Intent 

What do we want students to learn?

We want pupils to learn how to keep themselves safe, healthy and resilient, how to build and sustain positive relationships, and how to make responsible choices that will benefit themselves and others. The PSHE curriculum equips children with the knowledge, skills and attitudes they need to navigate the challenges of childhood and to prepare for life in modern Britain. 

Vision and Aims

Our vision is to provide a curriculum that fosters personal growth, builds self-confidence, and encourages empathy and respect.  

Purpose

The purpose of PSHE is to promote pupils’ spiritual, moral, cultural, mental and physical development, supporting them to thrive in school and beyond.

Core Knowledge and Skills

The core knowledge and skills taught through PSHE include understanding physical and emotional health, developing strategies to manage risk, building communication and teamwork skills, financial literacy, and recognising their rights and responsibilities as citizens. 

Cultural Capital

PSHE enhances pupils’ cultural capital by broadening their experiences and perspectives. It provides opportunities to learn about diversity, equality and global issues, empowering children to participate actively in society and to respect the differences that make communities vibrant and inclusive.

Implementation 

How will children learn it?

PSHE is taught weekly across the school following a carefully sequenced scheme of work that ensures progression from Early Years through to Year 6 using broadly the Coram Life Education scheme of work (SCARF). Each unit is age-appropriate and builds on prior learning, covering three key themes: health and wellbeing, relationships, and living in the wider world. 

Teaching strategies are varied and interactive, including group discussions, role-play, scenarios, debate and the use of stories and real-life contexts. Technology and media are used to enhance learning, particularly in areas such as online safety and digital citizenship. 

PSHE is enriched through assemblies, themed days, visiting speakers and school council initiatives, which bring the curriculum to life and provide meaningful contexts for learning. Strong cross-curricular links are embedded, particularly with science, PE, computing and RE, ensuring that pupils see how PSHE connects with their wider learning. 

Inclusion

Inclusion is central to PSHE at Stubbins. Lessons are carefully planned and differentiated to ensure that all pupils, including those with SEND, can access and benefit from the curriculum. Resources are chosen to reflect diversity and challenge stereotypes, so that every child sees themselves represented and valued within the curriculum. 

Impact 

What difference does it make?

The impact of PSHE is evident in the way pupils demonstrate resilience, empathy and responsibility in their daily lives. They develop the confidence to express themselves, the skills to manage their emotions, and the ability to form positive relationships with others. Pupils are able to apply their knowledge to make safe and informed choices in a range of contexts, both in school and beyond. 

High-quality outcomes are seen in pupils’ ability to discuss complex issues, participate thoughtfully in debates, and reflect on their own learning. Their engagement in school council, community projects and themed activities provides further evidence of the impact of PSHE. 

PSHE has a direct impact on pupils’ readiness for the future, equipping them with the skills and attitudes necessary for secondary education, further learning and life in an ever-changing society. It ensures that pupils leave Stubbins Primary with the confidence and independence to thrive personally and socially. 

Student voice is a key part of evaluating PSHE, with regular feedback gathered to assess engagement, understanding and enjoyment. The subject lead monitors delivery through learning walks, book looks and discussions with pupils, ensuring that teaching remains high quality and consistent across the school. 

Finally, the PSHE curriculum is reviewed annually in consultation with staff, governors and pupils. This ensures that it remains current, inclusive and responsive to the evolving needs of our children and community. Through this cycle of reflection and improvement, we ensure that PSHE at Stubbins continues to nurture, grow and flourish. 

Intent  

What do we want students to learn? 

We want pupils to learn how to develop and maintain healthy, respectful and safe relationships, both on and offline. They will gain the knowledge, skills and values they need to understand their own physical and emotional development, to respect the diversity of relationships and families, and to make informed choices about their wellbeing and future. 

Vision and Aims 

Our vision is to provide a curriculum that empowers pupils to grow in confidence, resilience and empathy, enabling them to flourish as individuals and as members of society.  

Purpose 

The purpose of RSE is to give children the tools to understand themselves and others, to navigate the challenges of growing up, and to recognise and manage risks effectively. 

Core Knowledge and Skills 

The core knowledge and skills that underpin RSE include: understanding the changes of puberty and reproduction in an age-appropriate way, recognising healthy and unhealthy relationships, developing consent and communication skills, and understanding how to stay safe physically, emotionally and online. 

Cultural Capital  

RSE also develops pupils’ cultural capital by broadening their awareness of diverse relationships and family structures, challenging stereotypes, and encouraging respect for different values and perspectives. This prepares them to engage with modern British society with confidence, empathy and tolerance. 

Implementation  

How will children learn it? 

RSE is delivered as part of the broader PSHE curriculum, through weekly timetabled lessons and dedicated thematic units during the Summer term. The curriculum follows a carefully sequenced programme that ensures progression from Early Years, where children begin by exploring friendship and family, to Key Stage 2, where they learn about the changes of puberty, reproduction and managing more complex relationships. 

A wide range of teaching strategies are used to engage pupils, including discussion, role-play, case studies, stories and the use of high-quality resources that reflect diversity and inclusivity. Technology is used where appropriate to enhance learning, for example through interactive resources or online safety modules. 

Cross-curricular links are embedded across science, where children learn about the human body and life cycles, computing, where online relationships and safety are explored, and RE, where respect for different values and family structures is discussed. 

Enrichment 

Enrichment opportunities, such as assemblies, workshops and visiting speakers, further enhance RSE provision. Parents are also consulted on curriculum delivery, ensuring transparency and fostering a partnership approach. 

Inclusion 

Inclusion is at the heart of our RSE curriculum. Lessons are adapted and differentiated to meet the needs of all learners, including those with SEND, ensuring accessibility and engagement for all. Resources are carefully selected to represent diversity in gender, family, ethnicity, religion and disability, ensuring that every pupil feels valued and included. 

Impact  

What difference does it make? 

The impact of RSE is seen in the progress pupils make in their knowledge, confidence and independence in discussing relationships and health. Pupils demonstrate resilience and respect, apply strategies to manage emotions and risks, and show confidence in making informed choices about their wellbeing and safety. 

High-quality outcomes are evident in pupils’ ability to articulate their understanding, engage in respectful discussions, and produce reflective work such as journals, projects or contributions to class portfolios. 

RSE makes a tangible difference to pupils’ future pathways by preparing them for the transition to secondary school, where they will encounter more complex issues relating to relationships, identity and health. It also ensures that they leave primary school with the skills to form positive friendships, respect diversity and contribute responsibly to society. 

Student engagement and feedback form an important part of evaluating RSE. Pupils are regularly asked to reflect on their learning, and their views inform curriculum development. The subject lead monitors impact through pupil voice, lesson observations and book looks, ensuring that teaching remains relevant, inclusive and effective. 

Finally, the RSE curriculum is reviewed and improved annually, taking into account statutory changes, parental feedback, and the evolving needs of our school community. This ensures that the curriculum remains current, meaningful and impactful, enabling all pupils at Stubbins Primary to nurture, grow and flourish.