Intent

At Greenacres Primary 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. To do this we use the Jigsaw Programme.
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.
This also supports the “Personal Development” and “Behaviour and Attitude” aspects evaluated under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.

Implementation

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 children’s needs and having mixed aged classes in school. The long-term plans below give an overview of the PSHE curriculum which is planned on a two-year cycle due to having mixed aged classes.

These explicit lessons are reinforced and enhanced in many ways:

Assemblies and collective worship, praise and reward system, Learning Charter, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community.

Impact

Each unit that is taught has a set of ‘key assessment of learning’ questions to assess how children have understood what has been taught.
For example, in Reception/Year 1, when exploring ‘Being me in My World’, the assessment questions are:

• What do you do in class to help other children? What do you do to help your teacher?
• What does it feel like to be safe?
• Can you tell me something you were really proud of? How did it make you feel ‘inside’?
• What sort of things does your teacher say or do when they are pleased?
• What choices can you make to be helpful and kind in school and at home?

This allows the children to be reflective and allows the teachers to identify any further support that may be needed, such as small group or pastoral support.