Personal, social, health, and economic Policy (PSHE)

Policy Details
Date created05/2018
Date reviewed
Next review date05/2021
Date approved2018


Personal, Social, Health and Education helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed active responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities.

In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. 

They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. 


We believe that the personal, social and health development of each child, in conjunction with their citizenship skills, has a significant role in their ability to learn. We value the importance of PSHE and Citizenship in preparing children for the opportunities, responsibilities and experiences of adult life. In addition, we believe that a child needs to learn about the many emotional aspects of life and how to manage their own emotions. We are also aware of the way that PSHE supports many of the principles of Safeguarding. (See Safeguarding Policy.) we choose to deliver Personal, Social, Health Education using Jigsaw, the mindful approach to PSHE.

Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils 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

The Role of the PSHE Co-coordinator

  • To prepare a policy and scheme of work, evaluating and reviewing as necessary. 
  • To co-ordinate and lead the implementation of the policy throughout the school. 
  • To keep up to date with developments and use appropriately. 
  • To provide INSET activities when necessary. 
  • To liaise with colleagues in school and outside agencies as appropriate, in order to further develop the opportunities for pupil engagement. 
  • To complete monitoring (book trawl and lesson observations)

Planning, Teaching and learning for all areas of PSHE

Citizenship (Me and my CommunitySafety
Economic Well-beingSex and Relationships Education
Healthy Lifestyles (Drugs)Resilience(Preparing for change)

We teach PSHE Education to all children at Clarice Cliff Primary School. Class teachers deliver one PSHE session weekly which lasts up to an hour. The work carried out in these sessions will be drawn from the Jigsaw scheme of work. It is a complete scheme of work from Nursery to year 6. 

Jigsaw covers all areas of PSHE for the primary phase, as the table below shows: 

Discrete PSHE days are also planned throughout the year, ‘Anti-Bullying Week’, ‘Careers Event’.

Citizenship (Me and my CommunitySafety
Economic Well-beingSex and Relationships Education
Healthy Lifestyles (Drugs)Resilience(Preparing for change)
Citizenship (Me and my CommunitySafety
Economic Well-beingSex and Relationships Education
Healthy Lifestyles (Drugs)Resilience(Preparing for change)
Citizenship (Me and my CommunitySafety
Economic Well-beingSex and Relationships Education
Healthy Lifestyles (Drugs)Resilience(Preparing for change)

How is Jigsaw PSHE organised in school?

It is important that a safe, open and positive learning environment is established based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every Piece – by using The Jigsaw Charter. (Ideally, teachers and children will devise their own Jigsaw Charter at the beginning of the year so that they have ownership of it.) It needs to include the aspects below:

The Jigsaw Charter

  • 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 (confidentiality)

Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw 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.

There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July. Each Puzzle has six Pieces (lessons) which work towards an ‘end product’, for example, The School Learning Charter or The Garden of Dreams and Goals.

Each Piece has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health. The enhancements mean that Jigsaw, the mindful approach to PSHE, is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety. 

Every Piece (lesson) contributes to at least one of these aspects of children’s development. This is mapped on each Piece and balanced across each year group.


Jigsaw is written as a universal core curriculum provision for all children. Inclusivity is part of its philosophy. Teachers will need, as always, to tailor each Piece to meet the needs of the children in their classes. To support this differentiation, many Jigsaw Pieces suggest creative learning activities that allow children to choose the media with which they work and give them scope to work to their full potential. To further help teachers differentiate for children in their classes with special educational needs, each Puzzle includes a P-level grid with suggested activities for children working at each of those levels.

If any changes are implemented nationally as a result of the Rochford Review Jigsaw will make the necessary amendments and offer this free update to all its schools.


Teachers need to be aware that sometimes disclosures may be made during these sessions; in which case, safeguarding procedures must be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after the circle closes. It is important to allow the time and appropriate staffing for this to happen. If disclosures occur, the safeguarding policy is followed. 


Teachers will be eager to ensure children are making progress with their learning throughout their Jigsaw experience. Therefore, each Puzzle (except Puzzle 1) has a built-in assessment task, usually in Piece 5 or 6.  This task is the formal opportunity for teacher assessment, but also offers children the chance to assess their own learning and have a conversation with the teacher about their two opinions. The task can usually be used as evidence in the Jigsaw Journal.

Each Puzzle has a set of three-level descriptors for each year group: 

  • Working towards
  • Working at
  • Working beyond

It is envisaged that, at the beginning of a Puzzle, children will be given the ‘My Jigsaw Learning Record’ for that Puzzle, so that it is clear to them what they are aiming to achieve. They stick this into their Jigsaw Journal. 

After completion of the assessment task, the teacher and the child return to the ‘My Jigsaw Learning Record’ and the child colours in the attainment descriptor he thinks he has achieved. The teacher does the same and facilitates a conversation with the child about his learning progress for that Puzzle. Do they agree? They both complete the evaluation boxes on the child’s learning record, focussing on how progress could be made in the next Puzzle.

Recording and tracking progress 

To support the teacher in tracking each child’s Jigsaw Learning progress throughout the year, there is an overview sheet for each child: ‘My Learning Progress This Year.’ This sheet has the three attainment descriptors for each Puzzle (Puzzles 2-6). After each assessment task, the teacher, using a best-fit approach, decides whether the child is working at, towards or beyond and highlights the appropriate descriptor box on that child’s overview sheet. There is also space for the teacher’s comments. This sheet gives a quick visual representation of where the child is in each Puzzle.

Reporting to Parents/Carers

Each Puzzle’s assessment task and attainment descriptors assist the teacher in reporting meaningful learning progress to parents/carers. The descriptors can be used as a starting point when considering what to write on children’s reports.

Monitoring and assessment

There will be on-going evaluation and monitoring of the programme for PSHE .

Additional Pastoral Care Arrangements 

We aim to develop all abilities of pupils, including their personal and social skills.  We aim to create an environment in which children are taught to relate well to each other and where differences of all kinds, including ability, are accepted. We recognise that some able children may also have Special Educational Needs and need additional support. 

Children may require additional arrangements for emotional and social development therefore the strategies/resources used to promote the moral, intellectual, personal, social and spiritual development of our children include: 

  • Lunchtime clubs
  • Assemblies
  • A wide range of extra-curricular clubs
  • School counsellor 
  • Home School Link Worker- Miss S. Hudson
  • Inclusion and Behaviour Lead- Mrs C. Harvey
  • Behaviour Support Manager- Mr S. Murphy
  • Speech Therapist- Mr D. Reiser
  • Special Needs Practitioner – Mrs J. Halket

We employ a designated Behaviour Management Co-ordinator, Home School Link Worker and School Counsellor who work closely with children and their parents. This may be to help pupils to develop their social skills or emotional resilience. 

They are also available to work with children on a 1:1 basis. This may be for regular or occasional support with school or home issues. 


Enrichment is provided through visits and visitors to our school.  Visits are built in to our curriculum and all year groups have at least one visit. The children in Year 6 are offered a residential visit where there is a particular focus on developing pupils’ self-esteem and opportunities to develop leadership skills and positive group work. (Please note that the trips may change according to curriculum and topics being taught).

This policy will be reviewed every three years if necessary.