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PSHE

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Aims and Purposes

To be thriving individuals, family members and members of society the following knowledge and skills need to be developed throughout primary school.

Intent

Our intent is for all children to be immersed in a high-quality PSHE education that equips them with the essential knowledge, skills, and attributes needed to:

· Build positive and respectful relationships

· Maintain their physical and mental health and well-being

· Stay safe in a range of situations

· Be responsible, active citizens who are prepared for life and work in modern Britain

Through this curriculum, we aim to develop confident, resilient learners who are well-prepared for the challenges and opportunities of the wider world.

Implementation

Our Primary RSE and PSHE curriculum meets the statutory requirements for Relationships and Health Education, as outlined by the Department for Education. It also fulfils the National Curriculum expectation that "all schools should make provision for personal, social, health and economic education (PSHE)." The scheme is fully mapped to the statutory requirements through the use of the PSHE Association’s Programme of Study, which is recommended by the DfE. This ensures a comprehensive and consistent approach to coverage and progression across all year groups. Children’s learning through this scheme makes a significant contribution to their personal development and also actively promotes the four fundamental British values, which are essential for life in modern Britain. Democracy, Rule of law, Respect and tolerance and Individual liberty. By embedding these values throughout the curriculum, pupils are supported in becoming respectful, responsible, and active members of society.

We follow a whole-school approach, with content structured around key developmental areas appropriate to each phase:

Aligned with the Personal, Social and Emotional Development prime area of the EYFS Framework, learning is organised into three core strands:

· Self-regulation

· Managing self

· Building relationships

From Year 1 to Year 6, PSHE is structured around five key themes (with an additional theme in Year 6):

· Families and relationships

· Health and wellbeing

· Safety and the changing body

· Citizenship

· Economic wellbeing

· Identity (Year 6 only)

This structure ensures pupils develop a deepening understanding of themselves, others, and the world around them, while building the knowledge and skills to lead safe, healthy, and fulfilling lives.

The lessons are based upon the statutory requirements for Relationships and Health Sex education has been included in line with the DfE recommendations and is covered in Year 6 of our scheme. The scheme supports the requirements of the Equality Act through direct teaching in addition to the inclusion of diverse teaching resources throughout the lessons. All lessons include ideas for differentiation to stretch the most able learners and give additional support to those who need it. There are meaningful opportunities for cross-curricular learning, in particular with Computing for online safety and Science for growing, nutrition, teeth, diet and lifestyle. The scheme provides consistent messages throughout the age ranges including how and where to access help.

In addition to the delivery of a planned, scheduled PSHE curriculum, reactive sessions and bespoke objectives are incorporated into the year group curriculums and The Laidlaw Trust virtues (Ambitious, Brave, Curious, Determination, Extraordinary, Good and Fast) promoted and celebrated throughout Primary and across its curriculum. Pupils have opportunities to have special responsibilities, including Head Person(s) and Prefects (Year 6 only), classroom monitors, Student Council, Mini Police and Wellbeing, Digital and Sports Leaders. Students are involved in decisions that impact on them, helping them to feel part of the school and wider community and to have some control over their lives. The PSHE curriculum is enhanced through outside agencies and guest speakers including Oral Health Promoter, School Nurse, Royal National Lifeboat Institution (RNLI), Fire Brigade, Northumbria Police and the Change 4 Life team. A record of the learning process is presented in photographs, children’s work, assemblies and through workshops and displays, and evident in the behaviours of children around school and in classrooms.

Impact

Each PSHE lesson includes clear assessment opportunities to identify whether pupils have met, exceeded, or not yet met the intended learning outcomes. Every unit is supported by two key assessment tools:

· Assessment Quiz: A 10-question quiz (nine of which are multiple-choice) that can be used at the end of a unit or at both the start and end. This helps to measure progress, identify gaps in understanding, and inform future teaching.

· Knowledge Catcher: A visual tool (presented as a mind map or table) listing key lesson themes. It is used at the start of a unit to assess prior knowledge and inform planning, and revisited at the end of the unit so pupils can add new learning—providing a clear demonstration of progression.

The impact of our Primary PSHE curriculum is that pupils:

· Know how to keep themselves physically and mentally safe

· Approach new challenges with confidence and set personal goals

· Understand that every living thing has rights, and that protecting those rights is a shared responsibility

· Develop a positive sense of self and recognise that pressure to behave or think in certain ways can come from various sources—and learn how to manage that pressure

· Recognise and respect the value of every individual in society, contributing positively to the wellbeing of others

· Understand that bullying, discrimination, and prejudice are unacceptable in all forms

· Are equipped with the language, confidence, and knowledge to know when, where, and how to seek help

This ensures that our pupils leave primary school as emotionally literate, socially responsible, and well-prepared young citizens, ready to navigate the wider world.

Primary

To be thriving individuals, family members and members of society the following knowledge and skills need to be developed throughout primary school.

Intent

Our intent is to ensure that all pupils develop the knowledge, skills and attributes they need to thrive as individuals, family members and responsible members of society.

