1. Vision and Intent

Our Personal Development Framework aims to ensure every pupil becomes a confident, resilient, respectful and responsible individual, prepared for life in modern Britain. This framework sets out how personal development is planned, delivered and reviewed across the whole school.

We aim to:

· Promote pupils’ character, values, wellbeing, and readiness for future schooling.

· Ensure equality, inclusion and diversity are embedded throughout school life.

· Provide rich experiences that broaden horizons and nurture talents.

· Support all children — especially disadvantaged and SEND pupils — to thrive.

2. Core Components of Personal Development

2.1 Character Education and Personal Qualities

We develop key attributes including:

• Resilience, confidence and independence
• Respect, responsibility, empathy, kindness and teamwork
• Self-regulation and understanding of emotions
• Reflective skills and growth mindset approaches

These are integrated across curriculum teaching, assemblies, PSHE, and enrichment opportunities.

2.2 Social, Moral, Spiritual and Cultural (SMSC) Development

We ensure pupils:

• Understand right and wrong and behave responsibly
• Respect diversity and difference
• Experience cultural, artistic, sporting and community opportunities
• Reflect on personal beliefs and values

SMSC is mapped across subjects and highlighted in weekly assemblies and celebration events.

2.3 British Values

We actively promote:

• Democracy
• Rule of Law
• Individual Liberty
• Mutual Respect
• Tolerance of those with different faiths and beliefs

At Sunnyfields these are taught through the curriculum, school council elections, debating activities, and behaviour expectations. We have regular visits from a range of different religions to ensure our children have a thorough understanding of different faiths, this has included specialist assemblies on Buddhism, visits to the local CofE church as well as Open the book assemblies that take place from the local methodist church on a termly basis.

The school also celebrates and raises awareness of key faith dates, such as Hannukah and Holi.

We also have weekly assemblies that are dedicated to what is happening in the news, and we always make sure we make explicit links to British Values as well as Protected Characteristics.

2.4 PSHE & Relationships, Sex and Health Education (RSHE)

At Sunnyfields, our programme supports pupils’ personal development through a carefully planned curriculum that includes:

• Relationships education
• Keeping safe (including online safety)
• Physical and mental health
• Personal identity and self-esteem
• Economic and social awareness

Our provision fully aligns with statutory RSHE requirements and contributes significantly to the wider personal development of every child.

How We Embed This at Sunnyfields 

Relationships Education

We deliver weekly PSHE lessons using the high‑quality Jigsaw scheme. Alongside this, we use restorative practice to help children develop skills in conflict resolution, offering apologies and repairing friendships. Story time and social stories are used to help children understand actions and consequences in a supportive, age‑appropriate way.

Positive relationships are further promoted through our Sunny Pals initiative, where Year 5 pupils act as buddies and role models for our Reception children, helping to build confidence, trust and secure attachments across year groups.

Keeping Safe (Including Online Safety)

Online safety is woven through both our PSHE and computing curriculums. Children learn about topics such as digital footprints, passwords, online gaming, and social media awareness for upper KS2.

We mark Safer Internet Day annually with assemblies and themed activities, and we explicitly teach the NSPCC PANTS rule to help children understand safe and unsafe behaviours. We also welcome external visitors and agencies into school to reinforce key safety messages in a meaningful and memorable way.

Physical and Mental Health

We promote healthy lifestyles through a wide range of opportunities:

• Sports coaching from the Doncaster Rovers Foundation
• Playground leaders who support structured, active playtimes
• Lessons on balanced diets, hydration, sleep and hygiene
• Yoga sessions offered both as an extracurricular activity and within PE
• Sensory circuits for pupils who need support with regulation
• Assemblies focused on managing big feelings and building resilience

Every classroom has worry monsters and we have additional worry boxes around school, enabling children to express concerns in a safe, private way. We also provide pastoral support for pupils facing additional challenges at home, ensuring early help and a nurturing response.

