PSHE

“Be proud of yourself, be confident, be optimistic and most of all be happy.”

Anurag Prakash Ray

Subject Coordinator: Mrs Catherine Bell

External Links: S. Huggins (Personal Development Matters)

SHEADS PSHE network

Vision and INtent

At Cheadle Primary School, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.

The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.

The overview of the programme can be seen below.

This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.

Jigsaw-PSHE-overview April 2024.pdf

PSHE Coordinator

My name is Mrs Bell and I am the PSHE co-ordinator at Cheadle Primary School. My role is to ensure that the teaching and learning of PSHE in our school is relevant, engaging and adaptable to meet the changing needs and priorities of our pupils, community and society.

I believe that it is crucial that our pupils at Cheadle Primary School are respectful, empathetic and tolerant of current issues within today’s world and society. With this in mind, at Cheadle Primary School we ensure that teachers provide a safe and stimulating environment that promote these attitudes within their PSHE lessons and beyond. Our schools ‘RESPECT’ values echo this message and through our PSHE curriculum, we develop a good understanding of what each value means and what it looks like in action, both around the school and in society.

For me, PSHE lessons are vital in supporting pupils to develop the knowledge, skills and attributes they need to keep themselves safe and healthy. They are also imperative in helping children to develop an awareness of their own thoughts and feelings and how to manage and regulate these. In order to make sure our PSHE lessons achieve this and meet the needs of every child, we have introduced a new PSHE scheme called Jigsaw.

Curriculum and implementation

We include the statutory Relationships and Health Education within our whole – school PSHE Programme. The aspects are mainly covered in the ‘Relationships’ and ‘Healthy Me’ puzzle units, but they are enhanced and revisited throughout the whole Jigsaw programme.

To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to your children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements.

This programme’s complimentary update policy ensures we are always using the most up to date teaching materials and that our teachers are well-supported.

Whole School Approach

At Cheadle Primary School we allocate at least one hour lesson time to PSHE each week in order to teach the PSHE knowledge and skills in a developmental and age-appropriate way.

These explicit lessons are reinforced and enhanced in many ways:

Assemblies and collective worship, praise and reward system, Learning Charter, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community.

Class teachers deliver the weekly lessons to their own classes.

Units

The learning theme of each of the six Puzzles (units) are taught across the school at the same time; the learning deepens and broadens every year.

Core Knowledge and skills

Please click on the links below to see our subject progression documents for PSHE.

PSHE Core Knowledge Progression document

PSHE skills progression grid

PSHE long term plan

assessment

Much of the work produced in Jigsaw is verbal, but each child from Year 1 onwards has their own Jigsaw Journal where they can record their work, reflections, and achievements. Assessments are made based upon children’s responses in lessons; both written and verbal. At the end of each puzzle piece, teacher’s record children’s achievements on the school’s assessment system – Otrack.

Termly assessment will show that most children at Cheadle Primary School are achieving in PSHE at age-related expectations. The work across the curriculum will show that skills taught in PSHE are transferred into other subjects, showing a consolidation of knowledge and ability to showcase PSHE objectives.

Most importantly, we hope that as children move on from Cheadle Primary School, to further their education and learning, that they have the knowledge and skills necessary to better understand our rapidly changing world and face the ever-growing challenges that we face in our societies both locally and internationally.

cultural capital and enrichment

Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.

In PSHE, Cultural Capital can be gained in many ways;

- From the study of international cultures

- Opportunity to communicate using a modern foreign language

- Knowledge of festivals and customs related to the countries in which the language is spoken and are also given the opportunity to hear stories set in the foreign culture.

Opportunities to develop Cultural Capital are woven throughout the whole Jigsaw programme. An example of this is during the ‘Celebrating Difference’ puzzle piece. During this unit of work, our Year 5 children have the chance to explore a culture that is different to their own.

Whole school enrichment opportunities

Whole school enrichment is key to fulfilling the purpose and aims of our PSHE curriculum. Themed events such as Anti – Bullying Week, Children in Need, Red Nose Day and World Mental Health Week, link to SMSC, British Values and the PSHE Curriculum.

Our pupils recently took part in a Red Nose Day fundraising event where they came to school dressed in something red and had the opportunity to enter into a joke competition. The events were planned by our School Council who were eager to raise as much money as possible. The pupils raised a fantastic £319.38. This fundraiser was an excellent example of how our pupils are encouraged to become positive contributors to our community.

This year, we also took part in Children’s World Mental Health Week. Our pupils took part in a series of challenges throughout the week to develop an understanding of the importance of keeping their minds healthy. The overall theme was ‘Growing together’ and each day the children took on a different element of the NHS 5 ways to wellbeing strategy: connect, be active, learn, give, take notice. The activities were planned to equip the children with a toolbox of skills to support mental wellness. At the end of the week, we also held a ‘Dress to Express’ non – uniform day; asking the children to be themselves and wear whatever they would like to express their own personalities and individualities. The week was a great success – and the complete toolboxes are on display in our classrooms for the children to refer to throughout each day.

