Personal, Social & Health Education (PSHE) Education

Our intention is that when children leave Stewart Headlam, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. 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. In an ever–changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.

The Intent

We believe that PSHE is important for our children’s physical and emotional wellbeing and equip them to be ready for life as an adult in British society. Our curriculum is designed to enable all children to:

  • Be resilient, co-operative and empathetic individuals
  • Understand their role and responsibilities within the school community
  • Develop skills to build and maintain positive relationships, both online and in person
  • Understand and appreciate the similarities and differences between themselves and others
  • Develop an awareness of children’s rights and their importance globally through our class charters, whole school Golden Rules and the UN Conventions for the Rights of the child.
  • Understand how to resolve conflicts in a peaceful and safe manner
  • Develop strategies for maintaining good physical and mental wellbeing
  • Set themselves ambitious goals and identify strategies to achieve them
  • Have secure knowledge of the British values and their importance in our society

The Implementation

Each class has weekly sessions exploring aspects of PSHE using the Jigsaw scheme of work supplemented by the Think Equal scheme in EYFS.

Think Equal is a programme aimed at developing social and emotional competencies and skills in children through picture books and related activities. Similar themes to Jigsaw are thread throughout the curriculum with specific skills taught to help children develop their self-regulation and pro social attitudes and behaviours. EYFS practitioners ensure the aims of Jigsaw are being met either through the Think Equal scheme or through the rest of the curriculum.

Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each theme to start with an introductory assembly, generating a whole school focus for adults and children alike.

Autumn 1: Being Me in My World
Autumn 2: Celebrating Difference (including anti-bullying)
Spring 1: Dreams and Goals
Spring 2: Healthy Me
Summer 1: Relationships

Each Puzzle has six lessons (Pieces) which work towards an ‘end product’, for example, The Class Learning Charter or The Garden of Dreams and Goals.

The planned learning and activities equip pupils with the vocabulary, knowledge and skills necessary to make safe and informed decisions about a range of themes including age appropriate understanding of drug education, financial education, and the importance of physical activity and diet for a healthy lifestyle.

Each lesson has two Learning Intentions:

  1. based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today);
  2. based on social and emotional literacy and social skills.  The Jigsaw enhancement is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.

The Jigsaw approach includes mindfulness, a strategy which teaches children to use breathing methods and imagery to relax the body and mind and reduce stress. Children can reflect on their thoughts to express feelings and emotions in a safe way by using Calm Me.

Teaching strategies are varied and based on age appropriate stories, games, questions and activities. Teachers are mindful of children’s preferred learning styles and the need for differentiation

SMSC (Spiritual, Moral, Social, Cultural) development

Every lesson contributes to at least one of these (Spiritual, Moral, Social, Cultural) aspects of children’s development. This is mapped on each lesson and balanced across each year group. This is easy to see on the Scheme Map (overview).

The Jigsaw Circle

All themes include the use of The Jigsaw Circle. The Jigsaw Circle is a tried and tested teaching approach, popularised most successfully in recent years by Jenny Mosley. It brings children and adults together to feel equal and valued so that they can share ideas, thoughts and feelings.

Relationships Health and Sex Education RHE: Summer 2

The governors have agreed the school’s policy for Relationships, Health and Sex Education and the scheme of work following consultation with staff and parents supported by the LA Healthy Schools Team in June 2021.

All topics covered are age appropriate and develop your child’s understanding of their personal development in appropriate learning environments. We work in partnership with parents to ensure that families are comfortable with the programmes of study.

We focus on awareness of healthy lifestyles and healthy choices, personal safety, building and sustaining safe relationships. Our aim is to help children become responsible healthy citizens; able to make informed choices; building and sustaining safe, positive friendships and relationships.

The Relationships, Health and Sex Education is taught in the second half of the Summer Term.

The Impact

Assessment within PSHE lessons, will ensure that pupils are building on their skills and knowledge over time. Predetermined learning objectives allow teachers to be mindful of the assessment elements within lessons and can help them pitch and plan subsequent lessons. Activities are included within lesson to give the children the opportunity to self-assess and these allow children the opportunity to identify areas for self-improvement. 

  • Pupils know their rights and the rights of others as set out in the UN Convention on the rights of the Child and understand how the Stewart Headlam Golden Rules outlines how we all respect those rights.
  • Pupils are mostly able to manage their own behaviour and ask for help when needed.
  • Pupils can talk about their feelings and know that adults in school will help them if they have a problem.