrich existing programmes by supporting the school.

7.4 PSHE is not only delivered through whole class lessons, but cross-curricular, e.g. Maths, Computing, Science, PE, etc., whole school assemblies, phase assemblies and special themed weeks or days, e.g. Anti-bullying Week, My Money Week, etc.

8. Content of PSHE Curriculum

We deliver our comprehensive PSHE curriculum under the 3 areas

• Relationships Education

• Health Education

• Living in the Wider World

See our website for our PSHE Education Curriculum Overviews – https://queensparkschool.co.uk/pshe/

8.1 Statutory content:

Relationships Education (KS 1 & 2: age 5-11 years)

• Families and people who care for me

• Caring Friendships

• Respectful Relationships

• Online Relationships

• Being Safe

Science Curriculum (contributes to Sex Education within RSE)

Key Stage 1 (age 5-7 years)

• Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense

• Notice that animals, including humans, have offspring which grow into adults

• Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene

Key Stage 2 (age 7-11 years)

• Describe the life process of reproduction in some plants and animals

• Describe the changes as humans develop to old age

• Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents

• Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function

Health Education (KS1&2: age 5-11 years)

• Mental Wellbeing

• Internet Safety and Harms

• Physical Health and Fitness

• Healthy Eating

• Drug, Alcohol and Tobacco

• Health and Prevention

• Basic First Aid

• The Changing Adolescent Body (Puberty)

8.2 Non-Statutory Content:

Living in the Wider World (KS1&2: age 5-11 years)

• Economic Wellbeing

• Being a Responsible Citizen

• Careers

• Sex Education (Year 6 Only – these are the only lessons that parents can withdraw their children from) Lessons on Sex Education in Year 6 (refer to section 10)

9. Approaches for Delivering Effective PSHE

9.1 Creating a Safe and Supportive Learning Environment

PSHE often works within pupils’ real life experiences, addressing a range of personal, social, emotional and health issues. A safe, supportive and respectful learning environment is created by establishing clear ground rules, developed and agreed with all pupils across the school, and referred to during PSHE lessons. This helps to secure an atmosphere within which pupils feel able to discuss concerns, feelings, sensitive issues.

9.2 Confidentiality

In the course of PSHE lessons, pupils may indicate in some way that they are vulnerable or at risk. In these circumstances staff are aware that they must refer to the Child Protection/Safeguarding policy to ensure that they are clear about what is required in such circumstances.

The school will ensure that pupils know that teachers cannot offer unconditional confidentiality and are reassured that their best interests will be maintained. They will be reminded that if confidentiality has to be broken, they will be informed first and then supported as appropriate. They are encouraged to talk to their parents or carers and are provided with support to do so.

The school will ensure that staff understand that they cannot offer unconditional confidentiality to pupils. They will work within the school’s agreed procedure for recording and reporting disclosures and the nature of access to this information.

9.3 A Range of Learning Approaches

Active and interactive engagement is most effective in PSHE. In every section of the course a variety of teaching and learning styles are used including videos, information sheets, pamphlets, textbooks, visual aids and models, games, role-play, interactive CD ROMS, the Internet and visits by theatre groups.

9.4 Relevant resources

Resources will be assessed to ensure that they are current, relevant and appropriate to the age and maturity of pupils. They will take into account equality of opportunity through their use of language, cultural attitudes and images, avoiding stereotyping, racism and sexism. Please see point 10.3 for details of how resources are made available to parents

9.5 Use of External Organisations

We work with various external organisations to enhance the delivery of PSHE across our planned programme, in order to bring in specialist knowledge and different ways of engaging with our young people.

We work in partnership with all external organisations to ensure that the all activities and resources used are delivered in accordance with the aims of this policy and the content of our planned programme. All external contributors are made aware of our confidentiality and safeguarding policies to make sure that any safeguarding issues that arise are dealt with in line with school policy and procedure. All external contributions are used to complement the teaching delivered by our own staff, to enhance and enrich the overall experience of our students.

9.6 Groupings

The PSHE curriculum will be delivered through a variety of whole class lessons, smaller group work and where relevant, in one to one sessions.

9.7 Responding to Pupils’ Questions

It should be recognised that questions from pupils will be addressed and dealt with in the most appropriate manner and not disregarded. The form in which these questions are addressed may be in group activities, or on a one-to-one basis, as appropriate.

9.8 Meeting the Needs of SEND Pupils

PSHE lessons need to be accessible to all pupils including those with special educational needs and disabilities. The SEND code of practice outlines the need for schools to prepare children for adulthood outcomes. These pupils can be more vulnerable to exploitation and bullying which means that sensitive and age-appropriate Relationships and Health Education is an essential part of their learning. We will ensure that our curriculum is accessible to all pupils by using appropriate resources, small group work and providing CPD for teachers.

10. Specific Issues Related to Sex

10.1 DfE Sex Education Recommendation

We are fully complying with the Department for Education recommendations for all primary schools to have a sex education programme, tailored to the age and the physical and emotional maturity of the pupils. In addition to statutory Relationships, Science and Health Education (refer to section 8.1), we have chosen to deliver further lessons in Year 6 which go beyond the science curriculum and look in more detail at how a baby is made. We feel these lessons are important as they address many of the questions that children have and are taught in the context of healthy adult relationships. At the parent meeting for Year 6 we will make clear which lessons sit within sex education and outline your right to withdraw your child from these specific additional lessons, as outlined below.

10.2 Definition of Sex Education

Sex Education is learning about the physical, social, emotional and legal aspects of human sexuality and behaviour, including human reproduction. Aspects of sex education are covered in the context of learning about lifecycles in science

10.3 Engaging Parents/Carers and the Right to Withdraw from Sex Education

On entry to the school, parents are invited to read the PSHE policy, including specific references to our additional Sex Education provision within PSHE. We place the utmost importance on sharing equal and joint responsibility with parents/carers for their children’s education, including sexual matters, and as such we do our best to find out from them any religious or cultural views they may have which may affect the Sex Education they wish to be given to their children. We always carefully consider any request that compromises our equal opportunities policy. This helps to establish a consultation process and partnership with parents, who we regularly keep informed about content of the sex education programme and who are invited to meetings at school to view resources and address any questions or issues they have in relation to the content of these additional lessons.

From September 2020 parents have the right to withdraw their child from Sex Education, but not the right to withdraw their child from any lessons that are in the statutory Relationships, Science and Health Education Curriculum, as outlined in section 8.1. In accordance with this, it is made clear to parents of year 6 children that they can withdraw their children from the additional sex education lessons we deliver in Year 6, as outlined in 8.2.
If a parent wishes to withdraw their child from Sex Education we ask that they discuss it with the Head Teacher and then complete a ‘Request for Withdrawal from Sex Education Lessons’ form, Appendix 1 of this policy, and send this to the headteacher. Alternative work will be given to pupils who are withdrawn from sex education.

10.4 Answering Pupils’ Sex Education Questions

We encourage curiosity in children as it is an important part of their learning and children ask questions related to sex education, both in and outside of lessons. This means that children who are withdrawn from a lesson may also ask a question in relation to sex education outside of the lesson time. We feel it is important to answer questions honestly, with factual information and in an age appropriate way. If we have a concern with regards to safeguarding due to the nature of a question we would follow our safeguarding procedures. We need to be mindful that children who don’t have their questions answered may look to other sources for information, such as the internet, which might provide inaccurate information.

