PSHE

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

Anurag Prakash Ray

Subject Coordinator: Miss Kim Lomas

Subject Link Governor: Bernie Walster


External Links: S. Huggins (Personal Development Matters)

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 Miss Lomas 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. Our PSHE curriculum ‘Jigsaw’ ensures that we adhere to the Government’s commitment to making health education and relationships education/RSE compulsory from Summer 2021. 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.

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’.

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 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

 

The DfE Guidance 2019 (p.23) recommends that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. 

However, ‘Sex Education is not compulsory in primary schools’. (p. 23)

Schools are to determine the content of sex education at primary school. Sex education ‘should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born’.

At Cheadle Primary School, we believe children should understand the facts about human reproduction before they leave primary school and concur with the view of Jigsaw that, after scrutinising the guidance, the definition of Sex Education in primary schools consists of ‘human reproduction’ (e.g. understanding human reproduction)

We define Sex Education as understanding human reproduction. 

We intend to teach this through the PSHE curriculum, using the detailed lesson plans provided in the Jigsaw scheme of work.  However, it is important for parents to note that the statutory science curriculum requires children are taught: 

- In Year 2 to notice that animals, including humans, have offspring which grow into adults 

- In Year 5 to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird and to describe the life process of reproduction in some plants and animals 

- In Year 6 to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parent 

As the science curriculum is statutory, parents do not have the right to withdraw their child when these specific objectives are taught in science lessons.

 

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. 


What our pupils say

Arla (EYFS) – “I like PSHE because you get to learn new stuff.” 

 

Georgia (EYFS) – “Jigsaw Jenie teaches us how to be sensible and kind.” 

 

Brooke (Year 1) – “Calm me time makes me feel nice.” 

 

Ellie B (Year 5) – “I like the games at the beginning of the lesson in Jigsaw.” 

useful websites

Subject policy