Through a high-quality, well-sequenced PSHE and RSE curriculum, pupils are equipped with the essential understanding and capabilities to:

Build and maintain positive, respectful relationships

Safeguard their physical and mental health and wellbeing

Recognise and manage risk in a range of situations, including online

Understand their rights and responsibilities as citizens

Contribute positively to their communities and life in modern Britain

The curriculum is designed to be inclusive, progressive and relevant to pupils’ lives, enabling them to draw on prior learning and apply their knowledge in meaningful contexts. It supports pupils in developing emotional literacy, resilience, independence and confidence.

Through this approach, we aim to develop confident, respectful and responsible individuals who are well prepared for the opportunities, challenges and responsibilities of the next stage of education and beyond.

Implementation

Our Primary PSHE and RSE curriculum is delivered through the Kapow 2026–27 scheme, ensuring full coverage of the statutory requirements for Relationships and Health Education as set out by the Department for Education. It also meets the National Curriculum expectation that all schools provide a comprehensive programme for pupils’ personal, social, health and economic (PSHE) education.

The curriculum is carefully sequenced and fully mapped to the PSHE Association Programme of Study, as recommended by the DfE. This ensures clear progression in knowledge and skills across all year groups, enabling pupils to build on prior learning and develop a secure and deepening understanding of themselves, their relationships and the wider world.

The curriculum makes a strong contribution to pupils’ personal development and actively promotes the four fundamental British values:

Democracy

The rule of law

Individual liberty

Mutual respect and tolerance

These are explicitly taught and consistently reinforced, enabling pupils to develop as respectful, responsible and active citizens in modern Britain.

Early Years Foundation Stage (EYFS)

In the EYFS, PSHE is delivered through the Personal, Social and Emotional Development (PSED) prime area of learning. Content is structured around three clearly defined strands:

Self-regulation

Managing self

Building relationships

This provides a strong foundation for future learning by supporting pupils to develop emotional literacy, independence and positive relationships from an early stage.

Key Stages 1 and 2

From Year 1 to Year 6, the curriculum is coherently sequenced through the key themes: My Healthy Self, Connecting with Others, The Online World, Citizenship, Staying Safe, Growing Up and Health Protection. Teaching is underpinned by the statutory requirements for Relationships and Health Education.

In Year 6, pupils also study First Aid and Sex Education (in line with DfE guidance), ensuring that they are well prepared for the next stage of their education. This includes developing the knowledge and confidence to understand and manage the physical and emotional changes associated with puberty and transition to secondary school.

This structured approach ensures that learning is progressive, with key concepts revisited and deepened over time. It enables pupils to make meaningful connections and apply their knowledge in different contexts.

Inclusion, Equality and Adaptation

The curriculum reflects the requirements of the Equality Act through both explicit teaching and the use of inclusive and representative resources. It is designed to be accessible for all pupils, with planned differentiation to:

Challenge and extend higher-attaining pupils

Provide appropriate support for those who need it

Consistent and clear messages are embedded across all year groups, including how pupils can recognise risks and access help and support when needed.

Cross-Curricular Links

The PSHE curriculum is strengthened through purposeful links with other subject areas, particularly:

Computing – online safety and digital wellbeing

Science – human development, nutrition, oral health and healthy lifestyles

These connections support pupils in applying their learning in relevant and real-life contexts.

Whole-School Approach

PSHE is delivered through a whole-school approach, ensuring consistency and reinforcement of key messages. In addition to timetabled lessons, responsive teaching enables staff to address emerging needs and respond to pupils’ experiences.

The Laidlaw Trust virtues (Ambitious, Brave, Curious, Determined, Extraordinary, Good and Fast) are embedded across school life and explicitly promoted, contributing to pupils’ character development.

Pupils are provided with meaningful opportunities to take on leadership and responsibility, including:

Head Person(s) and Prefects (Year 6)

School Council representatives

Mini Police

Wellbeing, Digital, Eco and Sports Leaders

Classroom monitors

These opportunities support pupils to develop leadership skills, understand democratic processes and contribute positively to the school and wider community.

Enrichment and Community Partnerships

The curriculum is enhanced through engagement with external agencies and visitors, including:

Oral Health Promoter

School Nurse

RNLI

Fire Brigade

Northumbria Police

Change4Life

These experiences provide real-life context and strengthen pupils’ understanding of safety, health and wellbeing.

Monitoring and Evidence

The implementation and impact of the PSHE curriculum are monitored through a range of evidence, including:

Pupils’ work and outcomes

Photographic evidence

Assemblies, workshops and displays

Observations of pupils’ behaviour, attitudes and personal development

This ensures that leaders can evaluate the effectiveness of the curriculum and that learning is reflected not only in pupils’ knowledge, but also in their behaviours and attitudes across the school

How We Support SEND Children in PSHE

At Academy 360, PSHE is inclusive and accessible to all pupils, including those with Special Educational Needs and Disabilities (SEND). We recognise that PSHE plays a vital role in supporting SEND pupils’ emotional literacy, self-regulation, communication skills and independence.

PSHE lessons are carefully adapted to meet individual needs through:

Differentiated activities, resources and outcomes to ensure all pupils can engage meaningfully with the content

Use of visual supports, structured routines, clear language and pre-teaching of key vocabulary

Opportunities for repetition, overlearning and practical, real-life examples to reinforce understanding

Small-group or one-to-one support where appropriate, guided by SEND support plans

A safe, supportive environment where pupils feel confident to express emotions, ask questions and share experiences

PSHE also provides structured opportunities for SEND pupils to develop social skills, build positive relationships, understand personal boundaries and recognise emotions in themselves and others. Close collaboration between class teachers, SEND staff and pastoral teams ensures that PSHE learning supports wider individual targets and contributes positively to pupils’ overall wellbeing and personal development.

How We Support Vulnerable Learners in PSHE

PSHE is a key vehicle for supporting vulnerable learners, including those experiencing emotional, social or pastoral challenges. At Academy 360, we use PSHE to promote emotional safety, resilience and a strong sense of belonging.

Support for vulnerable learners includes:

A nurturing and trauma-informed approach to teaching sensitive topics

Flexible delivery, including adapted content or alternative ways to engage with learning when required

Additional adult support during lessons to help pupils process emotions and articulate their views

Opportunities for discussion, reflection and reassurance within a safe and trusted environment

Responsive and reactive PSHE sessions to address emerging needs, current issues or concerns

PSHE lessons reinforce key messages around self-worth, help-seeking, coping strategies and healthy relationships. Where necessary, learning is supported through targeted pastoral interventions, wellbeing support, and close communication with families and external agencies. This ensures that vulnerable learners feel heard, valued and equipped with strategies to manage challenges both in and out of school.

Skills Builder Essential Skills in PSHE

PSHE at Academy 360 makes a strong contribution to the development of Skills Builder Essential Skills, preparing pupils for lifelong learning, work and positive participation in society. These skills are explicitly taught, practised and reinforced throughout PSHE lessons and wider school life.

Through PSHE, pupils develop:

Listening – actively listening to others’ views, responding respectfully and understanding different perspectives

Speaking – expressing thoughts, feelings and opinions clearly and confidently in discussions and group work

Problem Solving – exploring real-life scenarios, making safe choices and considering consequences

Creativity – thinking flexibly, exploring solutions and expressing ideas through role-play, discussion and reflection

Staying Positive – building resilience, managing emotions and developing strategies to cope with challenges

Aiming High – setting personal goals, reflecting on progress and developing self-belief

Leadership – taking responsibility, contributing to group decisions and representing others through roles such as Student Council or Prefects

Teamwork – working collaboratively, respecting others and resolving conflict positively

By embedding these essential skills within PSHE, pupils are supported in becoming confident communicators, resilient learners and responsible citizens who are well prepared for future learning and life beyond primary school.

Impact

The impact of the PSHE and RSE curriculum is demonstrated through pupils’ increased knowledge, skills and confidence, alongside their positive behaviours and attitudes across school life. Assessment is integral to the curriculum and is used effectively to monitor progress, identify gaps and inform future teaching.

Each lesson includes clear assessment opportunities to determine whether pupils have met, exceeded or not yet met the intended learning outcomes. Every unit is supported by two key assessment tools:

Assessment Quiz: A structured 10-question quiz (predominantly multiple-choice) used at the end of a unit, or both before and after learning, to measure progress, assess knowledge retention and identify gaps.

Knowledge Catcher: A visual tool (mind map or table) used at the start of a unit to establish prior knowledge and revisited at the end to demonstrate new learning and progression over time.

These approaches enable teachers to make accurate judgements about pupils’ understanding and ensure that learning is securely embedded.

As a result of the curriculum, pupils:

Know how to keep themselves physically and mentally safe, including in online contexts

Demonstrate resilience and confidence when approaching new challenges and setting personal goals

Understand rights and responsibilities, recognising that protecting the rights of others is integral to a fair society

Develop a strong sense of self and are able to recognise and manage different types of pressure

Show respect for others and value diversity, contributing positively to the school community

Understand that bullying, discrimination and prejudice are unacceptable and can articulate how to respond to these appropriately

Are equipped with the vocabulary, confidence and knowledge to seek help and support when needed

Pupils are able to articulate their learning clearly and apply it to real-life situations. Their behaviour and interactions reflect the consistent messages taught through the curriculum, including respect, tolerance and responsibility.

By the end of Year 6, pupils demonstrate maturity and readiness for the next stage of education. They have the knowledge and skills to manage relationships, understand changes associated with puberty, and make informed, safe choices.

Leaders triangulate a range of evidence, including pupil voice, work scrutiny, assessment outcomes and observations of behaviour and attitudes, to evaluate the effectiveness of the curriculum. This ensures that provision is responsive and continues to meet the needs of all pupils.

As a result, pupils leave primary school as emotionally literate, socially responsible and well-informed individuals, prepared for the opportunities, responsibilities and experiences of later life.