11. An Inclusive Approach through a Moral and Values Framework

As an inclusive school we value difference and diversity within our school community and the wider world. As such, PSHE is delivered within the context of our school aims, values and moral framework, and equal opportunities policy, taking into account the following considerations:

• The school has duties under the Equalities Act, British Values, and the Ofsted framework and must reflect British Law

• Different faiths, beliefs, cultures and sexual orientation should be tolerated and not be the cause for prejudicial or discriminatory behaviour

• Respect for ourselves and others helps develop understanding of the need for non-exploitation within relationships

• We all have rights, duties and responsibilities, we need to know what these are and have the ability to exercise them

• Children are growing up in a diverse world and will need to be able to work, live and play with people from all backgrounds

• Some pupils and staff will identify as LGBT+

• Families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures

• Some children may have a different structure of support around them (for example: looked after children or young carers)

We believe that pupils should receive comprehensive, balanced and accurate information that relates to their needs. The personal beliefs and attitudes of teachers will not influence the teaching of any elements of PSHE. For example, care is taken to ensure there is no stigmatisation of children based on their different home circumstances when teaching about the importance of marriage, or stable relationships, for family life and bringing up children.

In exploring their own feelings and attitudes, and those of peers and the wider society, our pupils are able to develop values on which to base decisions about relationships, health and living in the wider world.

12. Assessing PSHE and Monitoring the Programme

The PSHE Lead will be responsible for:

• Ensuring the policy and programmes are implemented as agreed

• Monitoring teaching within lessons through observations, team teaching, pupil work scrutiny and discussions with those involved

• Supporting staff to assess pupils progress, in line with the school’s assessment procedures

• Evaluation of the programme will be made by assessing the attitudes of the pupils, the development of their personal skills and the knowledge and understanding they have gained. Review forms part of the content and is an ongoing process. The views of pupils, staff and parents will be sought and taken into account as the programme develops and changes.

• Recommending targets for whole school development

13. Training Staff to Deliver PSHE

It is important that staff delivering PSHE work within the values and moral framework of this policy and feel confident, skilled and knowledgeable to deliver effective PSHE. Continuing professional development will be provided through a range of options: individual study and development/ in-house CPD/ external training courses. Training may include:

• What to teach and when

• Leading discussions about attitudes and values

• Information updates

• Practising a variety of teaching methods

• Facilitating group discussions

• Involving pupils in their own learning

• Managing sensitive issues

14. Disseminating and Monitoring the PSHE Policy

A copy of this policy will be supplied to all staff and governors and included within school handbook, staff handbook, governor handbook and new staff induction materials. A full copy will be published on the school website and made freely available to parents on request and if appropriate a summary will be published in the school prospectus. Copies will also be supplied to other professionals whose work relates to PSHE, including RSE and Health Education, or who may be involved in its delivery.

15. Policy Review

Policy Implementation Date: July 2025

Next Review Date: July 2026

Appendix 1

Parent Request for Withdrawal from Sex Education Lessons

Physical Activity Policy

Queen’s Park Primary School

1. Purpose of Physical Activity Policy

This policy has been written to give clear guidance to staff, outside visitors, parent and carers, and pupils about the provision of physical activity opportunities during the school day and our approach to the positive promotion of physical activity. Schools have an important contribution to make in encouraging and providing opportunities for children and young people to take part in physical activity, especially as in term time this is where children and young people spend most of their day.

2. Physical Activity Guidelines for Children

The Physical Activity Guidelines for Children and Young People are relevant to those aged from 5 to 18 years. Physical activity is associated with better physiological, psychological and psychosocial health among children and young people. Global and UK specific evidence has shown that boys are more active than girls at all ages and that physical activity levels decline through childhood into adolescence. As such, ensuring all children are as active as possible throughout childhood is important for current and future population health.

In 2023, the Government updated the School Sport and Activity Action plan which sets out an ambition that children and young people should get 30 minutes of their daily physical activity through the school day and 30 minutes outside of school. The PE and Sport Premium helps primary schools to achieve this, providing funding to make additional and sustainable improvements to the quality of PE, physical activity and sport offered.

For details of how we have spent our PE and Sport Premium Funding to make additional and sustainable improvements to the PE, sport and physical activity we offer please refer to the policies section of our website here.

For nurseries attached to primary schools, there are a different set of guidelines for children under the age of five. Physical Activity Guidelines for under 5s

3. Curriculum Provision

Physical Education is compulsory at all key stages. The National Curriculum programmes of study outline what should be taught at each key stage. Local authority-maintained schools are required to follow the National Curriculum; at present, academies and free schools do not have to follow it but are required to provide a broad and balanced curriculum that promote the physical development of pupils. A high quality physical education curriculum should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. In addition, schools must provide swimming instruction either in KS1 or KS2.

Non-statutory DfE guidance Enhancing physical education provision and improving access to sport and physical activity in school recommends that schools timetable at least 2 hours of curriculum PE per week.

For nurseries attached to primary schools, physical development is one of the three prime areas of learning and development in the EYFS statutory framework . Physical development involves giving young children opportunities to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity.

Nursery children

Children are given opportunities to access physical activities throughout the day in line with the curriculum and Early Years Framework.

PE is taught through the Get Set 4 PE scheme https://getset4education.co.uk/ . Through the Get Set 4 PE scheme, the planning shows opportunities for assessment throughout the lessons with clear objectives and assessment criteria for teachers to refer to. Evaluation happens throughout the lesson, and teachers will complete this either with the children (through the observing of their skills) or at the end of the lesson when reflecting on the lesson and adapting the following week’s plans.

Children have use of the back playground where they are able to be on bikes and scooters during timetabled sections of the day with a large space to use. Within the Early Years playground and outdoor space, children have access to climbing frames and sandpit area, as well as a mud kitchen and other messy play areas which help the children build strength, balance and coordination. We also have our Forest School sites which the children access weekly, providing more outdoor learning opportunities to help develop their gross and fine motor skills.

Games and activities are actively planned for and organised within the daily timetable so that in line with the Early Years Framework, the children are given experiences to develop their gross and fine motor skills. Fine motor skills activities include threading beads, drawing and using child-safe scissors, and we actively encourage the children to fasten their own buttons or complete other fine motor skills activities during Continuous Provision time (which are linked to the class topics that week). Adults are on hand during these games and activities so that each child’s development is monitored and tracked over time.

Within our timetable, carpet sessions are no more than 15 minutes in length before the children are then up and moving, whether that be through free flow activities, Continuous Provision or active learning activities.

School age children

Each class takes part in PE lessons lasting 60 minutes every week. To supplement the extra 30 minutes, the classes then take part in a Daily Mile exercise every day, lasting 10 minutes each time. This involves the children running around the playground to encourage them to run a mile inside 10 minutes. The Daily Mile provides a further 40 minutes of exercise, totalling 100 minutes each week.

Class teachers are responsible for the delivery and teaching of PE lessons. On occasions where the class teacher is not available, a Higher Level Teaching Assistant will deliver the PE lesson.

Swimming is compulsory for all children in Years 3 and 4. They attend a 30-minute lesson every week at Moberly Sports Centre. For children who are not proficient in swimming by the end of Year 4, they continue to attend swimming lessons in Years 5 and 6 so that the children are proficient before leaving primary school.

PE is taught through the Get Set 4 PE scheme https://getset4education.co.uk/ . Across the school, every year group has the same unit to cover, i.e. all year groups teach gymnastics at the same time, and all year groups teach athletics at the same time. Within the unit, there is a Unit of Work overview, a Knowledge Organiser and then between 6-12 detailed lesson plans with accompanying videos.

Teachers actively monitor and assess the progress of the children within the lesson, adapting the lesson to suit the needs of the children to ensure that all children succeed in learning the key skills. Assessment points for each lesson are also given as objectives for the lesson.

