Cloudside Academy Statement of Intent PHSE and RSE

At Cloudside Academy, we want our children to become responsible citizens, with a love of learning, who are intrigued by the world around them. We work towards enabling our children to be resilient, independent and life-long learners with skills that they can apply both within their time in education and beyond. We want children to enjoy learning about Personal, Social, Health, Economic (PSHE) and Relationship and Sex Education (RSE) and develop a sense of how important it is, how it relates to their everyday lives and their role within it. Children are encouraged to develop their own questions and interests and express their ideas clearly and confidently, but also challenge those views of others in a polite manner with justified evidence. They will also develop the ability to problem solve and work cooperatively by building and sharing their experiences and knowledge with others and to support each other regardless of their background to become effective communicators.

At Cloudside Academy, we know that we have an economically diverse community. At least 41% of our pupils coming from disadvantaged backgrounds and a growing number of our children have English as additional language, which, on entry, evidence suggests has impacted on the children’s academic, social and emotional achievements. Therefore, we have designed our curriculum to ensure that children learn about the importance of money and work every year, with a focus on aspirations and ensuring that all children fulfil their potential. The majority of our children come from a white British background, therefore their exposure to different ethnicities and cultures is limited which in turn has impacted on the children’s understanding of diversity, tolerance and empathy towards others. As a result of this knowledge, our PSHE curriculum has been designed to support our children in making progress with their social and emotional skills, as well as broadening their understanding of others. We do however, have an increasing number of children with English as an additional language which only highlights the importance of the social and emotional aspects of our PSHE curriculum.

Furthermore, we know that a proportion of our children live in households where they witness domestic violence or relationship struggles within families. We know that this has an impact on their understanding of relationship and their interactions with their peers and adults. Consequently, our PSHE curriculum ensures that relationships education is taught in every year group to equip children with the knowledge and understanding of positive, healthy relationships.

Our PSHE curriculum is designed as a question led, enquiry based subject and follows a spiral approach, where key concepts will be covered every year as the children move through school. This will enable the children to make links to their prior learning but this will also allow them to make good progress within the learning for their year group.  Our intention, through our PSHE curriculum, is to support our children in becoming happy, successful and positive members of society in which they can make informed everyday-life decisions. We aim for our children to put the knowledge and skills gained in PSHE lessons into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts but also to know how and when to ask for help and to know how to access support.

Protected Characteristics

Lead Teacher: Miss Milson


The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine Protected Characteristics:



Gender reassignment


Religion or belief

Marriage or civil partnership


Sexual orientation

Pregnancy and maternity

Under the Equality Act you are protected from discrimination:

When you are in the workplace

When you use public services like healthcare (for example, visiting your doctor or local hospital) or education (for example, at your school or college)

When you use businesses and other organisations that provide services and goods (like shops, restaurants, and cinemas)

When you use transport

When you join a club or association (for example, your local tennis club)

When you have contact with public bodies like your local council or government departments

The 9 Protected Characteristics are actively promoted in school through:

Our school statement of belief, AIP, and SEF

Our school core values- GROWTH

Our school behaviour policy

Conscious role modelling by all adults in the school community

Active engagement and communication with parents and carers


Discussion within curriculum subjects, taking a cross-curricular approach

Promoting articulation by building appropriate language and a coherent vocabulary

Personal, Social, Health and Economic education (PSHE) sessions

Religious Education (RE) lessons,

Sporting, Art and Cultural Events

Pupil Voice

Educational visits

Real-life learning outside the classroom

Guest speakers

Developing links with local, national and international communities

Extra-curricular activities, after-school clubs, charity work and work within the local community

Embedding Protected Characteristics into the whole ethos of Cloudside Academy promotes:

Self-esteem, self-knowledge and self-confidence

Respect for democracy and support for participation in the democratic process

Acceptance of responsibility for their own behaviour

Respect for their own and other cultures

Understanding of how they can contribute positively to school and home life and to the lives of those living and working in the locality and further afield

An understanding of Equality, Human Rights and Protected Characteristics

An understanding of how citizens can influence decision-making through the democratic process

An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety

An understanding that the freedom to choose and hold other faiths and beliefs is protected in law

An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour

An understanding of the importance of identifying and combating discrimination

Year 5 attended the Choices and Consequences workshop at the Galleries of Justice, which is in partnership with the Ben Kinsella Trust. This is an important visit where the children learn about how dangerous knifes can be.