Personal, Social, Health Education (P.S.H.E)
At St Luke’s we believe that PSHE is a vital part of children’s education if the children are to grow up confident, happy and safe. We have carefully considered the scheme of work chosen to ensure that it links with and supports our ethos and vision at St. Luke’s. The Jigsaw PSHE programme celebrates differences, raises aspirations and develops our pupil’s resilience to change. PSHE explicitly teaches this content, as well as threading this intent throughout all PSHE lessons. Our PSHE curriculum ensures we:
‘foster pupil wellbeing and develop resilience and character that we know are fundamental to pupils being happy, successful and productive members of society… [as well as developing] personal attributes including kindness, integrity, generosity and honesty.’
(RSHE Statutory Guidance, DFE, 2019)
This complements our school’s Christian values of safety, responsibility, kindness, respect, enthusiasm, partnership, fairness, honesty, excellence and courage which permeate the life of the school. By delivering the Jigsaw scheme of work we know that our pupils are equipped with the skills needed to not only navigate but flourish in our modern world, so they are able to live and work by our school’s Christian vision, ‘Hearts overflowing with truth and love’.
An amendment to the Children and Social Work Act 2017 made Relationships and Health Education statutory subjects from September 2020. Our scheme of work ensures all statutory duties are fulfilled, and we are delivering this new statutory content through our established PSHE curriculum.
The Jigsaw PSHE programme is informed by:
• the new DfE guidance on Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory Guidance
• preventing and tackling bullying (Preventing and tackling bullying: Advice for head teachers, staff and governing bodies, July 2013, updated 2017)
• Drug and Alcohol Education (DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies, September 2012)
• safeguarding (Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children, March 2013 and Keeping Children Safe in Education, 2016)
• equality (Equality Act 2010: Advice for school leaders, school staff, governing bodies and local authorities, revised June 2014)
• Church of England document ‘Valuing All God’s Children: Guidance for Church of England schools on challenging homophobic, biphobic and transphobic bullying’ (Church of England Education Office, Second Edition, Autumn 2017
For information on how ‘Jigsaw, the mindful approach to PSHE programme’ fits in with the Christian ethos of St Luke’s, please read the following article:
Teaching and Learning
Our vision: To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
At St Luke’s we use the Jigsaw PSHE scheme of work from EYFS through to Year 6 as the basis of our curriculum. Jigsaw brings together PSHE education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning.
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
Have a sense of purpose
Value self and others
Make and act on informed decisions
Work with others
Respond to challenge
Be an active partner in their own learning
Be active citizens within the local community
Explore issues related to living in a democratic society
Become healthy and fulfilled individuals
Being Me in My World
Includes understanding my place in the class, school and global community as well as devising Learning Charters
Includes anti-bullying (cyber and homophobic bullying included) and diversity work
Dreams and Goals
Includes goal-setting, aspirations, working together to design and organise fund-raising events
Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices
Includes understanding friendship, family and other relationships, conflict resolution and communication skills
Includes Sex and Relationship Education in the context of looking at and managing change
How is Jigsaw PSHE organised in school?
Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July. Each Puzzle has six Pieces (lessons) which work towards an ‘end product’.
Each Piece has two Learning Intentions: one is based on specific PSHE learning and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health. The enhancements mean that Jigsaw, the mindful approach to PSHE, is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.
PSHE will be taught by class teachers. When external contributors from the community come in to complement the programme teachers will still be present, and remain responsible for the delivery of the PSHE programme.
PSHE is monitored and evaluated by the subject leader. The PSHE coordinator will monitor delivery of the programme through observation and discussion with teaching staff to ensure consistent and coherent curriculum provision. This will be done by looking in class ‘Special Books’ where PSHE is recorded and talking to pupils. Staff meetings will offer an opportunity for CPD and to review and share experiences.
The Learning Environment
Establishing a safe, open and positive environment is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every Piece – by using the Jigsaw Charter.
We take turns to speak
We use kind and positive words
We listen to each other
We have the right to pass
We only use names when giving compliments or when being positive
We respect each other’s privacy (confidentiality)
Each class room has a PSHE display, demonstrating current learning. Each class also has a ‘worry box’, which is regularly checked by staff. Pupils know they can share anything they want to privately in there.
Jigsaw is written as a universal core curriculum provision for all children. Teachers will need, as always, to tailor each Piece to meet the needs of the children in their classes. To support this differentiation, many Jigsaw Pieces suggest creative learning activities that allow children to choose the media with which they work and give them scope to work to their full potential. It is vital that Relationships and Health education is ‘accessible for all pupils’ (DFE guidance) and teachers will ensure content and teaching is tailored to meet the specific needs of pupils at different developmental stages in consultation with their parents.
Teaching staff need to be aware that sometimes disclosures may be made during these sessions; in which case, safeguarding procedures must be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after the circle closes. It is important to allow the time and appropriate staffing for this to happen. If disclosures occur, the Safeguarding Policy is followed.