The Get Set 4 PE scheme also provides activities that can be completed within class to help encourage movement throughout the day, ranging in complexity, challenge and amount of time needed.

The PE Subject Lead completes learning walks and training with staff to ensure there is consistency with the teaching and delivery of all lessons.

4. Enrichment Activities

To ensure that children and young people are able to meet the physical activity guidelines schools should also look outside of PE lessons to provide physical activity opportunities.

4.1 Before and After school – during Breakfast Club, the children are encouraged to play and take part in physical activities. After school, a range of different clubs are run throughout the year by school staff members and these are open to multiple year groups, dependent on the school staff members. Some examples of our previous After School Clubs include:

o Street Dance (Years 4 and 5)

o Girls Football (Years 1-6)

o Multi-sports (Reception – Year 2)

o Boys Football (Years 4-6)

o Parkour (Years 3-6)

o Boxing (Years 3 and 4)

4.2 Break and Lunch times – children are provided with opportunities to be active throughout their play. We have Playground Monitors who are responsible for bringing out playground equipment for their year groups, and we also have staff actively promoting and engaging with the playing of a range of games with the children. In addition to this, we also have access to Get Set 4 PE’s Active Lunchtimes activities, providing further opportunities for children to play games in an active way.

4.3 In class – using the Get Set 4 PE scheme, teachers have access to Active Blasts. These are short activities that can be completed within class to help encourage movement throughout the day, ranging in complexity, challenge and amount of time needed.

4.4 Competitions – we take part in a range of sporting competitions and events across the whole year, including cross country running, football, netball and swimming galas. We also make sure we take an active part in SEND sports festivals too, ensuring all of our children are given the opportunity to excel in sports.

4.5 We take part in Active Travel including TfL Travel for Life.

5. Resources

Access to, and integration in the school day of, open space, forests, parks, and playgrounds are positively associated with physical activity levels. Access to loose and fixed equipment, along with non-traditional play materials also support physical activity among children and young people. There is also evidence of greater benefits of people being active outside, such as benefits to mental and emotional wellbeing.

We have 2 playgrounds, 1 at the front of the school and 1 in the back, and the Early Years playground which is only accessible to the Nursery and Reception children. We also have a specially designed playground area for children within our Specialist Resource Provision (SRP).

The front playground has a caged football pitch area that also acts as a basketball court, and this is timetabled for each year group and class multiple times a week. The front playground also has painted Champ squares on the floor which the children can use to play Champ or a variant of it. There is a large storage container full of playground equipment the children can use which includes: skipping ropes; balance boards; balls; catch and throw toys; hula hoops. Chalks are also used to draw hopscotch grids and other activities onto the floor during playtimes and lunchtimes. The children are able to access these resources independently, and we have Playground Monitors for each key stage to help monitor and maintain the equipment. In the front playground, there is a designated sprinting area for the children to have sprint races set up. Staff members are actively encouraging the children to take part in these activities and will play an active role in initiating the game for the children to join in with.

The back playground, there is a larger basketball pitch which can also be used as a football pitch too using the painted markings given. There is a large table tennis table as well that the children can use, and a rock climbing section of wall on our sensory room for children to climb too.

Playground equipment is audited each half term so that anything broken or missing can be replaced, and stock refreshed to keep the children engaged with physical activities during playtimes and lunch times.

In the bottom school hall, we have benches and gymnastics mats ready for PE lessons, as well as horses to support gymnastic lessons. It is also a large enough space to facilitate the dance lessons that are taught according to the PE long-term plan for each year group. In the top school hall, we have a gymnastics climbing frame that can be pulled out and used also.

During Breakfast Club in the mornings, children who attend are able to access the back playground and the playground equipment. They are actively encouraged to play games and use the equipment during this time. When we have after school activities run and organised by staff, both the playground and PE equipment are used to facilitate and support the sessions. If we have a summer camp organised by our Children’s University Lead (Miss Wilson), the children who attend all have access to the playgrounds and the playground equipment.

Although we do not have a swimming pool on site, Year 3 and 4 children access our local sports centre, Moberly, for swimming lessons every week on a Monday, with lessons lasting for 30 minutes.

We have access to two Forest School sites that children in Nursery – Year 1 can access each week during timetabled sessions with our Forest School lead.

Girls in Years 5 and 6 attend Girls Allowed every Wednesday which aims to promote a love for sports outside of the school environment. They take part in a range of different games each week, exposing the children to lots of different sports such as netball, basketball and roller skating to name but a few.

6. Equal Opportunities and pupil voice

There is growing evidence to show that certain groups such as girls, children with disabilities and those from minority ethnic groups and low socio-economic status families have lower levels of physical activity than their counterparts and that this contributes to health inequalities related to lower levels of physical activity.

At Queen’s Park Primary, we believe in the power of pupil voice as a way of helping us understand the needs and views of the children across a range of different parts of our curriculum. By doing this, we are helping to enhance their ownership of physical activity delivery which means that we can ensure that activities are appropriately tailored to their needs and will therefore support participation. In addition, encouraging pupils and young people to act as role models can have an aspirational impact and encourage younger age groups to follow a similar path.

Offering a variety of physical activity opportunities for pupils and young people to take part in, including free play can increase participation in physical activity. In addition, a focus on games and the fun elements of participation, as well as the more traditional sports or competitive activities, can help to encourage participation, particularly among inactive pupils and young people. As such, we try to do as much as possible that shows this off to the best of our ability.

This is done in the following ways:

• All PE lessons are planned according to the needs of the pupils. Lessons have warm up, skills based starters, main lesson/practice session and plenary, and each part of the lesson has different levels of progression in each section. Alongside this, the lesson plans have clearly marked adaptations that can happen in a lesson to suit the mobility needs some of our children may have, as well as supporting those with SEND. This means that all of our children are able to achieve the same learning objective.

• In the cases of children who may not be able to access the learning of the lesson, alternative resources or objectives are planned for in consultation with the school SENDCo and any other relevant external agencies. All of our children have opportunities to be successful and hit goals that are specifically set for them.

• We encourage all children to take part in PE and sports activities and identify and attempt to remove any potential barriers to this. One such initiative we are part of is the Girls Allowed programme which is designed to encourage and engage our Year 5 and Year 6 girls in sports and physical activity every week from November to July each academic year.

• A range of after school activities are provided for children across the school including Early Years, and these are run by staff after school from 3:45pm-4:45pm. The activities are different each half-term and offer the children a range of different sports and outdoor activities to do that interest them.

7. Staff training, development and activity

Evidence supports the need for an appropriately trained, skilled and knowledgeable workforce. Ensuring staff have the confidence and competence to offer high quality experiences of both physical education and physical activity across the school day can contribute towards higher levels of physical activity by children and young people.

In addition, staff act as role models and can inspire children to participate in sport and enjoy it. The UK Physical Activity guidelines for adults.

The UK Physical Activity guidelines for adults recommend that:

• For good physical and mental health, adults should aim to be physically active every day. Any activity is better than none, and more is better still.

• Adults should do activities to develop or maintain strength in the major muscle groups. Muscle strengthening activities should be done on at least two days a week, but any strengthening activity is better than none.

• Each week, adults should accumulate at least 150 minutes or moderate intensity activity; or 75 minutes of vigorous intensity activity.

• Adults should aim to minimise the amount of time spent being sedentary, and when physically possible should break up long periods of inactivity with at least light physical activity.

We actively encourage our staff to lead by example for the children, from making sure they take an active part in PE lessons and wearing their own sports kit, to the staff taking part in stretching exercises where appropriate in classes or movement breaks, and even trying to do part of the Daily Mile with children.

