PSHE

How we teach it

To ensure progression and a spiral curriculum, we use Jigsaw, the mindfulness approach to PSHE, as our chosen teaching and learning programme and tailor it to the children’s needs.

Each year group has a unit overview which shows the order in which the units should be taught. Within a unit, lessons are carefully sequenced so that they build upon knowledge the children have previously learned. Where possible, activities in PSHE are practical and engaging, using images, videos or physical resources to support learning.

PSHE is taught weekly using the Jigsaw programme, each year group follows the same six themes (Puzzles):

· Being Me in My World

· Celebrating Difference

· Dreams and Goals

· Healthy Me

· Relationships

· Changing Me

Each Jigsaw lesson follows a consistent structure to provide security and routine for learners:

· Connect Us – builds community and inclusion.

· Calm Me – guided mindfulness time to prepare for learning and promote emotional regulation.

· Open My Mind – introduces new learning through stories, games or discussion.

· Tell Me or Show Me – teaches key skills and knowledge.

· Let Me Learn – allows children to practise and explore learning.

· Help Me Reflect – encourages reflection on personal growth and progress.

· Long- and medium-term plans ensure coverage of all statutory and wider PSHE learning outcomes.

· Teachers use high-quality questioning, circle-time discussion and role-play to promote curiosity, empathy and understanding.

· Mindfulness and emotional regulation strategies are embedded across the school day to support wellbeing beyond PSHE lessons. These include using then energy chime bar, calm images and the rainbow breathing technique to clear the mind and gain focus.

In Nursery and Reception, Jigsaw is taught weekly. Personal, social, and emotional development is also nurtured through the prime areas of learning, high-quality daily interactions with adults, and our carefully planned continuous provision. We provide security through daily routines, visual timetables, and clear, consistent expectations, creating a safe and stable environment in which all children feel valued.

Each week, children also take part in Jigsaw assemblies, which introduce and reinforce the key themes explored in class. These assemblies bring the whole school together to reflect on shared values, celebrate positive behaviour, and promote a strong sense of community and belonging. Through stories, discussion, and celebration, the assemblies help children see how kindness, safety, and respect can be lived out in everyday life.

Inclusion

We teach PSHE to all children, whatever their current attainment or starting points. Lessons are planned to meet the expectations of each year group and adapted for the

individual needs of the children. In PSHE, children predominantly demonstrate their understanding orally or visually and are supported through paired or group work. Questions posed in sessions allow for all children to contribute.

What pupils have learnt

The impact of our PSHE curriculum is that pupils develop:

· Confidence and self-esteem to express their views and make informed choices.

· Emotional literacy and resilience, helping them manage challenges and build healthy relationships.

· Respect and empathy for others, celebrating diversity within and beyond the school community.

· A secure understanding of how to stay safe, healthy and prepared for life’s opportunities and responsibilities.

Assessment and Evidence

Formative assessment opportunities are integrated throughout all units. These take place through direct conversations with children to check their understanding and correct use of vocabulary. Each lesson includes clear success criteria, and evidence of progress is recorded in the children’s Jigsaw Journals. This supports pupils in demonstrating what they have learnt and discussing their learning with others.

Pupil discussions and evidence gathered in the Jigsaw Journals help teachers and the subject leader to identify who is working at age-related expectations and which knowledge, skills, or concepts require further development.

· Teachers assess PSHE through ongoing observations, pupil voice and class discussions.

· Each Puzzle (unit) includes built-in assessment tasks that allow pupils to demonstrate their learning.

· Evidence of learning is gathered through Jigsaw Journals, working walls and pupil reflections.

· Pupil progress in personal development is also reflected in behaviour, attitudes, attendance, and engagement in wider school life.

How the School Knows It Works?

· Pupil voice interviews show that children can articulate what they have learned and how to apply it.

· Teachers report improved emotional regulation and positive peer relationships.

· The school community reflects Jigsaw’s core values of mindfulness, respect and belonging — creating a calm, inclusive environment where every child feels valued and ready to learn.

As part of our PSHE ‘Being in My World’ topic, Reception children have been learning how to follow the school rules and can be seen how they are learning to respect and care for their environment. They showed great teamwork and responsibility by helping to sweep up leaves in the playground, demonstrating how even small actions can make a positive difference to their shared spaces.

.

.

As part of our lesson on stereotypes, the children explored a range of statements and discussed whether they agreed or disagreed with them. This activity encouraged thoughtful discussion and helped pupils reflect on their own views and assumptions. By sharing opinions respectfully, the children developed confidence in expressing their ideas while listening to others. The lesson supported critical thinking, empathy and mutual respect.

After exploring the theme of diversity, the children were challenged to create a poster that promoted inclusion and respect for others. Through thoughtful drawings and messages, they showed an understanding that everyone is unique and deserves to feel valued. Their work reflected different ways we can include others and celebrate our differences. The posters demonstrated both creativity and a growing awareness of kindness, empathy and community.

.

This week, the children worked together to choose a class goal, deciding to learn how to count in 2s in French. As a team, they identified the steps they would need to follow and then began practising with enthusiasm. Once they achieved their goal, the class reflected on what helped them succeed and how well they worked together. It was a brilliant example of collaboration, perseverance, and shared achievement.

.

This week, the children learned about the five food groups and why our bodies need a healthy balance of each one. They discussed how different foods help us stay strong, energised, and well. The class then worked together to sort a range of foods into the correct groups, building their understanding of healthy eating in a fun and practical way.

.

This week, the children explored real‑life friendship scenarios and the kinds of conflicts that can sometimes arise. They practised looking at each situation from both perspectives, thinking carefully about how each person might be feeling. Through discussion and role‑play, the class developed strategies to help resolve disagreements calmly and kindly. It was a thoughtful and supportive session that strengthened their understanding of empathy and positive relationships.

.

.