Our PSHE programme helps children understand themselves, their feelings, relationships and the world around them.

Children learn about:

🔹 Online safety
🔹 Healthy relationships
🔹 Emotional wellbeing
🔹 Making safe choices
🔹 Staying safe in our community
🔹 Personal responsibility

We create a safe environment where children can ask questions, share concerns and talk about difficult subjects.

Through workshops, assemblies and focused learning, children also explore important issues such as knife crime, gang involvement and homelessness in an age-appropriate way.

We celebrate the diversity of our school and the wider world.

Children learn about different:

🌎 Cultures
🕊️ Faiths and beliefs
👨‍👩‍👧 Families and communities
🎨 Traditions
⭐ Inspirational people

Our visits to places of worship and our focus weeks help children develop respect, curiosity and understanding.

Our curriculum and activities are adapted so that every child can take part and feel included, including children with SEND and those who may need additional support.

“We learn that everyone is different and that is something to celebrate.”

Our rich RE curriculum gives children opportunities to explore faith and spirituality, including special experiences and pilgrimages to:

Aylsford
Lourdes
Rome

Children also develop their understanding of the wider world through:

International Evening
Black History activities
Cultural celebrations
Buddy systems
Residential experiences

Children have real opportunities to influence school life and take on responsibility.

Our pupil leadership opportunities include:

School Council
Prefects
Classroom Ambassadors
Buddy roles
Playground leadership

These experiences help children develop confidence, communication, teamwork and leadership skills.

British Values are part of everyday school life.

Children learn about:

Democracy
The Rule of Law
Individual Liberty
Mutual Respect
Respect for different faiths and beliefs

Our annual Citizenship theme gives children opportunities to explore fairness, responsibility and how they can make a positive difference to their school and community.

“Being a good citizen means thinking about other people, not just yourself.”

We believe children should have opportunities to discover what they love.

Our clubs and activities include:

Sport
Music
Languages
Creative activities
Study support
Special interest clubs

Whether a child loves performing, creating, competing, discovering or helping others, we want them to find something that makes them excited to come to school.

“I found out that I was really good at something I had never tried before.”

We encourage children to:

Think independently
Investigate
Solve problems
Reflect
Take on challenges
Learn from mistakes

We want children to develop the confidence to say:

“I can't do it… YET!”

“My teacher helps me to keep trying when something is difficult.”

We are developing children's understanding of Executive Functioning – the skills that help us manage ourselves and our learning.

Children learn strategies to help them:

Plan
Manage their time
Focus
Remember
Control impulses
Solve problems
Adapt to change

Executive Functioning is built into our curriculum so that children can practise these important skills every day.

Our staff expertise continues to grow, with four members of SLT and one teacher qualified as Executive Functioning Coaches.

“I know what helps me concentrate and get my work done.”

We help children understand that wellbeing includes both our physical and emotional health.

Our approach includes:

Healthy eating
Cookery
Sport and physical activity
Positive relationships
Emotional wellbeing
Healthy choices

Our Lunch Buddy programme for Reception and Year 1 helps younger children develop positive lunchtime experiences and relationships.

“Being healthy isn't just about food. It's about feeling happy too.”

Kind

We care about others and celebrate difference.

Resilient

We face challenges and keep going.

Respectful

We value people, cultures, faiths and ideas.

Confident

We know our voice matters.

Independent

We develop the skills to manage ourselves and our learning.

Responsible

We understand that our choices can make a difference.

We continually listen to our children, families and staff and use their feedback to improve what we offer.

Our aim is that every child leaves our school believing:

“I know who I am.
I know that I belong.
I know how to look after myself and others.
I know that my voice matters.
And I know that I can make a difference.”

It is against the law to discriminate against someone because of:

- age

- disability

- gender reassignment

- marriage and civil partnership

- race

- religion or belief

- sex

- sexual orientation 

These are called Protected Characteristics. In UK law, individuals are protected under the Equality Act 2010 from these types of discrimination. 