All teachers are provided with professional development to support their practice. This will vary depending on the needs of individuals and groups of staff at the time. This will be in the form of team teaching, observing colleagues, internal and external training. Our PE lead also hosts staff meetings which sees teachers learning about and doing practical activities to help develop their own skills at delivering different parts of the PE lessons. The PE scheme that we follow, Get Set 4 PE, also has online CPD videos for teachers to engage with to also promote their professional development for children from EYFS to Year 6.

Our PE lead conducts equipment audits each whole term to check the equipment that we have is in good working order, as well as making sure that any missing equipment is reordered. By doing this, teachers have the resources needed to deliver their PE lessons each week so that the children’s physical activity amount is as high as possible.

Where available, we do make the most of any qualified sports coaches that are available to us. In the past, we have had sports coaches from Lord’s Cricket Ground come into school to deliver a cricket unit to certain year groups, and recently, we have had a sports coach come in twice a week to provide physical activity support at lunch times before then delivering PE lessons for the boys of Years 5 and 6 whilst the girls go off site for their Girls Allowed programme.

8. Community partners and links

There are a wide range of partner organisations and support available in the local community to support the provision of physical activity.

The children in Years 3 and 4 go to Moberly Sports Centre for their weekly swimming lessons, and Years 2-6 will take part in annual multi-school sporting events at Moberly Sports Centre as well. We will often go here as well for swimming competitions too.

The girls in Years 5 and 6 go to Jubilee Sports Centre for their weekly session of the Girls Allowed programme, starting from November and ending in July each academic year.

We also have links with Paddington Recreation Ground where we host our annual Sports Day for KS1 and KS2, as well as using this facility to take part in other multi-school competitions. When there are football tournaments happening, we will always go here too to take part.

We have good links with Regents Park as well for cross-country racing, and the Avenues as an organisation which provides other opportunities for children after school.

We also have excellent links with Westminster Children’s University who we work incredibly closely with.

9. Holiday Provision

To prevent a drop in physical activity levels across the school holidays, there are a range of ways in which our school supports children and families to remain engaged and active over this period.

We regularly signpost families to a range of activities provided by the Local Authority and by the charity, Change4Life, that are provided locally during the holidays. The EYFS home learning always includes physical elements including going for local walks, outdoor challenges, learning dances or yoga.

For the summer holidays, we also have a summer school which children and families can access and during the summer school, children will be involved with daily sports and physical activities.

Throughout the year, our Westminster Children’s University link also organises further experiences for the children.

10. Monitoring and Evaluation

We monitor the number of pupils who take part in after school clubs and anything additional to the statutory requirement. We also conduct learning walks to see our physical activity provision in action across the whole school. This policy will be made available on the school website and will be used every 2 years.

11. Policy Review

Policy Implementation Date: 01.07.26

Next Review Date: 01.07.28

Signed: M Royle

Date: 01.07.26

Emotional Wellbeing and Mental Health Policy

Queen’s Park Primary School

Policy Statement

Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to her or his community. (World Health Organisation)

At Queen’s Park Primary School, we aim to promote positive mental health for every member of our staff and pupils. We pursue this aim using workplace practices, universal, whole school approaches and specialised, targeted approaches aimed at vulnerable pupils. In addition to promoting positive mental health, we aim to recognise and respond to mental ill health.

By developing and implementing a practical, relevant and effective mental health policy and procedures we can promote a safe and stable environment for staff and pupils affected both directly and indirectly by mental ill health.

This document describes the school’s approach to promoting positive mental health and wellbeing. It is intended as guidance for all staff including non-teaching staff and governors.

It should be read in conjunction with our:

• Health and Safety Policy

• Confidentiality Policy

• Safeguarding and Child Protection Policy (where the mental health of a pupil overlaps with or is linked to a medical issue)

• Special Needs Policy (where a pupil has an identified special educational need)

Aim of the Policy

At Queen’s Park Primary School, we aim to create an environment that promotes positive mental health in all staff and pupils by:

• Increasing understanding and awareness of common mental health issues

• Providing opportunities for staff to look after their mental wellbeing

• Alerting staff to early warning signs of mental ill health in pupils

• Providing support to staff working with young people with mental health issues

• Providing support to pupils suffering from mental ill health and their peers and parents or carers

Dissemination

Queen’s Park Primary School will share the policy with staff, governors, pupils and parents/carers via the following methods:

• Introduce the policy as part of a staff twilight session, with time for questions and review

• A copy or direct link to the policy will be emailed to all staff

• New staff will receive a copy of this policy during the induction process

• A copy of the policy will be available on display in the staff room

• Salient points from the policy will be shared with pupils via PSHE or tutor periods

• School website

• Via newsletter to parents/carers

Lead Members of Staff

Staff with a specific remit includes:

• Designated Safeguarding Lead (DSL) – Mrs Royle

• Deputy Designated Safeguarding Leads (DDSLs) – Miss Cullen, Mrs Peck, Miss Jawett

• Mental Health Lead – Mrs Royle

• Occupational Health and Safety Lead – Mrs Royle and Mrs Killip

• Lead First Aider – Mrs Chung

• Pastoral PSHE Lead – Miss Barrett

• Head Teacher – Mrs Royle

• Deputy Head – Miss Cullen

• CPD Lead (for staff training) – Mrs Royle/Miss Cullen

Responsibility

Any member of staff who is concerned about the mental health or wellbeing of a pupil/student should speak to the DSL in the first instance. If there is a fear that the pupil is in danger of immediate harm then the normal child protection procedures should be followed with an immediate referral to the head teacher. If the pupil/student presents a medical emergency then the normal procedures for medical emergencies should be followed, including alerting the School Nurse and contacting the emergency services if necessary. This procedure would be the same with any mental health emergency which could include; serious self – harm, suicidal ideation, plan and intent of suicidal activity.

Where a referral to CAMHS is appropriate, this will be led and managed by DSL

All school staff are encouraged to:

• Understand this policy and seek clarification from management where required

• Consider this policy while completing work-related duties and at any time while representing Queen’s Park Primary School

• Support fellow staff in their awareness of this policy

• Support and contribute to Queen’s Park Primary School’s aim of providing a mentally healthy and supportive environment for all staff.

All school staff have a responsibility to:

• Take reasonable care of their own mental health and wellbeing, including physical health

• Take reasonable care that their actions do not affect the health and safety of other people in the workplace

• Raise concerns with their line manager if they feel there are work issues that are causing them stress and having a negative impact on their well-being

Managers and Senior Leadership have a responsibility to:

• Ensure that all school staff are made aware of this policy

• Actively support and contribute to the implementation of this policy, including its goals

• Manage the implementation and review of this policy

• Champion good management practices and the establishment of a work ethos within Queen’s Park Primary School which discourages assumptions about long term commitment to working hours of a kind likely to cause stress and which enables staff to maintain a reasonable “work life balance”.

• Promote effective communication and ensure that there are procedures in place for consulting and supporting employees on changes in the organisation, to management structures and working arrangements at both a school-wide and departmental level.

• Encourage initiatives and events that promote health and well-being

• Ensure there are arrangements in place to support individuals experiencing stress, referring them to the school’s Occupational Health advisers where appropriate.

• Collate management information which will enable the school to measure its performance in relation to stress management and employee well-being, such as:

  • Sickness absence data

  • Staff turnover, exit interviews

  • Number of self-referrals to the counsellor service

  • Number of referrals to Occupational Health support

  • Numbers of grievance and harassment cases

• Seek the views of employees on the effectiveness of the School’s Emotional Wellbeing and Mental Health Policy and stress management arrangements using staff surveys and other appropriate questionnaires.

