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Tudor Primary School

PSHE Policy




Personal, Social, Health and Economic (PSHE) education policy



Level of approval: Children, Families & Communities Committee (CFCC)

Date of approval:  November 2021           Date of review:  As and when there are changes






  1. Aims……………………………………………………………………………2
  2. Statutory requirements……………………………………………………..2
  3. Content & Delivery…………………………………………………………..2
  4. Roles and responsibilities………………………………………………….5
  5. Monitoring arrangements…………………………………………………..6
  6. Inclusion……………………………………………………………………….7
  7. Safeguarding………………………………………………………………….7
  8. Links with other policies……………………………………………………7




1. Aims

 Our personal, social, health and economic education (PSHE) programme promotes children's personal, social, and economic development, as well as their physical and mental health and wellbeing. It helps to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.

At Tudor Primary School, children’s wellbeing, happiness and safety are our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of our curriculum; it is central to our approach and at the core of our ethos. Our PSHE curriculum is broad and balanced, ensuring that it:

  • Promotes the spiritual, moral, cultural, mental and physical development of our children and of society;
  • Prepares our children for the opportunities, responsibilities and experiences they already face and for adult life;
  • Provides information about keeping healthy and safe, emotionally and physically;
  • Encourages our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the environment.

2. Statutory requirements

The national curriculum (link is external) (GOV.UK) states that ‘all schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.

PSHE education contributes to schools' statutory duties outlined in the Education Act 2002(link is external) ( to provide a balanced and broadly-based curriculum and is essential to Ofsted judgements in relation to personal development, behaviour, welfare and safeguarding

PSHE is a non-statutory subject. However, there are aspects of it we are required to teach:

  • We must teach relationships education under the Children and Social Work Act 2017, in line with the terms set out in statutory guidance ( Dfe Relationships and sex education (RSE) and health education )
  • We must teach health education under the same statutory guidance
  • Schools are required to comply with relevant requirements of the Equality Act 2010. Further guidance is available for schools in The Equality Act 2010 and school’s advice. The DfE guidance states that schools should pay particular attention to the Public sector equality duty (PSED)
  • Under the provisions of the Equality Act, schools must not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). Schools must also make reasonable adjustments to alleviate disadvantage and be mindful of the SEND Code of Practice when planning for these subjects.


3. Content and delivery

3.1 What we teach

As stated above, we are required to cover the content for relationships and sex education, and health education, as set out in the statutory guidance

Refer to our Relationship Education Policy (REP) f or details about what we teach, and how we decide on what to teach, in this subject. This policy can be found on our website at;  

For other aspects of PSHE, including health education, see the curriculum mapping in appendices for more details.



PSHE Curriculum:

Tudor Primary School believes that PSHE should meet the needs of all pupils. Our school is committed to the provision of PSHE to all pupils. All staff are expected to give every pupil the chance to experience, participate and achieve the understanding of PSHE.

 Equal time and provision will be allocated for all groups but there may be occasions where children with special educational needs (SEN) are given extra support.

The planning and organising of teaching strategies will be consistently reviewed e.g. through lesson observations to ensure that no pupil is disadvantaged

Tudor School uses the Ealing PSHE Scheme to support our PSHE planning and delivery. We use this borough wide scheme of work for long /medium and short term PSHE planning and to support staff in delivering the learning and teaching of PSHE lessons.

 The scheme of work is fully planned and resourced for EYFS to Year 6. It was last updated in March 2020 and meets all statutory requirements for health and relationships education. The Children and Social Care Act and the Equality Act also underpin this curriculum. 

PSHE specific lessons are timetabled to take place for one hour per week. PSHE will usually be delivered by a member of school staff, usually the child’s class teacher. If an external visitor is delivering all or aspects of PSHE, parents will be informed.

