PSHE

At Buckingham Park Church of England Primary School it is important that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, built on a clear Christian foundation and rooted in Christian values. We aim to provide the highest quality all round education, for each and every child, in partnership with parents, within the context of a Christian community. In short, ‘Excellence, through God who strengthens us’.

All school policies are therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment where everyone feels happy, safe and secure.

The school has a set of values that are based on Jesus’ Sermon on the Mount. These are a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. These values are displayed below and permeate everything we do:

We are kind, helpful and polite
We do our best
We are honest
We share
We are peacemakers
We forgive others
We take care of everything, and everyone

Intent

PSHE Education (Personal, Social, Health and Economic Education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to successfully manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

What do schools have to teach in PSHE Education?

According to the National Curriculum, every school needs to have a broad and balanced curriculum that:
• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school;
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life;
• promotes British values.

From September 2020, primary schools in England also need to teach Relationships and Health Education as compulsory subjects and the Department for Education strongly recommends this should also include age-appropriate Sex Education.

Schools also have statutory responsibilities to safeguard their pupils (Keeping Children Safe in Education, DfE, 2019) and to uphold the Equality Act (2010).

The Jigsaw Programme supports all.

At Buckingham Park Primary the aim of our Personal, Social, Health and Economic Education (PSHE) sessions is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child, enabling them to become healthy, independent and responsible members of society. To help them understand how they are developing personally and socially, and tackle many of the moral, social and cultural issues that are part of growing up. We aim to provide high quality PSHE education within the context of our Christian values.

At Buckingham Park CE School, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity. 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. Here, at Buckingham Park CE 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 provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. We have a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. We also promote and practise mindfulness allowing children to advance their emotional awareness, concentration and focus. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.”

The aims of PSHE and relationships and sex education (RSE) at our school are to:
  - Provide a framework in which sensitive discussions can take place
  - Promote the spiritual, moral, cultural, mental and physical development of all pupils
  - Prepare pupils for the opportunities, responsibilities and experiences of later life
  - Help pupils develop feelings of self-respect, confidence and empathy
  - Create a positive culture around issues of sexuality and relationships
  - Teach pupils the correct vocabulary to describe themselves and their bodies
  - Respect themselves and others, their views, backgrounds, cultures and experiences
  - Value, care for and respect their bodies

At Buckingham Park School, we value, nurture and celebrate the skills and talents of every child.

Our curriculum is aspirational, vibrant, engaging and inclusive. We strive to enable all children to do their best and optimise their potential through quality first teaching, careful planning- in line with developmental stage and interests of cohorts, removal of barriers in accessing the curriculum e.g., writing frames, visual prompts, adapted resources and alternative methods of recording.

The careful planning and learning opportunities are designed to reduce, and ultimately remove, gaps between disadvantaged and vulnerable learners and their peers. Our commitment to engaging, inspiring and equipping all learners is at the heart of our curriculum intent and fosters the implementation of our curriculum and the development of skills, in both academic and non-academic subjects equally, ensuring equality of opportunity and a broad and balanced provision- for all learners- in a holistic and personalised way.

Careful consideration is afforded to the broad and diverse offer interwoven throughout our curriculum to reflect our multi-cultural multi faith school community and so that quality, first-hand experiences are presented in a multitude of ways enabling full participation and maximum engagement. All educational visits are risk assessed and planned, so that every child may access and enjoy these educational opportunities, capitalising on enriching and memorable experiences.

At Buckingham Park School we endeavour to instil a love of learning, for life.

Implementation

At Buckingham Park CE Primary School we provide a safe, secure learning environment for PSHE that enables children and young people to gain accurate knowledge, develop their own values and attitudes, and develop skills to grow into happy confident successful adults. We include the statutory Relationships and Health Education within our whole-school PSHE Programme (Appendix 2). 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.

Objectives/ Pupil learning intentions:
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enables people to:

  - Have a sense of purpose
  - Value self and others
  - Form relationships
-  Make and act on informed decisions
  - Communicate effectively
  - 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

Jigsaw Content
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.

Term	Puzzle Name	Content
Autumn 1	Being me in my world	Includes understanding my place in the class, school and global community as well as devising Learning Charters
Autumn 2	Celebrating difference	Includes anti-bullying (cyber and homophobic bullying included) and diversity work
Spring 1	Dreams and Goals	Includes goal-setting, aspirations, working together to design and organise fund-raising events
Spring 2	Healthy Me	Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices
Summer 1	Relationships	Includes understanding friendship, family and other relationships, conflict resolution and communication skills
Summer 2	Changing Me	Includes Sex and Relationship Education in the context of looking at change

Jigsaw pieces

Year group	Jigsaw piece
Nursery/Reception (Age 3 - 5)	Jigsaw Jenie
Year 1 (Age 5 - 6)	Jigsaw Jack
Year 2 (Age 6 - 7)	Jigsaw Jo
Year 3 (Age 7 - 8)	Jigsaw Jino
Year 4 (Age 8 - 9)	Jigsaw Jaz
Year 5 (Age 9 - 10)	Jigsaw Jez
Year 6 (Age 10 - 11)	Jigsaw Jem
Jerrie is used by all year groups to enable the children to stop, pause and think during the sessions	Jerrie Cat

jigsaw content overview

Lesson Structure

Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership).