Managing Pupil Disclosures

A pupil may choose to disclose concerns about themselves or a friend to any member of staff so all staff need to know how to respond appropriately to a disclosure. If a pupil chooses to disclose concerns about their own mental health or that of a friend, the member of staff’s response should always be calm, supportive and non-judgemental.

Staff should listen, rather than advise and first thoughts should be of the pupil’s emotional and physical safety, rather than of exploring ‘Why?’, staff should avoid asking any leading questions.

All disclosures should be recorded in writing and held in the pupil’s confidential file. This should include:

• Date

• Name of member of staff to whom it was disclosed

• Main points from the conversation

• Agreed next steps

This information should be shared with the DSL, who will store the record appropriately and offer advice about the next step.

Warning Signs and Recommended Management

School staff may become aware of warning signs which indicate a pupil is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and communicated to the DSLs Mrs Royle, Miss Cullen, Mrs Peck and Miss Jawett. It may also be appropriate to liaise with the wellbeing lead.

Possible warning signs to look out for in pupils/students or their immediate family.

Important Note

The first two points below present a higher degree of risk and will therefore need a separate risk assessment. The template for this can be found in the accompanying toolkit:

• Physical signs of harm that are repeated or appear non-accidental

• Changes in eating or sleeping habits

• Increased isolation from friends of family

• Becoming socially withdrawn

• Changes in activity or mood

• Lowering of academic achievement

• Abusing drugs or alcohol in the family

• Changes in clothing e.g. long sleeves in warm weather

• Secretive behaviour

• Skipping PE/Games or getting changed secretively

• Lateness or absence from school

• Repeated physical pain or nausea with no evident cause

• Increase in lateness or absenteeism

Realistic Expectations

Mental health issues can be ongoing for a long time. They can be highly impactful on a pupil’s ability to access school. We need to ensure that all members of staff are realistic in their expectations of affected pupils, to ensure those pupils are not placed under undue stress which may exacerbate their mental health issues.

Expectations should always be led by what is appropriate for a specific pupil at a specific point in their recovery journey rather than by what has worked well for others, so some degree of flexibility is essential.

Expectations to consider addressing include:

• Academic achievement

• Absence and lateness

• Access to extra-curricular activities including sport

• Duration and pace of recovery

• Ability to interact and engage within lessons

Individual Care Plans

It is helpful to draw up an individual care plan for pupils causing concern or who receive a diagnosis pertaining to their mental health. This should be drawn up involving the pupil, the parents/carers and relevant health professionals. This can include:

• Details of a pupil’s condition

• Special requirements or precautions

• Medication and any side effects

• Emergency procedures /Actions who will do what and when

• The role the school can play

Confidentiality

We should be honest with pupils/students about confidentiality. We should let them know this and discuss with them that it might be necessary to pass the information on:

• Who we are going to talk to

• What we are going to tell them

• Why we need to tell them

We should never share information about a pupil without letting them know. Ideally, we should receive their consent, though there are certain situations when information must always be shared with another staff member and/or a parent/carer. This would always include pupils/students up to the age of 16 who are in danger of harm.

If acting to safeguard a pupil/student against harm or look out for their welfare it is imperative to share any information you deem important.

In many cases, the parent/carers should be informed, and pupils may choose to tell their parent/carers themselves. If this is the case, depending upon severity and immediacy of risk, 24 hours should be given to share this information before the school contacts the parent/carers. We should always give pupils the option of the school informing the parent/carers for them or with them.

If a child gives us reason to believe that there may be underlying child protection issues, parent/carers should not be informed, but the DSL must be notified immediately.

Working with Parents/Carers

Where it is deemed appropriate to inform parent/carers, we need to be sensitive in our approach. It can be shocking and upsetting for parent/carers to learn of their child’s issues and many may respond with anger, fear or upset. We should therefore give the parent/carers time to reflect.

We should always highlight further sources of information as parents/carers will often find it hard to take in much of the news that we are sharing. We should always provide clear means of how contact can be made with the school regarding further questions and the school should consider booking in a follow up meeting right away as parents/carers may have many questions as they process the information. We should keep a record on each meeting in the child’s confidential record. We will provide local emergency mental health crisis service contact telephone numbers for parents as required.

In order to support all parent/carers of children Queen’s Park Primary School, we will:

• Update our school resources to provide information about common mental health issues

• Ensure all parent/carers know who to talk to if they have any concerns about their own child or a friend of their child

• Make our mental health policy easily accessible to parent/carers

• Keep parent/carers informed about the topics their children are learning about in PSHE

Supporting Peers

When a pupil is suffering from mental health issues, it can be a difficult time for their friends. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping mechanisms from each other. In order to keep peers safe, we will consider on a case by case basis which friends might need additional support. It is important to consider:

• What friends should and should not be told

• How friends can support

• Things friends should avoid doing or saying

• Warning signs to look out for

• How friends can access further support for themselves from the school

• Healthy ways of coping with the difficult emotions they may be facing

Staff Training

All staff will receive regular training or guidance about recognising and responding to mental health issues as part of the regular child protection training.

Allocated school staff will attend the Mental Health First Aid Training within each school. In order to work closely with the young people to identify and signpost appropriate support and intervention.

The Designated Mental Health Lead in the school has undertaken training provided via the DfE – https://www.gov.uk/guidance/senior-mental-health-lead-training

For those staff members who require more in-depth knowledge additional CPD will be suggested and provided. Where the need to provide some becomes apparent, we will host twilight training sessions for all staff to promote learning and understanding about specific issues related to mental health.

Staff Support

School staff may receive additional support from their line manager to develop effective knowledge, skills and understanding in order to support the child or young person that may require a higher level of support for their emotional and mental health needs. Additional support may be received from the SENCO or the allocated staff member for mental health within the school.

It is widely accepted that adversity and trauma does not only affect the child or young person but the people that are supporting them (Young Minds, n.d a). It is important we recognise the negative impact that of hearing of people’s experiences of adversity and trauma can have on our own mental, physical and emotional health. Feeling stressed, overwhelmed or tired from work once in a while is understandable. If you notice this happening regularly it is important to communicate this with your line manager. Protecting our own mental health ensures the children and young people that, we work with have the very best care and support from us.

We will carry out a regular survey with our staff to find out whether they feel supported around their wellbeing and to help identify the gaps in our provision. This will help to ensure ongoing improvements in this area.

Support for our staff can be accessed via the following

• Education Support Partnership – https://www.educationsupport.org.uk

• Anna Freud – https://mentallyhealthyschools.org.uk/resources/self-care-toolkit/

• NHS – https://www.nhs.uk/mental-health/self-help/guides-tools-and-activities/mental-wellbeing-audio-guides/

• Every Mind Matters – https://campaignresources.phe.gov.uk/schools/resources/every-mind-matters-self-care-tool

• World Wildlife Fund – https://www.wwf.org.uk/5-ways-connect-nature-help-our-wellbeing

• Mental Health First Aid England – https://mhfaengland.org/mhfa-centre/resources/address-your-stress/stress-container-resource-download.pdf

Signposting

We will ensure that staff, pupils and parent/carers are aware of sources of support within school and in the local community, who it is aimed at and how to access it.

We will display relevant sources of support in communal areas such as staff rooms, library, notice boards and lavatories and will regularly highlight sources of support to pupils within relevant parts of the curriculum. There are a number of services that are available to the CYP with different levels of support according to the individual young person’s need. Details of agencies, charities and funded organisations can be found in the accompanying toolkit. Whenever we highlight sources of support, we will increase the chance of pupils seeking help by ensuring pupils understand.

