PSHE

Subject Leader – Mrs Stoneman

PSHE Intent 

PSHE stands for Personal, Social, Health Education.

Our intent for ‘PSHE’ is for our children to be healthy in body and mind, be resilient and responsible members of our school and society. Weaving through the heart of our PSHE teaching, is a commitment to enhancing and promoting our school values; Successful, Proud, Ambitious, Ready, Kind and Safe. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. We offer a nurturing and inclusive learning environment in which each child is encouraged to develop their full potential and where their individual achievements and successes are celebrated and rewarded. We enable children to further develop our school values by encouraging them to play a positive role in contributing to school life and the wider community.  

As an academy we have chosen to deliver our PSHE curriculum using a scheme called Jigsaw. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.

There are Puzzles (half-term units of work) each with Pieces (lessons). Every year group studies the same Puzzle at the same time. Each year group teaches six lessons per half term and all lessons are delivered in an age and stage- appropriate way so that they meet children’s needs.

The Puzzles and what children learn

Being Me In My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.

Celebrating Difference focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’ and bullying – what it is and what it isn’t.

Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via teamwork skills and tasks.

Healthy Me covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, being safe, first aid) in order for children to learn that health is a very broad topic.

Relationships has a wide focus, looking at topics such as families and friendships. A vital part of this Puzzle is about safeguarding and keeping children safe. Children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families and look at stereotypes.

Relationships & Sex Education

An important part of the Jigsaw PSHE programme is delivered through the 'Relationships' and 'Changing Me' puzzle pieces which are covered in the summer term. 

There are four main aims of teaching RSE:

• To enable children to understand and respect their bodies
• To help children develop positive and healthy relationships appropriate to their age and development
• To support children to have positive self-esteem and body image
• To empower them to be safe and safeguarded.

Each year group will be taught appropriate to their age and developmental stage. At no point will a child be taught something that is inappropriate; and if a question from a child arises and the teacher feels it would be inappropriate to answer, (for example, because of its mature or explicit nature), this information with be shared with you by your child’s class teacher.

Below is a summary of RSE coverage within the Jigsaw scheme for each year group:
• Foundation Stage - Growing up: how we have changed since we were babies
• Year 1 - Boys’ and girls’ bodies; naming body parts
• Year 2 - Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is)

Correct terminology for body parts is introduced early to normalise this biological vocabulary and to support safeguarding. These words are not used in isolation but always in conjunction, ensuring children know these are private parts of their bodies.