Personal, Social and Health Education

PSHE is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. It develops the qualities and attributes children need to thrive as individuals, family members and members of society and the global community.

The requirements of the PSHE curriculum is ever changing as the needs of our pupils and how they interact with the world change over time. The Humanities Curriculum Team, who oversee the planning and delivery of PSHE throughout the school, looked in detail at the provision for PSHE over the 2015/ 2016 school year to see if it was still fully meeting the requirements of our pupils. We had focussed on our school values agenda previously, in order to embed the values into the hearts and minds of pupils and staff. Our school ethos and values relate to the three great Christian principles of faith, hope and love. Our 6 values are trust, forgiveness, endurance, wisdom, friendship and respect. In order to move our provision forward we took the decision to look for an established whole school commercial programme that would primarily meet the needs of our pupils now and in the future. It was also important that the programme complemented our School Values agenda and also met the requirements of the British Values agenda. The Curriculum team scrutinised a number of approaches and the programme selected was the Jigsaw programme.  You will find an explanation of the content and delivery of the programme later in this document.

The programme was launched in Autumn 2016 and has been very well received by both staff and pupils. Each theme is introduced with a whole school or key stage assembly led by a member of our Curriculum Team or a member of the Heads team. The Curriculum team regularly monitor the delivery of the programme through classroom drop ins and discussions with colleagues. Feedback from pupils has been very positive.

What is PSHE Education?

PSHE Education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to 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?

 PSHE remains a non- statutory subject in primary schools but as you will see there are areas of PSHE that have to be included in the curriculum.

 According to the latest guidance from the government, via the National Curriculum, every school needs to have a broad and balanced curriculum that: 

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society 
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life 
  • promotes British Values

Schools also have statutory responsibilities to promote pupil well-being and pupil safeguarding (Children Act, 2004) and community cohesion (Education Act, 2006). PSHE Education plays an important part in fulfilling all of these responsibilities.


What is Jigsaw and how does it work?

Jigsaw is a comprehensive PSHE Education programme for the whole primary school from Reception through to Year 6.

 The programme brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.

What will my child learn?

There are six Puzzles (half-term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July).  Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs. The puzzles and their content are detailed below.

Autumn 1

Being Me In My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.


Autumn 2

Celebrating Difference focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t and how to deal with it.


Spring 1

Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world.

Spring 2

Healthy Me covers two main areas of health: Emotional health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid) in order for children to learn that health is a very broad topic.

Summer 1

Relationships has a wide focus, looking at diverse topics such as families, friendships, pets and animals, and love and loss. A vital part of this Puzzle is about safeguarding and keeping children safe; this links to cyber safety and social networking, as well as attraction and assertiveness; children learn how to deal with conflict, their own strengths and self-esteem. They have the chance to explore roles and responsibilities in families, and look at stereotypes. All Jigsaw lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

Summer 2

Changing Me deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, self-respect and safeguarding. Self and body image, puberty, attraction and accepting change are diverse subjects for children to explore. Each year group thinks about looking ahead, moving year groups or the transition to secondary school. Life cycles and how babies are made and grow are treated sensitively and are designed to meet children’s needs. All year groups learn about how people and bodies change. This Puzzle links with the Science curriculum when teaching children about life cycles, babies and puberty.

What else is included?

The programme is underpinned by mindfulness. Mindfulness is being able to observe your own thoughts and feelings as they happen, in the present moment, applying no judgement. Jigsaw teaches children to understand their thoughts and feelings and through both taught lessons and the Calm Me time exercises (using the Jigsaw chime), helping to develop their awareness, and their capacity to be mindful human beings. Learning is thus enhanced as emotions are regulated, behaviour managed and calmness generated.

What happens next?

We are very pleased with the content and organisation of the programme in our school.

We have sought the feedback of staff across the school:

Staff Voice 

  • ‘The children seem to really enjoy it and it definitely makes them think.’
  •  ‘The activities really work for my children. I make some changes sometimes but most of the resources are suitable.’
  •  ‘It really gets them talking and thinking about issues which can be difficult to talk about under other circumstances.’
  •  ‘You can refer to the lesson messages in every day school life- reception learnt the phrase ‘please don’t do that. I don’t like it,’ and they use it ALL of the time!!!!’

    We will continue to reflect and review provision as the needs of our pupils and the world in which we live change over time. 

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