Personal Identity and Self‑Esteem

We provide frequent opportunities for children to celebrate their strengths, achievements and interests, both in class and during our weekly Friday Mentions assembly.

Pupil leadership is a strength of our school. All children have access to roles such as:

• Green Team (sustainability)
• School Council
• Playground Leaders
• Librarians
• Reading Buddies

These roles help pupils develop confidence, responsibility and a sense of belonging.

Economic and Social Awareness

Our curriculum introduces children to key ideas around money—what it is, how we spend it, and how we save.

We celebrate Careers Week, inviting a range of visitors to speak about their jobs and inspire ambition. In addition, our annual Active Citizenship Week focuses on charity, volunteering and contributing positively to the community. Children take part in activities such as fundraising, collecting for local causes, and learning about the importance of social responsibility.

2.5 Wellbeing Provision at Sunnyfields Primary School

At Sunnyfields Primary School, we are committed to supporting the emotional wellbeing and mental health of every child. Our approach is proactive, nurturing and embedded throughout daily school life. We offer a range of wellbeing initiatives, including:

• Universal Wellbeing Curriculum

All children access a high‑quality PSHE and wellbeing curriculum that promotes emotional literacy, resilience and positive relationships.

Examples of what we do:

• Weekly Jigsaw PSHE lessons focused on feelings, friendships, self-regulation and problem‑solving.
• Assemblies on themes such as kindness, managing big emotions, inclusion and celebrating diversity.
• Daily check‑ins, feelings charts and worry monsters in every classroom.

       Whole‑school wellbeing days and themed weeks (e.g. Mental Health                   Awareness Week).

• Targeted Pastoral Interventions

Some children may need additional support at particular times. Our pastoral team provides tailored interventions to help children feel secure, heard and understood.

Examples of what we do:

• Small‑group nurture sessions focused on confidence, friendship skills and emotional regulation.
• 1:1 pastoral sessions for children experiencing anxiety, bereavement or family difficulties.
• Sensory circuits and regulation spaces for pupils who need movement or quiet time.
• Close liaison with parents to ensure consistent support between home and school.

​​​​​​​

• Anti‑Bullying Education and Reporting

We take bullying very seriously and ensure children know what bullying is, how to report concerns and how they will be supported.

Examples of what we do:

• Regular lessons on respect, behaviour, and safe friendships.
• Annual Anti‑Bullying Week with assemblies, posters and pupil pledges.
• Clear reporting routes for children, including trusted adults and worry boxes.
• Restorative conversations and follow‑up support for all pupils involved.

​​​​​​​

• Staff Trained in Nurture Approaches and Regulation Strategies

Our staff are equipped with the knowledge and skills to support children’s emotional needs in a calm, consistent and understanding way.

Examples of what we do:

• Use of Zones of Regulation across the school to help children recognise and manage emotions.
• Training for staff on attachment‑aware approaches, trauma‑informed practice and restorative conversations.
• Classroom environments designed to reduce stress and promote calm learning.
• Developmentally appropriate responses to behaviour, focusing on relationships and regulation.

​​​​​​​

• Access to Early Help and External Agencies

We work closely with families and a range of professionals to ensure children receive the right support at the right time.

​​​​​​​

Examples of what we do:

• Referrals to Early Help, CAMHS, Educational Psychology or the School Nursing Team when needed.
• Joint meetings with families and professionals to create supportive plans.
• Signposting parents to community support, advice and wellbeing services.
• Collaborative work with external agencies to provide consistent, wrap‑around support.

2.6 Pupil Voice, Leadership & Citizenship

At Sunnyfields we provide structured opportunities including:

• The election of the school council and the Sunnyfields Green Team,
• Additional opportunities for leadership are available across the school, this includes playground leaders, reading buddies, The Sunny Pal Programme (Year 5 pupils buddying with reception children for their first 2 years in school)
• Various community and charity projects, including active Citizenship week, MacMillan Coffee Morning, Children in Need Day, uniform drives.