Our PSHE curriculum is split into three main topics: Health and Wellbeing (taught in the autumn term), Living in the Wider World (taught in the spring term) and Relationships (taught in the summer term)


The Health and Wellbeing topic aims to ensure children:

  • Know and understand what constitutes a healthy lifestyle.
  • Know how to maintain physical, mental and emotional health and wellbeing.
  • Know and understand how to use medicines safely
  • Know and understand the difference between legal and illegal drugs
  • Understand what constitutes a healthy friendship
  • Are able to recognise different types of bullying and explain how to keep safe
  • Are able to identify varying emotions in themselves and other are able to talk about and share these feelings
  • Be aware of safety issues, including how to respond in an emergency
  • Be positive and active members of a democratic society.


The Living in the Wider Worlds topic aims to ensure children:

  • Know the importance of responsible behaviours and actions.
  • Be responsible and independent members of the school community.
  • 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.
  • Know about where money comes from, keeping it safe and the importance of managing it effectively.
  • Have a basic understanding of enterprise.
  • Know how to keep themselves safe and who to talk to if they are worried o scared
  • Challenge stereotypes in all forms
  • Identify a range of emotions in themselves and others
  • Explain how to keep safe online and how to be critical thinkers about online content


The Relationships topics aims to ensure children:

  • Develop confidence in talking, listening and thinking about feelings and relationships;
  • Know the correct vocabulary to describe themselves and their bodies;
  • Are prepared for puberty and understand the basic changes that happen during puberty;
  • Understand how to keep their bodies healthy and clean;
  • Understand how to keep themselves and their bodies safe;
  • Develop feeling of self-respect, confidence and empathy;
  • Recognise healthy friendships;
  • Are provided with a framework in which sensitive discussions can take place;
  • Foster respect for the views of other people


3.2 How we teach it


PSHE forms an integral part of our school ethos and values. It permeates our entire school curriculum.


We use a range of teaching and learning styles with an emphasis on active learning by

Including the children in discussions, investigations and problem-solving activities. PSHE will be

Provided in a variety of ways, to reflect the age of the pupils and ensure a whole school

Approach to the subject:


  • There will be a weekly PSHE lesson in every year group in order to develop themes and share ideas, e.g. circle time, discussion, group work.
  • Opportunities will also be found within other curriculum areas, e.g. links with drama and role play, debate and discussion in literacy, working together in pairs or small groups, improving health in PE, environmental, health and drug issues in science and beliefs, values and practices
  • In Assemblies, including the promotion of British Values, tolerance and diversity.
  • Our Celebration Assembly celebrates personal achievement and rewards thoughtful, caring behaviour.
  • Throughout the school there will be acknowledgement of PSHE in every lesson, through the teachers and pupils’ relationships with each other.
  • Activities will be provided as group, class or school events and initiatives e.g.: community projects, school productions, assemblies for parents and friends, celebration assemblies etc.
  • At playtimes and lunchtimes opportunities exist for playing co-operatively using play equipment.
  • In the Foundation Stage of the EYFS Curriculum, PSHE is related to the objectives set out in

The Early Learning Goals matching the aim of developing a child’s personal, emotional, and

Social development.


3.3 Assessment


We assess children’s work in PSHE by making informal judgements as we observe them during each. PSHE lesson. We have clear expectations of what the pupils will know, understand and be able to do at the end of each academic year.

The Ealing PSHE scheme of work has opportunities for baseline line and endline assessments which enable to teachers to assess prior knowledge as well as knowledge and understanding gained through lessons and topics

This scheme of work can be used to assess PSHE in two ways: pupil self-assessment and formal assessment.



4. Roles and responsibilities

4.1 The governing board

The governing board will approve the PSHE policy and hold the headteacher to account for its implementation.


The governing board has delegated the approval of this policy to Children, Families and Communities Committee (CFCC)


4.2 The headteacher

The headteacher is responsible for ensuring that PSHE is taught consistently across the school.


