PSHE

Click here for the PSHE Policy 2025

PSHE stands for Personal, Social, Health and Economic Education. Most of the content of PSHE became statutory in September 2020 under The Children and Social Work Act. The Act introduced compulsory Relationship Education and Health Education in all primary schools.

At Avening Primary School, we see PSHE as central to all that we do - a planned and developmental programme of learning designed to help learners develop the knowledge, understanding and skills they need to manage their lives now and in the future. The promotion of pupils' personal development (which includes their social development) is a fundamental aspect of education and underpins all other learning. 

'To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help, and to know where to access support.

'High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society.' (Relationships Education, Relationships and Sex Education (RSE) and Health Education, February 2019)

Our over-arching aim for PHSE is to enable children to make informed choices to keep them safe and healthy in the future. The National Curriculum 2014 stated that all schools should make provision for personal, social and economic education (PHSE), drawing on good practice. 

Through our curriculum, our school environment and our school ethos, we promote pupils' self-esteem and emotional wellbeing and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, at school, at work and in the community. 

We aim to promote the spiritual, moral, cultural, mental and physical development of children at the school and in society, as well as prepare them for the opportunities, responsibilities and experiences of later life. We ensure that the children experience the process of democracy through participation in the School Council. We teach children about their rights and their responsibilities. 

We aim to enable children to:

• Know and understand what constitutes a healthy lifestyle, including healthy eating
• Be aware of safety issues, including drugs and online safety
• Understand what makes for good relationships with others
• Have respect for others regardless of race, gender, ethnicity, sexuality, family background, mental health and physical disability
• Be independent and responsible members of the school community
• Be positive and active members of a democratic society
• Play an active part in decision-making
• Develop self-confidence and self-esteem and make informed choices regarding personal and social issues
• Develop good relationships with other members of the school and the wider community
• Appreciate and inherit the Avening Primary School core values into their own philosophy - Respect, Engage, Aspire, Collaborate, Hope
• Develop positive learning behaviours

The PSHE curriculum at Avening Primary School is built around the content of the SCARF curriculum. It is supplemented by myHappyminds, Forest School, value led-collective worship which includes learning about fundamental British values, leadership opportunities - the School Council, Happiness Heroes, Helping Hands and Wellbeing Leaders, visits and events which enrich the curriculum - such as from the local police and participation in Anti-Bullying Week or charity fund-raising, and other resources as required. In addition, the classes practice 'Mindful Moments' and each class has a Calm Basket with resources when children need emotional support based on Zones of Regulation. Our playtimes also promote positive mental health and wellbeing, based around the Five Ways to Wellbeing. From time-to-time, children may need additional, more bespoke support. This may come from our Emotional Literacy Support Assistants (ELSAs) or from referrals to the Young Minds Matter practitioners or to CAMHS.

The children are taught the four key components of PHSE:

• Developing confidence and responsibility and making the most of their abilities (having high aspirations and being the best they can be)
• Developing a healthy, safer lifestyle - this includes drugs, healthy eating and online safety
• Developing good relationships and respecting the differences between people
• Preparing for the opportunities, responsibilities and experiences of later life

Through our PSHE lessons, we aim for our children to develop essential life skills and knowledge. They learn about key topics such as emotional well-being, healthy lifestyles, relationships, and safety, providing age-appropriate activities and lesson. By engaging in discussions, role-playing, and interactive activities, pupils learn to navigate social situations, make informed choices, and understand the importance of physical and mental health. PSHE lessons support us in creating safe and inclusive classroom environments where the children can build confidence, resilience and a sense of responsibility. 

Each year, the classes cover the following areas in their PSHE lessons:

• Me and My Relationships
• Valuing Difference
• Keeping Safe
• Rights and Respect
• Being My Best
• Growing and Changing

Please see our curriculum coverage here.

In our myHappymind sessions, we cover:

• Meet Your Brain
• Celebrate: Understanding Character
• Appreciate: Gratitude
• Relate: Building Positive Relationships
• Engage: The Power of Goal-Setting and Dreaming

Whole school themed days or weeks may be offered, e.g. Happiness Week/ Respect Week (Anti-Bullying), Internet Safety Day, and Health and Wellbeing days.

Life Education visits are arranged annually to enrich learning further, covering topics such as drugs, peer pressure and healthy eating. Other visitors include the police, the clergy and health workers. 

Early Years Foundation Stage

Within the Early Years Foundation Stage, the prime area of 'Personal, Social and Emotional Development' is recognised as one of the building blocks of success in life. It supports children's development by helping them to interact effectively and develop positive attitudes to themselves and others. However, this does not happen in isolation and relies on influential adults such as parents and carers providing them with positive feedback and modelling appropriate behaviour.

In the EYFS, PSED is broken down into three aspects:

1. Self-regulation The Early Learning Goal requires children at the expected level of development to:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
• Set and work towards simple goals, being able to wait for what they want and control their immediate  impulses when appropriate;
• Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

2. Managing self The Early Learning Goal requires children at the expected level of development to:

•  Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
• Explain the reasons for rules, know right from wrong and try to behave accordingly;
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.

3. Building relationships The Early Learning Goal requires children at the expected level of development to:

• Work and play cooperatively and take turns with others;
• Form positive attachments to adults and friendships with peers;
• Show sensitivity to their own and to others' needs. 

Learning in the EYFS is resources and facilitated to ensure that opportunities for PSED skills and knowledge are continually developed. 

Teaching and Learning

During timetabled PSHE time, an emphasis is placed on active learning through planned discussion, circle time, investigations, role-play activities, puppets, group work and problem-solving, as set out in SCARF planning. All teachers will endeavour to provide a safe learning environment through the establishment of clear ground rules which are made explicit to the children and reinforced consistently. 

Beyond timetabled PSHE lessons, pupils are supported in applying the skills they are learning, in real life situations as they arise: e.g. self-regulations (Year 4 Wellbeing Leaders at lunchtime reinforce calming techniques that our children learn in the classroom during our morning and afternoon sessions of Mindful Moments), resolving conflicts (Year 5 children train to be Helping Hands in Year 6), mental health and wellbeing (Happiness Heroes responsible for promoting MyHappyMinds and zones of regulation) and the School Council working as part of a group, sharing their thoughts on school matters. 

Children are encouraged to take part in a range of practical activities to promote active citizenship, e.g. charity fund-raising; the planning of special events at school; School Council meetings; and by taking on roles of responsibility for themselves, for others and for the school.

There is a range of resources to support the teaching of PSHE across the school. These online resources are accessed via the SCARF curriculum website and MyHappyMinds. Further support can be found on the Ghll website, ELSA resources, books and technology. 

Visits and visitors may be planned to enhance learning experiences, e.g. during anti-bullying week, visit from NSPCC and Life Education.