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Personal, Social, Health and Economic (PSHE) Education is a school curriculum subject in England which focuses on developing the knowledge, skills and attributes to keep children and young people healthy and safe and to prepare them for life and work. PSHE education is defined by the school’s inspectorate Ofsted as a planned programme to help children and young people develop fully as individuals and as members of families and social and economic communities. Its goal is to equip young people with the knowledge, understanding, attitudes and practical skills to live healthily, safely, productively and responsibly.


Jigsaw Outcomes

Across the school each year group has six pieces to their puzzle and these all have the same titles however each jigsaw year on year is broadened, build upon and addresses different aspects of life as they progress through each year group.

Autumn 1 – Being me in my world

Autumn 2 – Celebrating difference

Spring 1 – Dreams and goals

Spring 2 – Healthy me

Summer 1 – Relationships

Summer 2 – Changing me

Why is PSHE important?

We believe that PSHE is important because it can play a significant part in personal development, promoting citizenship alongside spiritual, moral, social and cultural development.

We believe PSHE encourages the development of three core themes: Health and wellbeing, Relationships and Living the wider world.


Our Vision

Our vision in PSHE is to provide a PSHE curriculum that aims to enrich the lives of our children by providing them with the skills and opportunities to apply their learning within and beyond the PSHE curriculum.

Through teaching the PSHE scheme, which we access as a whole school, we believe that we can enhance children’s education and help them to become respectful, confident and caring individuals.


As a school, we have chosen the Jigsaw Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for PSHE. Furthermore, it gives excellent supporting material for all of our teachers. 

Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

What do we do to make PSHE special?

Through fun and engaging lesson the children are learning the desired outcomes. Alongside this outside agencies, such as the POP project and NSPCC are booked to deliver assemblies alongside class teachers. We also received a silver rating in a national PSHE award called ‘Wise up!’.

How could I help my child at home?

When at home with your children you could also help them to learn.  You could discuss with them how important they are as people and celebrate how they are similar but also different they are to others. Have discussions surrounding their future and what they would like to do when they leave school and also how relationships with peers are important in life but that they always have the right to say no. Talk about the importance of healthy relationships in their lives with friends and food and what could make them unhealthy. Internet safety is another important aspect to converse with your child and how using the internet is fine but we must always make sure that this too is being used in a healthy way.

National Curriculum Outline

The fundamental skills, knowledge and concepts of the subject are set out in the EYFS Curriculum and National Curriculum 2014, where they are categorised into programmes of study. 


In Early Years, the Early Years Foundation Stage Statutory Curriculum and Development Matters document are used to plan and assess from. In the Foundation Stage, pupils experience a wide range of activities linked to PSHE naturally thought group discussions, circle time and stories at the end of each day. Activities are planned for children to play, explore, actively learn and develop their thinking skills with regards to PSHE through focused, continuous and enhanced provision.  The Early Learning Goal at the end of EYFS is for children is under the title Personal, Social and Emotional Development and is split into three strands whish are as follows:

Make relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to their needs and feelings, and form positive relationships with adults and children.

Self-confidence and Self Awareness: Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas and choose the resources they will need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.


In Key Stage 1 and 2, in line with the PSHE Association, lessons are planned and taught to ensure coverage of the programme of study. These core themes are as follows:

What is meant by a healthy lifestyle

How to maintain physical, mental and emotional health and wellbeing

How to manage risks to physical and emotional wellbeing

Ways of keeping physically and emotionally safe

About change, including puberty, transition and loss

How to make informed choices about health and wellbeing and to recognise sources of help with this

How to respond in an emergency

To identify different influences on health and wellbeing.

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