4.3 Staff

Staff are responsible for:

  • Delivering PSHE in a sensitive way
  • Modelling positive attitudes to PSHE
  • Monitoring progress
  • Responding to the needs of individual pupils :
  • To promote a confident, positive attitude towards the learning and use of PSHE, making it an enjoyable experience;
  • To teach children the skills that will help children to cope through childhood and adult life;
  • To help and encourage children to make informed decisions and choices by themselves;
  • To develop in every child a sense of self-worth, self-esteem, self-confidence, independence and responsibility;
  • To teach the knowledge and develop the understanding that will make it possible for children to plan lifestyles that will keep themselves and others safe and healthy;
  • To develop effective relationships in children’s lives by helping them cope with their own feelings and understand those of others;
  • To develop children’s respect for all people and the differences between them;
  • To provide a secure, safe and supportive environment in which everyone feels valued;
  • To develop a school community in which everyone is keen to take part and feels that their contribution is valued;
  • To help and encourage children to be emotionally literate, develop effective communication skills and be active responsible citizens;
  • To enable and encourage children to achieve and take an active part in their own personal learning;
  • To develop children’s self-awareness and social skills.
  • Staff are encouraged to attend relevant courses and keep abreast of current and evolving practice and legislation.


4.4 Pupils

Pupils are expected to engage fully in PSHE and, when discussing issues related to PSHE, treat others with respect and sensitivity.  Through their experience of PSHE they will learn:

  • To know and understand what constitutes a healthy lifestyle;
  • To be aware of safety issues, both in their own home and within the community;
  • To understand what makes for good relationships with others;
  • To develop mutual respect and support for others;
  • To be independent and responsible members of the school community;
  • To be positive and active members of a democratic society;
  • To develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;
  • To talk about and be sensitive to the feelings of others;
  • To develop good relationships with other members of the school and the wider community.


4.5 Parent/Carers

The school aims to involve parents/carers in their children’s learning as much as possible and to inform them regularly of their child’s progress in PSHE. Parents have an important role in their child’s PSHE:

  • To be understanding and supportive of our aims in learning and teaching PSHE.
  • To praise their children for the good things that they do in PSHE.
  • To communicate and work with the school whenever further support is needed to develop their children’s PSHE understanding.


Parents/carers have the opportunity to meet with their child’s class teacher at least twice a year at Parent Meetings and receive an annual report at the end of the summer term.


5. Monitoring arrangements

Monitoring of the standards of children’s work and of the quality of teaching in PSHE is the responsibility of the PSHE Leadership Team (PLT). The work of the PLT also involves supporting colleagues in the teaching of PSHE, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.

The delivery of PSHE is monitored through: planning scrutiny, learning walks, book looks and pupil conferencing sessions. Etc.


Gathering evidence this scheme of work can be used to gather evidence in a variety of ways:

1. Evidence gathered by class teacher .Teachers assess the children’s work/input in PSHE as they observe them. We have clear expectations of what the children will know, understand and be able to do at the end of each key stage.

2. Evidence gathered by PSHE leadership Team.

3. Pupil voice conferencing

  • Samples of pupils learning are put into a class PSHE folder. This folder is used to gather samples of learning from across the year.
  • The PSHE leadership team uses these class folders to monitor and assess the teaching of PSHE across the school.
  • These demonstrate what the expected end of year outcomes are in PSHE for each year group.
  • We also talk to pupils regularly to find out what they are learning and how they respond to PSHE.
  • This policy will be reviewed by the CFCC as and when there are changes. At every review, the policy will be approved by the CFCC and headteacher.



6. Inclusion

Inclusive practice in PSHE should enable all children to achieve their best possible standard; whatever their ability, and irrespective of gender, ethnic, social or cultural background, home language or any other aspect that could affect their participation in, or progress in their learning. Tolerance, diversity, inclusion and British Values are implicit and explicit strands of the PSHE curriculum.


7. Safeguarding

Each lesson begins with reference to British Values and with reference to the PANTS rule. The PANTS rule was developed by the NSPCC to support parents and schools in educating young people about how to keep themselves safe at an age appropriate level.

Throughout this scheme of work, children will learn how to keep themselves safe.

Safeguarding topics include: bullying, friendship, healthy relationships, being assertive, drugs and alcohol education, relationships and sex education, safety at home, safety in school, safety around water and fire, safety walking and cycling, critical thinking and online safety. It is important to remember that safeguarding topics should not be taught in isolation, instead we need to teach pupils the skills for keeping themselves safe, ensuring that these skills can be applied to a variety of situations. .


8. Links with other policies

This policy links to the following policies and procedures: