Safeguarding in our Curriculum
Find out how we teach and promote safeguarding and living a safe and healthy life here at Hazel.
Click each section below to expand for information.
In Computing lessons, safeguarding is a central thread that runs throughout the curriculum in all year groups. All children complete designated E-Safety Units that are carefully planned in for each year group. Children either learn the content in PSHE or Computing depending on what is most appropriate. Helping children to understand and manage potential risk whilst online in their own lives, as well as at school, is a key priority in order to help our pupils to be ready for their next stage of education as well as for life in the real world. For instance, pupils are taught the importance of password protection, how to report abuse online and the dangers of communicating with strangers whilst online, whether this is through gaming, messaging or via social media platforms. Children also learn about parental control and we communicate regularly with parents as new trends, that could present a risk to children’s safety, become popular.
Digital Leaders in Years 2–6 support children to keep safe online and take their roles and responsibilities seriously in weekly computing lessons.
In addition, we provide signposting for parents should they become worried about their children’s safety online or if they think their privacy/personal information may have been compromised. Many resources are shared with parents in order to support them in this.
We have developed a supportive and positive relationship with the local community police, who regularly meet with senior leaders as well as children and parents to offer advice regarding many aspects of online safety. The Safeguarding Team meet weekly and swiftly address any online safety concerns that have occurred either at home or in school.
As an added layer of safety, we use SENSO to monitor students’ computer use whilst using school devices. The school has prioritised offering the children a full-time IT Manager to oversee children’s safety online whilst in school and at home.
Safer Internet Day is celebrated every year at Hazel.
Each year, all children take part in Safer Internet Day which incorporates themed assemblies, poster competitions and a wide variety of learning activities across all year groups throughout the day. Information and learning from this event is shared via the school website, our social media feed, and in the weekly newsletter, enabling parents and families to receive the same messages as their children and encouraging them to check their own online safety at home and discuss such issues with their children.
NSPCC Childline Assembly
The work of the NSPCC is shared with children during the year in a designated assembly which informs our pupils about the NSPCC Childline and how, when or why they might need to use it.
Through the ‘Speak Out, Stay Safe’ programme, we help our children to understand:
- abuse in all its forms and how to recognise the signs of abuse
- that abuse is never a child’s fault and they have the right to be safe
- where to get help and the sources of help available to them
Our Year 6 children visit the Warning Zone in Leicester, where they are taught about managing personal risk through a variety of realistic scenarios. The areas covered include such things as fire safety, the perils of playing by railway lines or building sites, staying safe by water, arson, alcohol and e-safety.
The school has devised a bespoke PSHE curriculum that meets the needs of the children, the families and the local community. Children are taught to identify a network of trusted adults and, importantly, how to approach adults when they need to talk. Hazel Helpers (our pupil leadership team) have devised a ‘Hazel Guide’ to staying safe which includes information in child-friendly language to support children to speak up. The school has built strong links with the local policing team who visit termly. Children know that they are part of our trusted adult network. The children also learn how to talk to trusted adults in Friday Time, which is an opportunity to discuss safeguarding generally.
Children’s safety in and out of school is a key priority at our school and therefore we have taken the decision to explicitly teach children how to stay safe on the local roads by taking the children out in classes. The road safety lessons involve children looking for hazards and crossing safely at different points. These sessions revisit the clear messages taught in the whole-school assembly incorporating the Clever Never Goes’ message. To further ensure the safety of children, Hazel Helpers run ‘FriYay’ during Road Safety Week where children can buy reflective bands and hi-vis jackets to wear in the darker months and in the evenings.
Furthermore, children take part in many visits throughout the year in History and Geography whereby they learn about the local area in detail. When on these visits, road safety forms an important aspect of the learning.
As part of our curriculum offer, children are taught to safely use balance bikes in Reception and this is built on in Year Six where all children are given Learn to Cycle sessions and / or Bikeability sessions. The Bikeability sessions allow children to learn how to cycle safely within the school grounds before being taken onto the local road network under the supervision of highly-trained cycling instructors. This takes part over Road Safety Week annually. Cycling safely is actively encouraged in our school and we have invested in a safe bike storage area so that the children know their bike is safe and cared for. Children are expected to wear a helmet to cycle to / from school and this is encouraged through giving the children golden tickets for staying safe.
We regularly ask children for their views about how safe they feel in and around school through a questionnaire. This helps us to see what the children understand about staying safe, and what we need to prioritise in the future. In order to promote the questionnaire, we deliver an assembly, helping the children to understand the importance of completing it honestly, and explaining to them that we want to hear their views and will act upon them, if at all possible, because their safety is our priority.