Guidance on Teaching

DFE statutory guidance affirms from the outset that schools must not unlawfully discriminate against pupils (or indeed, staff and parents) because of their age, sex, race, marriage or civil partnership or sexual orientation. The guidance calls upon schools to take positive action to deal with disadvantages affecting a pupil or pupils because of a Protected Characteristic. 

In order to help schools ensure that the needs of pupils are met, the guidance proposes that schools consider the makeup of the student body and consider whether it would be necessary to put in additional support.  Schools with a religious character are not exempt from complying with the relevant provisions of the Equality Act 2010 with regard to the Protected Characteristics. However, the religious background of all pupils will be taken into account when planning the teaching so that topics that are included as part of the RSHE programme are appropriately handled. 

The dignity of the human person is central to the life and teaching of the Catholic Church, and this is foundational to any policies or teaching on the Protected Characteristics. 

'So God created humanity in his own image, in the image of God he created them;

male and female he created them'

Genesis 1:27

Upholding the dignity of the human person - ensuring that individuals or groups are not disadvantaged because of a Protected Characteristic - is integral to teaching RSHE within a Catholic school context. However, it is not the only consideration. In the statutory guidance, the DFE affirms that, 'All schools may teach about faith perspectives. In particular, schools with a religious character may teach the distinctive faith perspective on relationships.' This is further supported by the Bishops of England and Wales in 'Learning to Love' a teaching document which provides 'An introduction to Catholic Relationship and Sex Education for Catholic Educators.'

Please see our curriculum map below which details how we cover Protected Characteristics:

To start off our school year, Year 5’s from both St Helen’s and St Jochim’s went to Aylesford to discover the historic sanctuary where St Simon Stock’s relic is kept. While there we were able to join in different activities to find out more about Aylesford and why it is so important. We were able to walk around the actual shrine and find out about its history, draw our interpretation of the shrine itself, pray the rosary and understand the importance of different mysteries in the rosary. Not only that but we were able to visit the shop and put our Maths knowledge to good use. To end what was a lovely day we had a Mass with both schools, especially as it was the start of the year, it was one way we all come together and pray collectively for a good year.

Our Year 5 pupils were incredibly blessed to take part in an unforgettable pilgrimage to Rome and Assisi, deepening their faith through prayer, worship and learning in some of the most sacred places in the Catholic Church.

During their time in Rome, the children visited the magnificent Papal Basilicas, including St Peter's Basilica and St John Lateran, where they experienced the rich history and traditions of our faith. They prayerfully climbed the Holy Steps (Scala Sancta), reflecting on Jesus' journey to His Passion, and had the once in a lifetime privilege of attending an audience with Pope Leo XIV, an experience that inspired and strengthened their understanding of the universal Church.

The pilgrimage also included a special visit to Assisi, the home of St Francis, where pupils visited the tiny church of San Damiano, one of the first churches restored by St Francis after hearing God's call to "rebuild my Church." Standing within this humble and beautiful place gave the children a deeper appreciation of St Francis' life of simplicity, service and devotion to God.

Throughout the pilgrimage, our pupils celebrated Mass together and offered prayers in these holy places, allowing them to experience prayer and liturgy in a deeply meaningful way. These moments encouraged them to grow in faith, reflect on their own relationship with God and recognise that they are part of a global Catholic family.

This remarkable pilgrimage brought our mission to life, inspiring our pupils to live out the Gospel through faith, hope and love. It was a truly memorable experience that will remain with them for many years to come.

Nelly, a Year 4 pupil, was recognised for the exceptional kindness, compassion and commitment she shows towards others each day. She consistently goes above and beyond to ensure that her peers feel safe, included and cared for, always putting the needs of others before her own. Her thoughtful actions have not only been noticed by staff but are also greatly appreciated by her classmates.

Nelly truly lives out our Catholic values through her service to others, demonstrating the principles of Catholic Social Teaching by recognising the dignity of every person, promoting the Common Good, and showing Solidarity through her care and support for those around her. She is a wonderful example of how even small acts of kindness can make a significant difference within our school community.

We are incredibly proud of Nelly and were delighted to see her recognised with this well-deserved award. Congratulations, Nelly, and thank you for being such an inspiring role model for us all.