The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression.

Connect us – This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson.

Calm me – This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw.

Open my mind – The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning.

Tell me or show me – This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities.

Let me learn – Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning.

Help me reflect - Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them).

Closure – Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children.

How is Jigsaw PSHE organised in school?
Jigsaw brings together PSHE education, spiritual development, social skills and emotional literacy in a comprehensive scheme of learning. Teaching strategies are varied and all learning styles are catered for. Jigsaw is designed as whole school approach, with all years groups working on the same theme (puzzle) at the same time. This means each puzzle can start with an introductory Worship, which allows a whole school focus for adults and children alike. At Buckingham Park it was decided that Friday afternoons would be a whole school time for Jigsaw lessons. The style and manner that the lessons are taught in allows for children to end the week by focusing on the PSHE skills.

There are six puzzles as you can see above in the table and they are designed to progress in sequence from the start of the academic year until the end. All puzzles have six lessons which all work towards an end product. Each lesson has two learning intentions, one is based on specific PSHE learning and the other is based on emotional literacy and social skills. Throughout the year some lessons have oral tasks and others have written tasks. The written tasks are a celebration of the children’s understanding. Please refer to the marking and feedback policy for more information.

Prior to starting the lessons the adults delivering Jigsaw will endeavour to create an appropriate learning environment. This means establishing a safe, positive and open learning environment based on a trust relationship between all those present. To ensure that this is continuous for all sessions there is ‘ground rules’ that are to be agreed and reinforced prior to each piece. This is referred to as ‘The Jigsaw Charter. The Jigsaw charter will need to be created as a group but should include aspects of some of the criteria below:

• 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 and confidentiality

Below is the school Jigsaw charter that all classes will need to display and use. These will need to be discussed at the start of the year and children may need reminders before a session begins.

Relationships and Sex education in Jigsaw– Key changes and Policy

As a Church of England school, the senior leadership team, governors and subject leads have looked closely at the Changing Me puzzle and have adapted and revised the piece to match our school ethos and Christian values. Below is the Relationships and Sex education policy which will clearly outline key points.

It is important to note that for all puzzle pieces staff are able to access the online portal for planning and all relevant materials. However we teach the Buckingham Park Changing me unit as these units have been edited and revised in line with the schools Relationships and Sex education policy.

For further information regarding the Relationships and Sex education Policy, please click on the button below.

Impact

In order to truly appreciate the intended vision for our curriculum, you must come in, to immerse and experience this for yourselves.

We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Children’s understanding, knowledge and skills are assessed through observation, discussion, questioning and group participation. Children will be encouraged to talk about and reflect on their own experiences. All children in KS1 and KS2 have a Jigsaw Journal that will follow them through their time at school. As well as being a record of their learning it will also be used as an assessment tool.

For the early years, some evidence of learning will be in the children’s Learning Journals. General comments about PSHE will be included in reports to parents.

Monitoring and Evaluation
The PSHE subject leads will monitor delivery of PSHE through observation and discussion with teaching staff to ensure consistent and coherent curriculum provision. Evaluation will be based on:

- Pupil and teacher evaluation of the content and learning processes
- Monitoring of Jigsaw Journals
- Staff meetings and discussions to review and share ideas
- Pupil voice and staff evaluation forms will be sent/carried out yearly by subject leaders
- All children will be assessed at the end of each puzzle unit. Each child will be assessed at below, expected or above in each unit. If the children are above or below then a comment will needed to be added to the grid. This format has been saved on shared drive for all teaching staff to access in the Jigsaw folder.
- All children from KS1 upwards will have an individual journal that will need a minimum of 3 pieces of work recorded for each puzzle piece. All journals will need a front cover and a year group front page when the children move
- Subject leaders will check assessment trackers at the end of each term to identify any areas that year groups or the whole school may need to work on
- Nursery and Reception will have a class journal, documenting 3 pieces as well. This does not need to have work from every child in, just a fair selection.
- Parents and governors are given updates in the Head teacher’s reports and school letters. Parents and governors have also been consulted about the content of the school’s RSE curriculum. (Spring 2021).

PSHE Subject Policy

Stay Safe Online

Relationships & Sex Education

Eat Well Plate