• What help is available

• Who it is aimed at

• How to access it

• Why to access it

• What is likely to happen next

Teaching about Mental Health

The skills, knowledge and understanding needed by our pupils to keep themselves and others physically and mentally healthy and safe are included as part of the PSHE curriculum which includes ‘Mental Wellbeing’ within statutory Health education. Our PSHE can be viewed here https://queensparkschool.co.uk/pshe/

The specific content of lessons will be determined by the specific needs of the cohort being taught but there will always be an emphasis on enabling pupils to develop the skills, knowledge, understanding, language and confidence to seek help, as needed, for themselves or others.

Policy Review

This policy will be reviewed every two years as a minimum.

Effectiveness of the policy will be assessed through:

• feedback from staff, pupils and parents

• review of the policy by SLT and governors to determine if objectives have been met and to identify barriers and enablers to ongoing policy implementation.

Policy Implementation Date: 01.07.26

Next Review Date: 01.07.28

Signed: M Royle

Introduction 1

Policy Aims & Objectives 2

Food culture & role modelling 2

Food Provision & Dining Environment 3

Breakfast club 3

Lunchtime offer 4

Packed Lunches 4

After school Club 4

Dining Environment 5

SEN Support: Our dining environment is inclusive of pupils with sensory, physical, or emotional needs. This may include: 5

Celebrations and Events 6

Food Education 7

Appendix 8

Introduction

At Queen’s Park Primary we are committed to helping children develop a positive, balanced, and confident relationship with food. We recognise that food is more than just fuel, it’s part of culture, social connection, identity, and enjoyment. Through effective leadership and a strong school ethos, we take a whole school approach by bringing all elements of the school day together to support the health and wellbeing of all children. We recognise that we are invaluable role models to pupils and their families regarding food and drink choices and healthy living.

Policy implementation date: March 2026

Signature[s]:

This policy will be reviewed annually to incorporate any new developments.

Policy Aims & Objectives

Our school food policy aims to…

• Ensure that all aspects of food and nutrition promote the health and well-being of pupils, staff, and visitors at our school.

• To positively influence the health of the pupils and staff through education, increasing their knowledge and awareness of what is a healthy and balanced diet, hygienic food preparation and storage methods.

The objectives of our school food policy are to:

• Provide a range of balanced food choices throughout the school day that are in line with the mandatory school food standards.

• Ensure that food provision in the school reflects the cultural and medical requirements of staff and pupils.

• Ensure that our caterers uphold high standards and continue to actively consult with relevant stakeholders to improve the food provision.

• Work with students and the catering company to make sure the pupils feel listened to and see their choices in the food on offer.

• Support parents to manage food intake outside of school.

Policy Development

This policy was developed collaboratively by:

• Melissa Royle (Head of School), governors, caterers, pupils and the Nourish team.

• We have a school food ambassador group that contributes to ongoing review and planning of food activities across the school.

Food culture & role modelling

At Queen’s Park we believe that building a strong food culture begins with leadership. The way food is spoken about, modelled, and valued by adults in school directly influences how children relate to food. We are committed to creating an environment where nourishing food is celebrated, and positive eating habits are supported throughout the school day.

Commitments

Leadership and Staff Role Modelling: All staff including SLT, teachers, teaching assistants, lunchtime supervisors, kitchen staff, and club leaders – are expected to model curiosity and positive attitude towards food. This includes: eating with pupils, speaking about food using neutral, inclusive language, and showing a willingness to try new foods. Staff are offered training to support this approach.

Governance and Compliance: We follow the School Food Standards (SFS). [Appendix 1] A named SLT lead Melissa Royle, Head of School is responsible for compliance, supported by kitchen leads and monitored termly with school governors. Where possible, a School Nutrition Action Group (SNAG) will include pupils, staff, and governors in reviewing and improving food practices.

Positive Language Around Food: Staff are encouraged to avoid terms such as “good,” “bad,” “junk,” or “treats” when discussing food. Instead, we promote a neutral and balanced approach, focusing on how different foods support our health, energy, and well-being. Our aim is to move away from diet culture language and instead highlight how food helps us feel and function (e.g., “this gives us energy to run and play”).

No Food as Reward: We do not use food as a reward or incentive. Research shows this can harm children’s relationship with food and encourage overeating or emotional eating. At our school, we reward pupils by: Certificates and recognition in assemblies, dojo points, dojo parties, stickers or special activities.

Monitoring and Evaluation

• SLT will observe lunch/snack times termly, focusing on adult modelling and food-related language.

• Pupil, parent, and staff feedback will inform improvements annually.

• Annual training will cover key topics like food neutrality and inclusive language.

• Governors will receive a termly update on policy implementation.

• All clubs and external partners (e.g., breakfast, after-school, holiday clubs) will be expected to align with this policy.

Food Provision & Dining Environment

We are committed to providing a variety of nourishing meals, aligned with the School Food Standards, in a welcoming environment that supports autonomy, inclusion, and enjoyment.

Breakfast club

We offer a breakfast club which serves a range of nutritious food (including wholemeal carbohydrates, fruits & protein-based foods) to support children’s health and concentration to ensure they have energy for learning, play and social interaction.

Our breakfast club is run internally by staff and the Head of School monitors to ensure the food served complies with the School Food Standards, which falls under the section, ‘Food other than lunch’ [Appendix 1]. Our School Council and School Food Ambassadors consult with the children which has contributed to menu changes.

Lunchtime offer

Our school meals are offered free to all children and are provided by Caterlink. The menu is revised and adapted 3 times in the year – Autumn, Spring and Summer. Our menu strictly contains no nuts and is bronze halal to cater for needs of our Muslim community. Our catering company also offer termly tasting menus for the parents so their views can be collected and considered to ensure the food meets the needs of the school community.

Packed Lunches

Packed lunches include those brought from home as well as those provided by the school for trips.

We encourage parents to provide healthy, well-balanced packed lunches as per our guidance on our school website under Packed Lunch Policy

The packed lunch guidance is shared regularly via parents’ newsletters throughout the year as well as during Parent Conferencing.

Important parts of our policy to note are:

• No chocolate / nuts

• No crisps

• No fizzy/energy drinks

• Water or milk only

• We expect children to be given a balanced meal if food is brought in from home.

After -School Club

Our after-school club is run internally by members of staff known to the children. Children are provided with a snack at 4.45pm and this menu complies with the School Food Standards, which falls under the section, ‘Food other than lunch’ [Appendix 1]. Our School council and School Food Ambassadors consult with the children which has contributed to menu changes.

Children can bring their own snack in for after school club but it must comply with the guidance in our packed lunch policy.

Our menu is shared with all parents who attend our after-school provision.

School Food Standards (SFS) Compliance

We ensure our menus comply with School Food Standards (SFS) [Appendix 1] across all food provided in school. This includes breakfast clubs, lunch service, afterschool club offer, and break time. Melissa Royle (Head of School) is responsible for ensuring ongoing compliance in partnership with catering teams.

Fruity Desserts

To ensure balance within our lunch offering, we offer a range of nutritious dessert options. This includes days where we serve fresh fruit and yoghurt, cheese, and crackers or a 50% fruit-based dessert.

Water-Only School

To encourage proper hydration while reducing the intake of sugary drinks our school permits only water and milk throughout the school day.

We promote drinking water by providing accessible water fountains, allowing refillable water bottles in class, incorporating water breaks, or using visual reminders to encourage regular hydration.

Dining Environment

We are committed to creating a calm and positive dining experience. This includes:

• Reducing noise and queue times

• Having staff eat with pupils when possible

• Offering opportunities for choice and autonomy (e.g., self-serve salad bar)

• Using language that encourages children to listen to their appetite signals.

• Ensuring the dining area is welcoming, clean, and promotes social interaction and inclusivity.

