Hinchliffe Mill Junior & Infant School

Personal Social Health Education

PSHE Leader: Mrs Jepson

The intention for PSHE at our school                                                                                                                               

The intent of our PSHE curriculum is to equip our children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, responsible and balanced lives. Our aim is to give children the confidence to tackle many of the moral, social, cultural issues that are part of growing up. By understanding themselves and others, children are better equipped to form and maintain good relationships now and will be continue to in future. We aim to provide opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. We aim to encourage all our children to nurture their dreams, have high aspirations and ‘fledge and fly high’.

Why Is PSHE important to learn and what does PSHE at Hinchliffe Mill School look like?                                     

At Hinchliffe Mill School, we use Jigsaw as a basis for delivering PSHE, which is designed as a whole school approach, with all classes working on the same theme (Puzzle) at the same time. Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.


How is PSHE taught across school?

There are Puzzles (half-term units of work) each with Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or assembly to be shared and celebrated by the whole school. Each class undertakes six lessons per half term and all lessons are delivered in an age- and stage- appropriate way so that they meet children’s needs.

Our seven school values are explicitly taught and referred to in PSHE, as well as across the curriculum, to ensure that each child has a voice and the right to give their own opinions as well as the chance to listen to others.

Being Me in My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.

Celebrating Difference focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’ and bullying – what it is and what it isn’t.

Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks.

Healthy Me covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic.

Relationships has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to Internet safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes.

Changing Me deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Each year group thinks about looking ahead, moving year groups or the transition to a new school. This puzzle links with the Science curriculum when teaching children about life cycles and how our body changes.

How is PSHE Assessed? 

Floor books help the class to revisit prior learning, vocabulary and subject-specific concepts. These books can be found in each class and are available for pupils to look at. These are referred to weekly to recap the previous learning to support knowledge, understanding and vocabulary retention.

Formative assessments take place through observations and lesson outcomes. This then informs future planning and supports Teacher Assessment Judgements at the end of the school year.

What adjustments are made to ensure that learning is accessible to all pupils?                                                 

Teaching staff identify areas for support for all pupils with additional needs and differentiation is in place so that all pupils can meet the desired learning outcomes for the lesson and unit of work.

How do we promote PSHE?                                                                                                                                             

Our school ethos is based upon our vision and values which encompass and promote all aspects of PSHE. Beyond the classroom, children’s personal development is prioritised through roles and responsibilities, opportunities, visits and visitors. Our school culture promotes PSHE through our social and collaborative interactions with each other and our high expectations to be role models to those around us. Meaningful links are made across the curriculum to foster healthy choices and the understanding of having healthy minds and bodies, particularly in relation to PE, Science, the Happy Minds Scheme, sporting and extra-curricular activities.


Personal Social and Emotional - EYFS

PSHE - Key Stage 1 & 2 

Showing 1-2 of 2

Result from the Parental Engagement Survey in relation to the Statutory RSHE 2020