Intent

Staff attended an Ofsted Personal Development Webinar delivered by Roary Pownall HMI. We found the image above a very useful summary of different elements and all-encompassing nature of Personal Development.

We aim to place PSHE at the core of what we do and enable our pupils to become independent, resilient, confident, healthy and responsible members of society (and indeed of a global community), now and in the future and we are currently ensuring that our curriculum offer fulfills the revised statutory guidance (published July 2025 - see document below).

We want to nurture both the physical and mental health of our children, enabling them to build perseverance, focus and concentration, whilst being emotionally aware. This includes being able to monitor their own feelings (self-regulation), knowing when they might need support and who and how to ask for it.

 

Implementation

We teach PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work (progression document attached below), covering all of the above and 'aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’. 

Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. There is a strong emphasis on emotional Literacy, building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We use the scheme and personalise it to meet the needs of the children. 

 The 6 units progressively building children’s learning, at their developmental level. The jigsaw pieces include: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me.

Every Jigsaw Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green).

Teachers plan with detail and attention to their individual children. Pupils' learning can be scaffolded, and any individual needs can be supported where necessary. The “Class Teacher” page at the start of every puzzle allows time for teachers to consider the upcoming content. Where pupils require a more targeted approach to support their wellbeing, we have staff trained in specific interventions including ELSA and Circle of Friends.

Children have access to key knowledge, language and meanings in order to understand PSHE and to apply learning across the wider curriculum. The Jigsaw Scheme supports Spiritual, Moral, Social and Cultural understanding and development, and knowledge and understanding of British Values.

We enhance the Physical health and Mental Wellbeing and Relationships Education through specific additional learning opportunities (see documents below).

Children learn about the 9 characteristics protected by the Equality Act 2010, through the scheme as well as wider curriculum teaching.

Whole school, Key Stage and Class Collective Worship also support PSHE objectives, British Values and Spiritual, Moral Social and Cultural Development (S.M.S.C.).

We engage with the Lincolnshire Safeguarding Children Partnership as they provide a suite of workshops covering many aspects of PSHE and RSE. The workshops are free, and children report to get a lot out of the sessions (see list of workshops the children have taken part in or will partake in during this school year).

 

Impact

Pupils will have the knowledge and skills to stay healthy and safe and develop positive relationships. Strong self-awareness will enable them to be resilient, independent, responsible and compassionate members of a diverse society.

 

 

 

	RSHE statutory guidance - July 2025	[pdf 617KB]
	Binbrook LSCP Workshops 2025.2026	[pdf 55KB]
	Binbrook Relationships Education	[pdf 230KB]
	Binbrook Physical Health and Mental Wellbeing	[pdf 153KB]
	Jigsaw-PSHE Content Overview	[pdf 201KB]
	3-11-pshe-progression-map	[pdf 1MB]
	S.M.S.C. Statement	[pdf 652KB]