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  • To develop a climate where pupils learn to understand and monitor their own feelings as well as feel empowered to seek support should they need it.
  • To build resilience and nurture mental and physical health (allowing pupils to advance their emotional awareness, concentration and focus).
  • To place PSHE at the core of what we do and enable our pupils to become independent, resilient, confident, healthy and responsible members of society now and in the future.



We follow the Jigsaw PSHE scheme of work. Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.


  • Term 1: Being Me in My World
  • Term 2: Celebrating Difference (including anti-bullying)
  • Term 3: Dreams and Goals
  • Term 4: Healthy Me
  • Term 5: Relationships
  • Term 6: Changing Me (including Sex Education)


Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green).


The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England).


Teachers have the freedom to plan with detail and attention to their individual children. Pupils' learning can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for pupils either working at, beyond or towards the age-related expectations. Pupils working at greater depth can be challenged to ensure that they are being given the opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows time for teachers to consider the upcoming content. These support teachers to feel more confident in their own subject knowledge, which in turn allows them to extend the learning of pupils.


Where pupils require a more targeted approach to support their wellbeing, we have staff trained in specific interventions including: ELSA, Lego Therapy, Circle of Friends, Counselling Skills Level 2, Bereavement and Grief and Loss. Our whole school wellbeing framework outlines further the support in place to support children and staff wellbeing through a tiered approach.



Pupils will have develop detailed knowledge and skills, and a willingness and ability to try new things, push themselves and persevere. They will have have a good understanding of how to stay safe, healthy and develop good relationships. They will have an appreciation of what it means to be a positive member of a diverse, multicultural society and have a strong self-awareness, interlinked with compassion of others.