Our intent is to equip our pupils with the knowledge, skills, and attitudes that will enable them to thrive as responsible, confident, and caring citizens. Our PSHE curriculum is designed to support the development of the whole child, fostering positive relationships, promoting emotional wellbeing, and preparing our pupils for their future lives.
We use the Jigsaw programme as the basis for our PSHE teaching. The programme teaches children and young people .emotional literacy, social- and lifelong skills, RSE/RSHE and resilience in an age-appropriate manner.
Our PSHE Curriculum gives children and young people the tools to have the best possible life. The programme equips them for happier and healthier lives, giving them agency to make their way through the world. It also helps alleviate the pressures from teachers, children and young people, providing reassurances to teachers and transparency to parents that the learning delivered is age-appropriate and sensitive topics are explored in the correct way.
PSHE is integrated into the broader life of the school, ensuring that learning is not confined to specific lessons. We incorporate PSHE concepts and skills into various aspects of school life, such as assemblies, school council meetings, and extracurricular activities. Through this whole-school approach, we reinforce the relevance and significance of PSHE across different contexts, reinforcing its importance in everyday life.
We place great emphasis on fostering strong partnerships with parents and the wider community to support pupils’ PSHE learning. We actively seek parental involvement through workshops, information sessions, and parent forums on relevant PSHE topics. We also collaborate with external agencies, such as local health professionals and community organizations, to enhance the breadth and depth of our PSHE provision. By involving parents and the wider community, we ensure a collaborative and cohesive approach to PSHE education both within and beyond the school.
Our PSHE curriculum has a demonstrable impact on pupil outcomes, fostering personal and social development, positive mental health, and emotional wellbeing. Pupils develop a deep understanding of themselves and others, as well as the skills to navigate relationships, manage emotions, and make informed decisions. We see evidence of improved self-confidence, resilience, and a sense of belonging among our pupils. As a result, they demonstrate positive attitudes towards their learning, show empathy and respect for others, and develop the necessary life skills to thrive in an ever-changing world.
Our commitment to high-quality PSHE education is reflected in improved pupil behaviour and attendance. By nurturing a positive and inclusive learning environment, grounded in the principles of PSHE, we witness reduced incidents of bullying, improved conflict resolution skills, and enhanced peer relationships. Pupils feel safe, valued, and supported, resulting in increased attendance rates and a decreased number of absence-related concerns.
Our outstanding PSHE provision extends beyond the classroom, permeating the wider school community and the local area. We actively engage parents, carers, and the wider community in promoting PSHE and its values. This collaboration strengthens the school’s relationships with external agencies, fostering partnerships that enhance the PSHE provision even further. As a result, our school becomes a hub for positive social change, promoting the well-being and engagement of our pupils beyond their academic lives.
By continually reviewing and evaluating our PSHE provision, we ensure its ongoing effectiveness and relevance. Pupil voice and feedback are considered integral components of this process, allowing us to respond to their needs and aspirations. Through our outstanding PSHE provision, we create a nurturing, inclusive, and empowering environment that enables our pupils to flourish and become well-rounded citizens equipped for life.
Right to 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 RSE. Before granting any such request, the head teacher would need to discuss the request with parents and, as appropriate, with the child to ensure that their wishes are understood and to clarify the nature and purpose of the curriculum. Schools will want to document this process to ensure a record is kept.
The head teacher will discuss with parents the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This will include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher.
Head teachers will automatically grant a request to withdraw a pupil from any sex education delivered in primary schools, other than as part of the science curriculum.
There is no right to withdraw from Relationships Education or Health Education.