Throughout the year, we have a varied programme of professional visitors to school which is specifically designed to promote children’s safety and wellbeing. This starts with our very youngest children who enjoy visits from dentists and nurses, helping them to understand how to look after their teeth and the importance of a healthy diet and exercise.
Children learn about fire safety and the work of the Fire Service through their regular visits to our school, complete with their fire engine. This positive relationship with local emergency services is key in building confidence and trust on the part of the children, ultimately increasing their personal safety as they gain an understanding of how and where to seek help in an emergency.
Children in Year 6 receive training in First Aid, including giving CPR, from the Red Cross. This is an important life skill for the children at the point in their lives where they are likely to be spending longer periods away from home, in the neighbourhood, without adult supervision.
We have a very good relationship with our local community policing team. PCSO's regularly visit the school and support on local visits. The police vehicles and equipment are often brought into school for children to explore and investigate.
We understand the importance of building a positive image of policing teams in children's lives.
Children in Year 5 receive expert swimming tuition at the local leisure centre in order to equip them with the skills they need to be safe and confident in water. Children who need additional swimming lessons in order to swim 25 metres unaided are then targeted in Year Six to ensure they are given this important skill before leaving primary school. Year Six visit The Warning Zone where one of the units covered is water safety. Children also visit the beach in Hunstanton as part of their geography learning in Year 2 where they are taught water safety in a real-life situation.
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Personal, Social, Health and Economic (PSHE) Education Personal, Social, Health and Economic Education at our school underpins all aspects of school life. Our role as educators at Hazel Community Primary School is to develop confident, resilient, respectful and healthy individuals who are fully-prepared for life.
At Hazel Community Primary School, we have created a bespoke and considered PSHE curriculum that meets the needs of our diverse community. This is rooted in mutual respect and a genuine interest in others. Links to the wider curriculum are carefully planned out and PSHE lessons are supplemented by relevant and age-appropriate visits, visitors and experiences. Each individual PSHE unit allows children to develop their sense of self both in the school community and the wider community. All units are underpinned by the Hazel Pride values that are modelled, taught and expected at every opportunity.
Being Me at Hazel focuses on children’s day to day experiences at Hazel. Children begin by recapping the Hazel Pride Values, the behaviour systems in place and the rewards and consequences of their actions. They discuss their rights and responsibilities in relation to their classroom and to the wider school community. This unit also explores how children are kept safe in school and the children are given opportunities to talk about relevant staff members who are their trusted adults.
Celebrating Difference focuses on celebrating diversity within their classes. Children learn about assumptions, stereotypes, perceptions and cultural differences. This unit allows children to develop their understanding of mutual respect and tolerance for each other. This unit covers ‘Show Respect Week’ where children discuss the importance of showing respect to everyone even if they are different.
Aspirations at Hazel begins by children celebrating their journey so far. Staff share their own journeys and celebrate their successes, encouraging children to do the same. Children think about their lives and their achievements and celebrate what they have done. They develop their relationships with their peers by comparing their journeys and begin to understand each other’s lives. In this unit, children set themselves achievable goals and think about what they need to achieve the goals. By the end of the unit, children begin to reflect and celebrate their progress. Children discuss their aspirations and discuss what they need to do to achieve these.
My Voice Matters at Hazel teaches children the real meaning of democracy and that their voice is heard and makes a difference. Our vision at Hazel Community Primary School is that all children know that their contributions, thoughts and feelings are carefully listened to: both in the curriculum and outside of the curriculum. Children learn the meaning of voting, democracy and decision making through meaningful units of work.
Positive Relationships focus on children’s friendships and familial relationships. In this unit children talk about the people that are special and important to them and how to show others that they care for them. Children think about how to be a good friend and how to resolve conflicts. As the children become older, children also explore the meaning of healthy and unhealthy relationships through the lens of respect and safety.
Changing Me deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Self and body image, puberty, attraction and accepting change are diverse subjects for children to explore. Each year group thinks about looking ahead, moving year groups or the transition to secondary school. Life cycles and how babies are made and grow are treated sensitively and are designed to meet children’s needs. All year groups learn about how people and bodies change. This Puzzle links with the Science curriculum when teaching children about life cycles, babies and puberty.
External Visits and Visitors are carefully planned and match the needs of individual year groups. Visits and visitors are carefully mapped out to ensure that the opportunities take place at the right time. Examples of visits / visitors include:
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