PSHE at Taylor Road Primary School

Our values

At Taylor Road Primary School we believe in the Starfish values of:

• Succeed Together
• Tolerance
• Aspiration
• Resilience
• Friendship
• Independence
• Staying Safe
• Happy.

These values are intertwined into the children’s learning and help all individuals make a positive difference to their school and community every day. Equally, we promote the collaborative learning strategies of Practice Active Listening, Everyone Participates, Help and Encourage Others, Complete Tasks, Explain your Ideas and Tell Why.

Introduction

At Taylor Road 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.

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.

Routes to Resilience

Put simply it is recognising, understanding and developing character traits that make us unique and then using these ‘character muscles’ to allow us to be the best version of ourselves. At the heart of character education is creating a culture in and out of school where students are given every opportunity to rehearse and strengthen their sense of themselves.

The teachers will model the use of character muscles to train the children so that they may use these muscles for themselves more independently. This will enable children to use them in their everyday life once they leave school.

Taylor Road Character words

Intent:

Our vision and philosophy of PSHE at Taylor Road Primary School:

Our intention is that when children leave Taylor Road Primary School, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. In an ever–changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.

Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills, which will enable children to access the wider-curriculum and prepare them to be a global citizen now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationship Health Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives.

Jigsaw will assist us at Taylor Road Primary School to deliver a broad PSHE curriculum with strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. It also includes mindfulness allowing children to advance their emotional awareness, concentration and focus.

Implementation:

How we will teach PSHE at Taylor Road Primary School:

EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (see below)

Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, PSHE is taught through a clear and comprehensive scheme of work in line with the National Curriculum. We ensure we cover the Health and Well-Being, Relationships and Living in the Wider World Learning Opportunities set out in the PSHE Association’s Programme of Study, which comprehensively cover the statutory Health Education and Relationships Education guidance. 

Pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and 'aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’. There is a strong emphasis on emotional Literacy, building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus.

PSHE is taught through Jigsaw’s six half termly themes with each year group studying the same unit at the same time (at their own level):

Autumn 1: Being Me in My World
Autumn 2: Differences (including anti-bullying)

Spring 1: Dreams and Goals

Spring 2: Healthy Me

Summer 1: Relationships

Summer 2: Changing Me

It also identifies links to British Values, and SMSC and is taught in such a way as to reflect the overall aims, values, and ethos of the school.

Sex Education

At Taylor Road Primary School, puberty will be taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit), and we conclude from the DFE Guidance that sex education refers to Human Reproduction. In order to teach this in a scientific context, and knowing that National Curriculum Science requires children to know how mammals reproduce, we have opted to teach this within our Science curriculum, not within PSHE or Relationships and Sex Education as we believe this is most appropriate for our children.

Impact: How we know what we are implementing is working:

We may measure the impact of our PSHE teaching and learning in different ways: lesson drop-in’s, book scrutinies, data analysis, pupil voice, and learning walks.

Notes for each of the above will be recorded and filed and shared with all members of SLT with appropriate feedback and next steps shared with relevant staff at the discretion of SLT.  

**DfE’s 2024 Draft Review of RSHE: How will Jigsaw support schools during this consultation period?

Draft Guidance 2024: changes that would affect Changing Me content

• No further clarity on definitions of sex education at this stage but on page 22 there is a proposed age restriction as follows: 72. Sex education is not compulsory in primary schools, but the Department recommends that primaries teach sex education in years 5 or 6 (this should be taught no earlier than year 5) in line with what pupils learn about conception and birth as part of the national curriculum for science
• Page 32 of the draft guidance shows a change in terminology from ‘Changing Adolescent Bodies to ‘Developing Bodies’ and now reads as below: Please remember that content around puberty in ‘Developing Bodies’ will be part of statutory Health Education, just as it is in the current 2019 Guidance that is in place for you now. This means that it is NOT classed as sex education, and is statutory content to be delivered in primary schools
• This should not be taught before year 4. Pupils should know: 1. About growth, change and the changing adolescent body. This topic should include the human lifecycle. Puberty should be mentioned as a stage in this process. 2. The key facts about the menstrual cycle, including physical and emotional changes.

Lesson Design:

The lessons then split into 6 parts, all of which should be included in every

session to ensure that the learning follows the optimum progression.

Connect us - This is a game or activity designed to be fun and inclusive and to

build and maximise social skills. ‘Connect us’ engenders positive relationships

and enhances collaborative learning. It sets the atmosphere at the beginning of

each Jigsaw Piece and can be used again at the end should the teacher feel the

atmosphere needs to be lifted after some deep work during the lesson.

Calm me - This section of the Piece helps children gain awareness of the activity

in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw.

Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do

this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning.

Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities.

Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.

Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts

and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them).

Closure - Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children.

Differentiation:

Class teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children 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 practitioners 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 the children.

Evidence of the learning:

Each child’s PSHE book will have 1 entry per week of work they have completed during lesson time. This could include written pieces, drawings, photos etc. Work should be indicative of the unit the children are working on. Upon review, some lessons are based on discussion, therefore a discussion sheet will be stuck in to record learning during the lesson.

Assessment:

All teachers for all classes, in all year groups, complete half-termly assessments on Target Tracker levelling each child in their class with their current attainment level.

Using the “PSHE jigsaw primary assessment descriptors” to support them, teachers can assess children to three strands: working towards, working at, or working beyond.

Other important notes:

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.

Relationships Education in Primary schools – DfE Guidance 2019

The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

The guidance states that, by the end of primary school: