PSHE
INTENT: At Canada Hill we use the Jigsaw programme. We hold children at the heart of everything we do and Jigsaw’s cohesive vision helps children understand and value how they fit into and contribute to the world. Jigsaw is one of the tools that helps us have a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw properly equips us to deliver engaging and relevant PSHE within a whole-school approach. Our PSHE includes mindfulness allowing children to advance their emotional awareness, concentration, focus and self-regulation. These opportunities for spiritual, moral, social and cultural (SMSC) development and emotional literacy are integral to children's understanding of themselves and others and to increasing their capacity to learn.
In the Early Years Foundation Stage, we recognise that secure Personal, Social and Emotional Development provides the foundation children need to build positive relationships and engage successfully with learning.
Our PSHE curriculum prepares children for Year 1 by helping them develop a secure sense of self. Children learn to recognise and understand their feelings. They are supported to build positive relationships and make healthy, safe choices. As they move through Reception, children become increasingly independent and develop the confidence and resilience needed for the next stage of their education.
IMPLEMENTATION: Jigsaw offers a comprehensive programme for Primary PSHE, including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. Every lesson offers opportunities for SMSC development be creating structured opportunities to practise and enhance the five skills associated with emotional literacy: self-awareness, social skills, empathy, motivation and managing feelings. We review the lesson plans and adapt them as necessary onto our own teaching sequence format. We incorporate carefully chosen aspects into our wider curriculum and assemblies so that PSHE isn’t seen as only a discrete subject. The values that are embedded as part of our school offer chances for Jigsaw PSHE values to be recognised as part of daily interactions and to be celebrated as part of our whole school assemblies thus keeping PSHE at the forefront of our curriculum. We also use the Stormbreak resources to enhance our mindfulness provision and these are done regularly from EYFS up to Y6. We offer children the chance to reflect when something has ‘gone wrong’ in a variety of ways dependent on the situation eg restorative chats, compass cards and peer conversation which becomes more independent as the children progress through the school. At Canada Hill we look to make explicit links across the wider curriculum so that PSHE is tackled not just as a discrete subject but as part of a ‘whole’ education. Over the year PSHE will be seen in lessons, assemblies, in Phonics and Spelling, Personal Development work, or at specific events eg Sports Day or Careers Week. We encourage our children to be responsible citizens through KS2 councils, lunch buddies, Woodland School Ambassadors and playleader systems where they have the opportunity to take responsibility and model the values of which we are so proud.
In EYFS, we implement PSHE by
- Learning Through the Environment– Areas within continuous provision are deliberately designed to encourage sharing and collaboration, creating natural scenarios for turn-taking and communication. The home corner provides meaningful opportunities to explore relationships and develop empathy through imaginative play. An organised and accessible environment encourages independence while helping children develop responsibility for their classroom community.
- The Role of the Adult- High-quality interactions allow adults to explicitly model the language children need to understand and express their feelings. They introduce vocabulary to talk about emotions and relationships, helping children to communicate with increasing confidence. When disagreements arise, adults scaffold conflict resolution by guiding children to listen and find solutions together.
- Planned and Responsive Teaching– Alongside learning through play, children take part in planned adult-led PSHE sessions. The Jigsaw programme provides the structure for this learning, offering a clear sequence of lessons for Relationships, Health and Wellbeing. Carefully chosen stories enrich these sessions and encourage discussion about feelings and relationships. Beyond these planned experiences, adults respond to children's interests and everyday interactions, reinforcing learning as it naturally arises. This ensures that children's understanding is revisited and developed in meaningful contexts throughout the day.
IMPACT: At Canada Hill we believe that successful PSHE will lead to well-rounded pupils who have an understanding of how to navigate the many challenges they will face both in and out of school. They will show empathy and understanding whilst having the self-confidence to understand that they can say ‘no’ and that their voice, although sometimes challenged, will be respected. They will be able to manage challenge and feel confident to change their thoughts and opinions to reflect this.. Our pupils will understand democracy, fairness and respect for everyone’s abilities, beliefs and cultures. Our pupils will understand that they are responsible for their actions and choices and that consequences of these can be both rewards and/or reflections. Our pupils will be happy in their lives and know what to do or who to come to if that is not the case. They will feel empowered to approach adults if they feel something is not ‘right’ and know that adults will help them.
The impact of PSHE can be established through assessment identified in the key learning. This can include pupil voice, informal assessment, reviewing behaviour records and attendance.
In EYFS
Children leave Reception with the personal, social and emotional foundations they need for a successful transition into Year 1. They show increasing confidence and independence. They build positive relationships with others and are able to manage their feelings and behaviour in a way that is appropriate for their stage of development. As a result, they are well prepared to access the wider curriculum and continue their learning journey.
Progress is monitored through ongoing observations, day-to-day interactions and termly summative assessments. Assessment is used to identify strengths and recognise emerging gaps. This informs future teaching and ensures that provision continues to meet the needs of both individuals and the cohort. As a result, children make the best possible progress from their individual starting points. They are well prepared for the next stage of their education, with most achieving the Early Learning Goal for Personal, Social and Emotional Development by the end of Reception.