• Providing adequate time for children to enjoy their meals without feeling rushed.

• Involving pupils in aspects of mealtime planning and feedback, helping them feel ownership over their dining experience.

• Students who eat their vegetables or finished a balanced food plate are given a sticker.

SEN Support: Our dining environment is inclusive of pupils with sensory, physical, or emotional needs. This may include:

• Flexible seating options

• Noise-reducing strategies

• Visual menus or food introduction strategies

Celebrations and Events

Celebrations in school reflect our food ethos and are inclusive of all pupils. This applies to the following occasions:

• Breaktimes

• Parents evenings

• Sports days/events

• School council meetings

• Exam or test days/weeks

• End of term

• School trips

• Birthdays.

At Queen’s Park, we believe all children should feel equally celebrated on their birthdays and special occasions. For this reason, we kindly ask that families do not bring in cakes or sweets to share in class. While well-intentioned, this can create inequity, as not all families are able to contribute in the same way and also raises concerns around allergies and dietary restrictions. Instead, we encourage other meaningful and inclusive ways to celebrate, such as:

• Extra playtime or a special activity chosen by the birthday child

• Wearing a birthday badge, hat, or sash for the day

• A classroom cheer or birthday song

• Having their photo featured on a birthday display board

• Choosing a story to be read to the class

• Leading a class game or being the helper for the day

• Receiving a birthday certificate or card from the class or teacher

• A non-food treat from the school (e.g. sticker, pencil, bookmark)

As we understand parents and children like to bring something to share on their birthday, we do allow fruit kebabs or other healthy options.

We also strive to ensure that nutritious food and drink options are available at the following school events and celebrations:

• Fundraising events

• Seasonal celebrations [Christmas, Easter, Eid etc.]

• Summer and winter fair

• International events/Cultural week

• Charity weeks: E.g., Macmillan coffee morning

Food Education

Food education plays a vital role in helping children develop confidence, curiosity, and a lifelong positive relationship with food.

Cooking and Nutrition is a statutory part of the Primary Design and Technology curriculum [see Appendix 1] and is taught at an age-appropriate level throughout each key stage. Children are given opportunities to explore nutrition, health, and food origins through engaging and practical learning experiences.

Key learning outcomes include:

• Understanding that all food originates from plants or animals

• Identifying and sorting foods into the five groups of the ‘Eatwell Plate’

• Recognising the importance of eating at least five portions of fruit and vegetables each day

• Preparing simple dishes safely and hygienically, without the use of heat

• Developing practical skills such as cutting, peeling, and grating

As pupils progress, they also learn:

• That different foods are produced in various regions of the UK, Europe, and the wider world

• How seasonal changes impact food availability

• How food is processed into ingredients that can be used in cooking

These lessons are designed not only to build essential life skills but also to deepen pupils’ understanding of food culture, sustainability, and positive food choices.

Queen’s Park also has a free gardening club for children, so they have an opportunity to learn and grow their own food. Where possible we offer opportunities to children across all year group to harvest and use the food in their Design and Technology lessons. We start this from a young age with our youngest pupils in Nursery and Reception growing their own fruits and vegetables and picking them to eat when ripe.

Teacher Training and Support: Teachers are supported through CPD to confidently deliver food education that reflects age-appropriate, inclusive, and culturally relevant content. Training includes guidance on how to talk to children about food, sessions with the school gardener and other outside agencies to understand how to grow produce which can be used in the curriculum.

Monitoring and Evaluation

• Pupil voice is used to shape future food education activities

• Teachers reflect annually on curriculum strengths and gaps

• Family engagement is used to extend food education at home (e.g., newsletters, workshops)

• Impact is evaluated through confidence, participation, and enjoyment rather than consumption

• Celebrations are discussed with pupil councils and staff to ensure alignment

• Clubs and PTA-led events follow the same principles as the core school day

Policies implementation date: March 2026

Signature[s]:

Appendix

Appendix 1:

The revised standards for school food came into force on 1 January 2015 and are set out here:

School food standards practical guide – GOV.UK (www.gov.uk)

Appendix 1

National Curriculum – Design and technology key stages 1 to 2 (publishing.service.gov.uk)

Packed Lunch Policy

Introduction

At Queen’s Park school we recognise that food brought in contributes to the school’s overall food culture. We aim to support families in making food choices that reflect our whole-school approach while ensuring no child is excluded or made to feel different due to what they bring or eat.

Policy Commitments

School Food Standards Alignment

We strive to ensure that food brought into the school complies with school food standards, we use the standards (SFS) [Appendix 1] as a guide to ensure fairness and consistency. Families are supported with practical and inclusive advice on how to pack balanced meals and snacks through weekly newsletter and information sharing mornings.

Packed Lunches

We promote variety and balance in packed lunches, with an emphasis on including fruit, vegetables, whole grains, and protein rich foods, while avoiding items high in salt, sugar or saturated fats. Packed lunches include those brought from home as well as those provided by the school or by parents for trips.  

What should a packed lunch consist of? 

If a child brings in something that doesn’t comply with the packed lunch guidelines, then:

The item will be returned at the end of the school day and a conversation will be had between school/parents. If necessary, the child will be compensated with food from the main school lunch.

Parents will be spoken to about the non-compliant item and be reminded of the packed lunch guidelines.

Staff will speak directly with the child (in an age-appropriate and supportive way) to explain why the item is not allowed, helping to build understanding.

For more ideas or support in preparing packed lunches, please speak Melissa Royle (Head of School)

We communicate these expectations through this policy, newsletters, family events, and our website. We approach any concerns with sensitivity and support.

Snacks

Children in our early years and Key Stage 1 are provided with fruit snacks daily and we do encourage children in Key stage 2 to bring a snack from home. This should be a fruit snack also.

Water-Only Policy

To support hydration and reduce sugar intake, we are committed to being a water-only school. Children can bring reusable water bottles. Exceptions may apply for specific health or SEND needs.

.

Monitoring and Evaluation

• Staff observe lunch and snack times and respond to concerns with 48 hours

• Packed lunch expectations are reviewed annually with input from families

Policies implementation date: 9th March 2026

Signature[s]:

Appendix

Appendix 1:

The revised standards for school food came into force on 1 January 2015 and are set out here:

School food standards practical guide – GOV.UK (www.gov.uk)

Policy for Managing Drug Related Incidents
for Primary and Secondary Schools

Queen’s Park Primary School

1. School Statement

Queen’s Park Primary School, recognises the harm that all drugs can have, be they illegal, legal or medicines.

We aim, through this policy and its guidelines, to provide clear and consistent protocols and expectations relating to the management and reporting of drugs related incidents on the school site, to promote the health, safety and welfare of our whole school community.

2. Definition of Terminology

The following terms are used in this policy in relation to drugs:

• a drug is a substance people take to change the way they feel, think or behave

• the term drugs is used to refer to all drugs including;

  • illegal drugs (those controlled by the Misuse of Drugs Act 1971), for example cocaine, cannabis, heroine, new psychoactive substances – ‘legal highs’;

  • legal drugs, including alcohol, tobacco and volatile substances; and

  • all over-the-counter and prescription medicines

• drug use is drug taking, for example consuming alcohol, taking medication or using illegal drugs

• drug misuse is drug taking which leads a person to experience social, psychological, physical or legal problems related to intoxication or regular excessive consumption and/or dependence. It may be part of a wider spectrum of problematic or harmful behaviour.