The school choir enjoyed spreading Christmas cheer around the community by carol singing at Stratford and Trafalgar Square. 

With their hymns of praise, the children also raised money for the HCPT charity allowing group 84 to take children to Lourdes on a pilgrimage.  

Many compliments were received from members of the public about how the choir had boosted their mood.

We all made a special effort to notice and recognise something positive about the people around us. We encouraged pupils across the school to notice the positive actions of their peers and to write and give out positive notes.  Children were proud of all of the positive recognition they received from adults and peers alike.

It was amazing to see how many  tags each and every child went home from school with and I hope that the children shared these with you with pride!

• Teaching at St Helen’s is person-centred.  We promote the dignity, self-esteem and full development of each person made in God’s image and uniquely loved by God.

• Education at St Helen’s is inclusive.  It is respectful of and engages with people of all beliefs. It encourages the religious development of all in their own faith.

  
  

At St Helen’s, we place great importance on the spiritual and overall development of our learners through:

• Faith, service, prayer and worship;

• The development of each child’s full potential in a climate of joy, freedom, respect, challenge, co-operation and celebration;

• The promotion of a spirit of charity, social justice, global awareness and concern for others;

• A culture of tolerance where staff, pupils and visitors of diverse identities are recognised, welcomed, respected and cherished;

• Listening, mutual understanding, trust, reconciliation, healing and peace;

• The preparation of pupils to lead fulfilling and purposeful lives which will contribute to the Common Good.

Our whole school approach to pastoral support has its basis in the ethos of Catholic education with its concern for the whole person and the development of every child’s unique gifts. Staff promote personal dignity, respect and charity within the pupils, providing a safe and caring environment for teaching and learning to take place. Staff are committed to guiding pupils and challenging them to live out our shared Gospel values.

Supporting Children

Our Pastoral/InclusionTeam offers mentoring support to children who are experiencing a range of behavioural or social and emotional difficulties that have become barriers to their learning. We support children on a one-to-one basis or within small groups, to help them develop coping strategies, enhance motivation, self-esteem and raise their aspirations.

Parents and carers are informed from the outset of this process.

We also work with professionals from external agencies who come into the school to work with groups of children or whole classes within the scope of supporting children with their mental health, well-being and relationships with others.

Supporting Families

Our Pastoral Team provides support, advice and information to families within the school community. We believe that we can help to empower parents and carers, to find resources within themselves, and positive changes that will have a significant impact on the lives of their families.

Staff at St Helen’s provide friendly, approachable and confidential support in all areas of family life including:

• Parenting guidance and advice through one-to-one or group workshops

• Support to establish routines and boundaries

• Help to access information, and signposting, to other services in the local area. For example, career advice and employment, domestic abuse, housing or benefits

• Support for emotional well-being

• Support if you have suffered a loss or bereavement

Year 5 had an amazing visit to the Jewish Museum in Camden.  They had a series of interactive and multi-sensory workshops. This encouraged them to learn about the vibrancy of Jewish religion and culture today. We also explored Judaism through key objects, contemporary films and guided discussions to understand what it means to be Jewish in Britain today.

They also discovered  the story of the Exodus from Egypt through storytelling and the symbolism of the Seder plate. They learnt why Jewish people eat matzah (unleavened bread) during the week of Passover and why Seder night is different from all other nights.

laws are made in the UK. The children had a tour of Parliament and were able to stand in the

House of Commons and House of Lords. Next they had a workshop, where they

brainstormed laws that they would like to pass and then debated the law of “Homework

should be banned for all children”. The children thoroughly enjoyed the experience of being

MPs for the day.

Jackson also worked with the children on how to achieve their dreams, have confidence in themselves and lower stress levels. With their SATs tests approaching, the children found the day extremely useful and enjoyable.

For Women's History Week the children in Year 5 learnt about the designer Vivienne Westwood and her love of fashion and standing up for human rights through her designs. Inspired by this the children created a bin bag fashion show inspired by some of her different designs to stand up for the amount of litter in the street. Working in teams they designed and created their clothes and held a fashion show to show off their creations.