Pupils contribute to school life and develop leadership skills.

2.7 Enrichment, Clubs & Wider Experiences

We offer a range of extra-curricular activities and opportunities for children; we analyse take up and aim to remove barriers for children to attend and participate in these.

All of these clubs and extra-curricular activities are funded by the school to ensure equal access and all children being able to access these clubs.

We also liaise with external providers in the local area, again to ensure that all our children have access to opportunities, this includes, Bentley ARLFC, Doncaster Rovers, Doncaster Knights, Doncaster Hockey Club.

Our programme includes:

• After-school clubs (various sports, performing arts, dance, homework club, forest school, science club, TTRS club, arts and crafts)
• Day trips, workshops, outdoor learning, and residentials
• Cultural experiences: theatre visits, visiting speakers, themed days
• Competitive team events and inter-school activities. This includes sports, as well as spelling bees and maths competitions.

Participation is monitored carefully to promote inclusion for disadvantaged and SEND pupils. A report on inclusion is shared with senior leaders and governors.

Residentials have been provided for children in years 4 and 5 free of charge to ensure all children have the opportunity to take part in a residential, due to the key skills it helps children develop.

2.8 Preparing Pupils for the Next Stage of Education

We ensure pupils:

• Develop independent learning and organisational skills
• Understand their strengths and interests
• Experience transition activities and secondary readiness sessions
• Learn teamwork, problem-solving and responsibility through dedicated projects and events
• Careers week in school to promote careers after school
• Close liaising with local secondary schools to provide seamless transition, such as Science week activities taking place in the local secondary school, local secondary schools providing Extra curricular / activities.

3. Curriculum Integration

Personal development is not delivered solely through PSHE.
It is woven through:

• All curriculum subjects (e.g., teamwork in PE, ethical discussions in RE, problem‑solving in Maths, citizenship through History and Geography)
• Assemblies and collective worship
• Class discussion routines
• Behaviour culture and daily interactions
• Pastoral systems
• School experiences and enrichment

PD at Sunnyfields is a curriculum tapestry, not isolated lessons.

4. Inclusion and Equity

Our programme ensures:

• Full accessibility for SEND pupils
• High participation by disadvantaged pupils
• Reasonable adjustments and targeted pastoral support
• Monitoring of gaps in take-up and tailoring provision accordingly.

5. Safeguarding within Personal Development

We teach pupils how to:

• Stay safe online
• Identify unsafe situations
• Seek help when needed
• Behave responsibly in the community
• Understand healthy relationships
  Safeguarding themes are embedded in RSHE, assemblies and curriculum links.

6. Implementation: Roles and Responsibilities

Senior Leaders

• Ensure a coherent, sequenced PD programme is in place
• Embed PD across curriculum areas
• Monitor provision for inclusion and equity
• Support staff with training

Subject Leaders

• Identify PD links in their subjects
• Monitor consistency across year groups
• Evaluate pupil experiences

All Staff

• Model school values
• Promote character development
• Use daily interactions to build personal qualities
• Report pastoral concerns promptly

Governing Body

• Understand the PD expectations
• Oversee quality and inclusiveness of PD
• Monitor participation and safeguarding

7. Monitoring, Evaluation and Impact

We evaluate Personal Development through:.

Evidence Base

• Pupil voice interviews
• Enrichment engagement data
• Behaviour and wellbeing records
• Curriculum walk-throughs
• Assembly and PSHE audits
• Work scrutiny in relevant subjects
• Surveys (pupils, parents, staff)

Annual review takes place with governors, with updates shared on the school website.

8. Communication and Visibility

This framework is supported by:

• Website Personal Development page
• Curriculum maps
• PSHE/RSHE policy
• Enrichment calendar
• British Values statement
• Behaviour and Relationships information
• Parent communication (newsletters, events, workshops)