P.S.H.E and R.S.E
Personal, Social, Health and Economic Policy (PSHE)
Relationship, Sex and Health Education Policy (RSHE)
Personal, Social, Health and Economic (PSHE) education is defined as a planned programme of learning opportunities and experiences that help children and young people grow and develop as individuals and as members of families and of social and economic communities. Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.
The relationships and health aspects of PSHE education is compulsory in all schools (from September 2020). In June 2019 the Department for Education launched the final statutory guidance to accompany the introduction of compulsory health education, relationships education and relationships and sex education (RSE) in 2020. Relationship and Sex Education is about 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.
- Provide a framework in which sensitive discussions can take place
- To support children’s understanding in a way that is relevant at each stage of development and maturity.
- To ensure that children are not vulnerable to abuse and exploitation through a lack of knowledge and understanding about healthy relationships and appropriate physical contact.
- To ensure that teachers use accurate and factual information to inform planning and delivery.
- To support the children to be able to develop views that support tolerance, accept diversity and enable equality.
- To support parents to understand what we teach and why.
- Teach pupils the correct vocabulary to describe themselves and their bodies
PSHE (which includes RSHE) is taught weekly through a planned programme of work that follows the Jigsaw PSHE program. 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 on the school website.
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
We include the statutory Relationships and Health Education within our whole-school PSHE 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 3-7 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. Here, at Hillside Infant School we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning.
Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.
Being Me in My World
Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established.
Includes anti-bullying (cyber bullying included) and understanding
Dreams and Goals
Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society
Includes self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise
Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss
Includes Relationships and Sex Education in the context of coping positively with change
At Hillside Infant School PSHE lessons are part of the weekly timetable 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:
- learning opportunities in other subjects through our theme led curriculum are also incorporated and specific events and activities are planned into the school year to enrich learning.
- 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.
RSE is taught within the EYFS through personal, social, emotion development (PSED) and in KS1 through personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE).
Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:
- Families and people who care for me
- Caring friendships
- Respectful relationships
- Online relationships
- Being safe
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 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.
Statutory Relationships and Health Education:
“The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education. They also make Health Education compulsory in all schools except independent schools. Personal, Social, Health and Economic Education(PSHE) continues to be compulsory in independent schools.”
DfE Guidance p.8
“Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.”
“This is why we have made Relationships Education compulsory in all primary schools in England…as well as making Health Education compulsory in all state-funded schools.”
“In primary schools, we want the subjects to put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.”
“These subjects represent a huge opportunity to help our children and young people develop. The knowledge and attributes gained will support their own, and others’ wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society.”
Secretary of State Foreword DfE Guidance 2019 p.4-5
“Schools are free to determine how to deliver the content set out in the DfE guidance 2019 in the context of a broad and balanced curriculum. Effective teaching in these subjects will ensure that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme of lessons.”
DfE Guidance p.8
Here, at Hillside Infant School we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. We include the statutory Relationships and Health Education within our whole-school PSHE Programme.
Exisiting DfE guidance that our PSHE/RSE policy is informed by:
Promoting Fundamental British Values as part of SMSC in schools (guidance for maintained schools on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC)
We aim to involve outside agencies, including School Nursing Service, Child and Adolescent Mental Health Service (gender identity advice), Online Safety Resources, NSPCC, dental health advisors, e-safety advisors, St Johns Ambulance service, local fire service, to deliver aspects of the PSHE curriculum where possible.
We have developed the curriculum in consultation with parents, pupils and staff, and taking into account the age, developmental stage, needs and feelings of our pupils.
Linked subject areas:
Monitoring and Review
The PSHE subject leader will monitor delivery of PSHE through observation and discussion with
teaching staff to ensure consistent and coherent curriculum provision.
Evaluation will be based on:
The Curriculum Committee of the governing body monitors this policy on an annual basis. This committee reports its findings and recommendations to the full governing body, as necessary, if the policy needs modification.
Guidance for schools
Guidance for families
Jigsaw Vocabulary Progression