When teaching sensitive issues such as bereavement teachers will prepare any children they think might be effected by the content of the lesson in advance, and decide whether it is appropriate for them to be in the lesson.
Our staff are eager to ensure all children are making progress with their learning. Each unit of work has a built-in assessment task which allows teachers to ensure pupils have understood the learning and offers children the chance to assess their own learning. These assessment pieces can be evidenced in the class Special Books.
What is RSHE?
RSHE is part of the personal, social and health education (PSHE) curriculum in our school. Relationships Education and Health Education is statutory in all primary schools from September 2020.
The DFE recommend ‘…that all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human lifecycle set out in the national curriculum for science – how a baby is conceived and born.’ (DFE guidance).
Principles and Values
St. Luke’s believes that RSHE should:
Recognise that the wider community has much to offer and we aim to work in partnership.
Be an integral part of the lifelong learning process, beginning in early childhood and continuing into adult life.
Be an entitlement for all young people.
Be set within the wider school context and support family commitment and love, respect and affection, knowledge and openness. Family is a broad concept; not just one model, e.g. nuclear family. It includes a variety of types of family structure, and acceptance of different approaches.
Equip children to have respect for themselves, both in the real world and online, enabling them to make appropriate choices.
Encourage students and teachers to share and respect each other’s views. We are aware of different approaches to sexual orientation, without promotion of any particular family structure. The important values are love, respect and care for each other.
Generate an atmosphere where questions and discussion on sexual matters can take place without any stigma or embarrassment.
We aim to deliver RSHE in a way that provides balanced factual information, and is sensitive to the broader backgrounds, beliefs and experiences of our community. Our RSHE programme aims to prepare children for an adult life in which they can:
Develop positive values and a moral framework that will guide their decisions, judgements and behaviour.
Have the confidence and self-esteem to value themselves and others.
Acquire the skills to judge what kind of relationship they want.
Understand the consequences of their actions, both in the real world and online, so they know how to behave responsibly within relationships.
Communicate effectively by developing appropriate terminology for sex and relationship issues.
Secure an understanding of how to look after their own emotional wellbeing and the links between respecting your body and your mind.
The statutory content delivered through the Jigsaw Scheme consists of:
This is about the child’s relationships in the context of their family, and how to build positive friendships with their friends.
Families and people who care for me
All of our teaching is sensitive and age appropriate in content. The DFE states, ‘we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.’ As an inclusive school we value all of our pupils and families in our community and comply with the Equality Act 2010 under which sexual orientation and gender reassignment are amongst the protected characteristics. We do not teach children about LGBTQ or heterosexual adult relationships as this would be inappropriate. Instead we focus on respect and regard between people e.g. friendships and families.
In Early Years and KS1 children will be taught that there are lots of different types of families and shown images of different types of families.
In KS2 lessons about bullying will give teachers the opportunity to correct homophobic language, just as they would any language associated with racism, sexism or any other type of discrimination. In the year 4 lesson ‘Girlfriends and boyfriends’ children will be told that some people may be attracted to people of the same sex, and just like a heterosexual relationship this is for when you are much older. When ‘conception’ is taught it will be mentioned that people in same sex relationships have babies too, just as when marriage is taught we explain the law allows people in same sex or heterosexual partnerships to get married. In year 6 children will learn about the Equality Act and be introduced to the word ‘transgender’. This lesson has a focus on prejudice and discrimination.
Any questions posed by children which go beyond the agreed content for that year group will be responded to age-appropriately.
Physical health and mental wellbeing (Health Education)
The focus here is on equipping children with the knowledge to be physically and mentally healthy, and understanding that mental wellbeing is a normal part of daily life. This will cover:
Internet safety and harms
Physical health and fitness
Drugs, alcohol and tobacco
Health and prevention
Basic first aid
Changing adolescent body (including menstruation in time for pupils to be prepared)
This statutory content is taught throughout the different Jigsaw puzzles.
Statutory content of the science curriculum related to Sex Education includes:
Naming the main external body parts (KS1)
The human body as it grows from birth to old age (including puberty)
Reproduction in some plants and animals
The DFE recommends, ‘all primary schools should have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings and … how a bay is conceived and born.’
Following this advice we have adapted the Jigsaw unit ‘Changing Me’ to suit the needs of our pupils. More than ever, children are exposed to representations of sex and sexuality through the media/ social media and culture around them, and we wish to present a balanced and age appropriate view of this content for our pupils to help them be discerning and stay safe.
This non-statutory content will be taught after consulting with parents.
Parents have the right to withdraw from the non-statutory parts of this curriculum.
We would ask you to consult with the head teacher before making this decision so you can see the resources used and how they complement the statutory science and relationships curriculum. Being a part of the ‘Changing me’ lessons will allow your child to receive age appropriate factual information, rather than hearing information on the playground or seeking out information online.