Statutory information

Relationships Education

What does the DfE statutory guidance on Relationships Education expect children to know by the time they leave primary school?

Relationships Education in primary schools will cover ‘Families and people who care for me’, ‘Caring friendships’, ‘Respectful relationships’, ‘Online relationships’, and ‘Being safe’.

The expected outcomes for each of these elements can be found further on in this policy. The way the Jigsaw Programme covers these is explained in the mapping document: Jigsaw 3-11 and Statutory Relationships and Health Education.

It is important to explain that whilst the Relationships Puzzle (unit) in Jigsaw covers most of the statutory Relationships Education, some of the outcomes are also taught elsewhere in Jigsaw e.g. the Celebrating Difference Puzzle helps children appreciate that there are many types of family composition and that each is important to the children involved. This holistic approach ensures the learning is reinforced through the year and across the curriculum.

Health Education

What does the DfE statutory guidance on Health Education expect children to know by the time they leave primary school?

Health Education in primary schools will cover ‘Mental wellbeing’, ‘Internet safety and harms’, Physical health and fitness’, Healthy eating’, ‘Drugs, alcohol and tobacco’, ‘Health and prevention’, ‘Basic First Aid’, ‘Changing adolescent body’.

It is important to explain that whilst the Healthy Me Puzzle (unit) in Jigsaw covers most of the statutory Health Education, some of the outcomes are taught elsewhere in Jigsaw e.g. emotional and mental health is nurtured every lesson through the Calm me time, social skills are grown every lesson through the Connect us activity and respect is enhanced through the use of the Jigsaw Charter.

Also, teaching children about puberty is now a statutory requirement which sits within the Health Education part of the DfE guidance within the ‘Changing adolescent body’ strand, and in Jigsaw this is taught as part of the Changing Me Puzzle (unit).

Again, the mapping document transparently shows how the Jigsaw whole-school approach spirals the learning and meets all statutory requirements and more.

Sex Education

Towards the end of the summer term (2025), the Department for Education (DfE) published the updated statutory guidance for Relationships, Sex and Health Education (RSHE). This guidance will replace the current 2019 guidance, but schools will have until September 2026 to adapt their curriculum and policies to reflect these updated requirements.

What new content will you need to be aware of for key stage 1 and 2?

Here are five important examples.

1. There’s a greater focus on online safety and wellbeing. For example, pupils will learn about online financial harms such as gaming, video game monetisation, scams and fraud – as well as the reasons for age restrictions on online content such as gambling websites and social media. The new guidance also includes content on helping pupils to critically engage with what they see online and recognise their rights – for example in relation to privacy, consent and personal data (with new learning around the importance of location settings for instance).

2. Within health education, there’s still an emphasis on helping pupils understand their bodies and the changes they might experience — and now, this includes learning the correct names for body parts (including genitalia). This reflects established best practice when it comes to giving children the knowledge and understanding they need to stay safe, including the ability to identify and report signs of abuse, while reducing stigma. Many schools have been teaching this effectively for years as part of their approach to safeguarding, but this addition to the statutory guidance brings welcome clarification and reassurance.

3. We’re really pleased to see the addition of ‘personal safety’ to the statutory content, with an emphasis on recognising and reducing risk, in the context of fire and travel safety — for example around water, roads and railways.

4. There’s new learning around change and loss, including bereavement; recognising that this can cause a range of feelings, and that everyone grieves differently.

5. The guidance also includes an increased emphasis on skills as well as knowledge. For example, within relationships education there’s new learning around communicating effectively, and developing the ability to be assertive and to express needs and boundaries. There’s also an emphasis on skills for managing difficult feelings in the context of relationships, such as disappointment, frustration and loneliness — and these skills are highlighted in online contexts too. For example, pupils will now learn strategies for resisting pressure to share information or images online. And the guidance states that some schools may decide to cover image sharing or online sexual content in late primary, if this is something they know is affecting their pupils. The DfE emphasises that if schools choose to cover these topics, teaching should be “age appropriate and respectful of all children, including those who may have no familiarity with the topics under discussion”. This is a really important point. And this will be approached in an age-appropriate way.

Parents’ right to request their child be excused from Sex Education

“Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory Relationships and Sex Education” DfE Guidance p.17

At Cheadle Primary School, puberty is taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit). We conclude that sex education refers to Human Reproduction, and therefore inform parents of their right to request their child be withdrawn from the PSHE lessons that explicitly teach this i.e. the Jigsaw Changing Me Puzzle (unit)

Year 5, Lesson 4 (Conception)

Year 6, Lesson 3 (Conception, birth)

The school will inform parents of this right during the Spring Term, before the Changing Me Puzzle is taught in the Summer Term. We are, of course, happy to discuss the content of the curriculum and invite you to speak to Mrs Breeze/ Miss Lomas if you would like to discuss this further.