3. Key contacts:

3.1 Head Teacher: Mrs Royle

3.2 Safeguarding Lead: Mrs Royle

3.3 Deputy Designated Safeguarding Leads: Miss Cullen, Mrs Peck, Miss Jawett

3.4 PSHE Lead: Miss Barrett

3.5 Lead Governor: Carol Foyle

4. Policy Development
This policy was developed by the school governors and the Safeguarding and PSHE Leads in consultation with students, parents and carers/ and wider community partners including the school nurse and other health professionals

5. Links to other School Policies

This policy should be read in conjunction with the following school policies:

5.1 Safeguarding Policy

5.2 Health and Safety Policy (includes school visits)

5.3 First Aid Policy

5.4 Administration Medication in School Policy

5.5 Data Protection Policy

5.6 Behaviour and Wellbeing Policy

5.7 PSHE Policy

6. Compliance with National Guidance and Links with Statutory Curriculum Requirements

6.1 Our policy and procedures for managing drug related incidents have been developed in accordance with the departmental advice from the DfE and Association of Chief Police Officers (ACPO): https://www.gov.uk/government/publications/drugs-advice-for-schools along with the additional DfE Guidance on Searching, Screening and Confiscation: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091132/Searching__Screening_and_Confiscation_guidance_July_2022.pdf
As such, we consider all situations individually and recognise a variety of actions that may be necessary to respond to drug related incidents, as recommended by this non-statutory guidance for schools.

6.2 We acknowledge the essential link between managing drug related incidents and our role in providing a broad, balanced and accurate Drug, Alcohol, Tobacco and Vaping Education (DATVe) curriculum for all our students. We achieve this through PSHE (Personal, Social, Health Education), within our Health Education focus on DATVe which aims to enable students to take their place safely in a world where a wide range of drugs exists, by making informed choices. In order for them to do so, they need to understand the nature of drugs, their social and legal status, their uses and effects. We further explore attitudes about drugs and provide opportunities for students to develop skills to manage themselves in various situations, whilst recognising their responsibilities for managing their own behaviour. Please refer to our PSHE policy for more detail.

7. Aims of Policy

7.1 To promote and safeguard the health and safety of all students and staff within the school

7.2 To confirm our position that any illegal and other unauthorised drugs related incidents are not acceptable on the school site and/or within organised school activity off site such as school visits/trips. We also confirm our safeguarding responsibility to respond to drug related incidents outside of school that might compromise a student’s safety, including student or parental drug and alcohol misuse away from the school site.

7.3 To provide all staff with the procedures to be followed when dealing with drug related incidents in a fair, professional, proportionate and consistent manner.

7.4 To confirm our arrangements and procedures for authorised drugs including managing medicines and being a non-smoking site

7.5 To share all these expectations and procedures for managing all drug related incidents with governors, parents, students, external organisations and the wider school community

7.6 To provide an environment which endorses a range of learning and supportive responses for those involved in an incident that are not undermined by an unduly punitive response.

8. Procedures for Managing Drug Related Incidents

In response to any drugs related incident, it is essential that each situation is considered individually and that the needs and circumstances of the students are paramount.

If the situation leads to a medical emergency the school emergency aid procedures will be followed immediately.

In the absence of a medical emergency the Head Teacher will be informed and an appropriate response considered.

Protocols for responding to the following drug related incidents, in line with national guidance, are outlined as flow charts in Appendix 1:

• Parents/Carers/Others under the influence of drugs /alcohol on school premises

• Student(s) under the influence of drugs /alcohol on school premises.

• Students using medicines inappropriately on school premises.

• Drugs and / or paraphernalia found on students and/or premises

• Students making disclosure about their own or parents/carers/others use of drugs/alcohol

• Supplying (drugs/alcohol/tobacco) by students/parents/carers/others

If we are presented with any other drugs related incidents not outlined in Appendix 1, we will refer to the DfE and ACPO guidance.

Unless there are exceptional circumstances we will inform parents /carers at the earliest opportunity so that we can work together to support the student and to resolve difficulties.

Our aim is to enable all students to fulfil their potential. We will work with the student, their parents or carers and colleagues from other agencies to remove barriers to achievement and resolve any difficulties that exist. Drug related situations will be considered alongside other circumstances in the young person’s life and not in isolation. We accept that it is never appropriate to respond in a way that is more punitive than that which might be considered by the police so that exclusion, whilst it remains and option, will be used as the very last resort. Opportunities for supporting students following these situations include:

• Review with parents/carers after the incident

• Further drugs, alcohol can tobacco education

• Targeted support on a one to one basis

• Referral to an outside agency

We have a range of professional colleagues who can give or obtain advice and support in drug or alcohol related situations. These include the school’s DSLs, wellbeing practitioner, our family hub link, the local Police Liaison Officer, members of the local Youth Offending Team (whose roles include supporting young people at risk of offending) our local Drug and Alcohol agencies and counselling services. These colleagues can help with a needs assessment and support us in developing an appropriate response. The student/s will always be told when information is being passed on, in accordance with the school’s policy on confidentiality.

Should a substance suspected of being illicit be found on the school premises it will be handed to the headteacher and, in the presence of another member of staff placed in a sealed container in the school safe until it can be delivered to or collected by a police officer. S/he will also be involved in advising the school on the most appropriate response to the situation. The Local Authority School Drug Adviser and Drug & Alcohol Action Team are also able to provide guidance and advice.

All staff will be made aware of the legal constraints on gathering evidence and questioning those involved. They will not take action without involving the co-ordinator.

9. Smoking and Vaping Statement

This school is a smoke-free site. Smoking or vaping is not allowed anywhere on the school site. 
Further vaping guidance for schools can be found here.

10. Managing Medicines on the School Site –

Some students may require medicines that have been prescribed for their medical condition during the school day. More detailed information about how we manage medicines on our site can be found in our ‘Managing Medicines in Schools’ Policy

11. Training for School Staff

All staff receive training for managing drug related incidents as part of their induction, which includes full review of this policy and procedures, in line with all relevant policies as outlined in section 4 of this policy. Designated staff who lead on this area, including responding to incidents and/or managing and administering medicines on school site, will receive annual CPD to enhance their knowledge, understanding and skills through in-house CPD and/or external training courses.

12. Disseminating and Monitoring the Policy

A copy of this policy will be supplied to all staff and governors and included within the school handbook, staff handbook, governor handbook and new staff induction materials.

A full copy will be published on the school website and made freely available to parents on request and if appropriate a summary will be published in the school prospectus. Copies will also be supplied to other professionals whose work relates to this area of work, or who may be involved in the delivery of curriculum related areas.

Written by: K Barrett

Role: Assistant Headteacher and PSHE Lead

Date Agreed: 01.07.26

Next Review Date: 01.07.27

Appendix 1

Procedures for Managing Drugs Related Incidents

This appendix outlines our procedures for managing the following drugs related Incidents, as detailed in each flow chart:

1. Parents/Carers/Others under the influence of drugs/alcohol on school premises

2. Student(s) under the influence of drugs/alcohol on school premises.

3. Students using medicines inappropriately on school premises.

4. Drugs and/or paraphernalia found on students and/or premises

5. Student makes disclosure about their own or their parents’/carers’/others’ use of drugs/alcohol

6. Supplying (drugs/alcohol/tobacco) by students/parents/carers/others

1. Parents/Carers/Others under the Influence of drugs/alcohol on school premises

2. Student(s) under the influence of drugs/alcohol on school premises.

N.B. If tobacco is the drug used you may wish to follow school behavior/discipline policy.

3. Students using medicines inappropriately on school premises.

4. Drugs and/or paraphernalia found on students and/or premises

5. Student makes disclosure about their own or their parents’/carers’/others’ use of drugs/alcohol

6. Supplying (drugs/alcohol/tobacco) by students/parents/carers/others