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

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

Date of approval: June 2025          

 Date of review:  As and when there are changes

Contents

1. Aims………………………………………………………………………..p2
2. Statutory requirements…………………………………………………p3
3. Content, Delivery , Assessment & Monitoring …………………….p4
4. Roles and responsibilities……………………………………………..p6
5. Links with other policies……………………………………………….p7

Appendix 1 : PSHE Scheme of work overview …………………….p8

Appendix 2 : Ealing PSHE commitment to promoting Race Equality ..p9

1. Aims and Intent

The intent of our personal, social, health and economic education (PSHE) programme is to ensure children have the knowledge and skills to stay happy, healthy and safe, now and in the future. To achieve this our PSHE curriculum 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,  the wellbeing, happiness and safety  of our pupils is  our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an 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, physically, emotionally and socially;
• Encourages our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the environment.

Our PSHE curriculum is split into three main topics: Relationships education, Health Education and Living in the Wider World. Relationships and Health Education are divided across Autumn and Summer term and Living in the Wider World is taught across Spring Term.

As a school we use the Ealing PSHE scheme of work to deliver PSHE. This scheme was relaunched in Spring 2024 with updated resources to provide greater consistency in materials across the local authority. The scheme of work meets all statutory requirements for relationships and health education. The Children and Social Care Act and the Equality Act also underpin this curriculum. The updated scheme of work has been developed in collaboration with teams across the Local Authority including, schools, Public Health and Race Equality. The scheme of work overview for PSHE can be found in appendix 1.

The Relationships topics aims to ensure children:

• Build strong self awareness and can identify their strengths and personal qualities
• Develop confidence in talking, listening and thinking about feelings and relationships;
• Develop feeling of self-respect, confidence and empathy;
• Recognise healthy friendships and be skilled in managing conflict
• Are provided with a framework in which sensitive discussions can take place;
• Foster respect for the views of other people
• 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
• Understand the boundaries for different relationship types ie family, friends, professionals
• Explore the importance of consent and personal boundaries in keeping safe

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.
• The connection between physical health and emotional wellbeing
• Know and understand how to use medicines safely
• Know and understand the difference between legal and illegal drugs
• Understand the impact of social relationships on wellbeing
• Understand how to keep their bodies healthy and clean and safe
• Know the correct vocabulary to describe themselves and their bodies;
• Are prepared for puberty and understand the basic changes that happen during puberty;
• Be aware of safety issues, including how to respond in an emergency

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.
• Be positive and active members of a democratic society.
• 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.
• Challenge stereotypes in all forms
• Understand the impact of racial injustice and how to promote equality
• Explain how to keep safe online and how to be critical thinkers about online content

2. Statutory requirements, equality and inclusion.

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) (legislation.gov.uk) 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 to allow schools to adapt provision to their schools needs. However, there are aspects of it we are required to teach.

A significant portion of the PSHE curriculum is devised from the statutory Relationships and Health Education guidance.

We must teach relationships education under the Children and Social Work Act 2017, in line with the terms set out in statutory guidance.

We must teach health education under the same statutory guidance. We must teach relationships and health education under the DfE statutory guidance

Schools are required to comply with relevant requirements of the Equality Act 2010 and  DfE guidance  which 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.

The newly updated Ealing Scheme of Work has been developed in collaboration with members of the Ealing Race Equality team who have been part of the design, development and review process to ensure that the curriculum is supporting the demands set out in the Ealing Race Equality Commission 2021. See appendix 2 for further details.

3. Content and delivery

3.1 What we teach

PSHE is an umbrella term for curriculum content which covers health and wellbeing, relationships education, citizenship, financial literacy and online safety.

As stated above, we are  required to cover the content for Relationships and Health education, as set out in the statutory guidance (linked to above). You can refer to our Relationships, Sex  and Health Education policy for details about what we teach in regards to relationships and health education and non-statutory sex education which is only taught in Year 6.

This policy can be found on our website at; https://www.tudorprimary.co.uk/relationships-education-policies/

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

3.2 How we teach it

PSHE forms an integral part of our school ethos and values. It permeates our entire school 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 , relaunched in 2024, to support our PSHE planning and delivery.  This scheme was developed by Ealing in conjunction with parents and the local community. 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

Specific PSHE lessons are timetabled to take place once a 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.

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.

• 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, Online safety in Computing lesson, environmental awareness, health and drug issues in science and beliefs, values and practices.
• In Assemblies, through the promotion of Citizenship.
• 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 and annual residential trips.
• At playtimes and lunchtimes opportunities exist for playing co-operatively using play equipment.

3.3 Assessment and monitoring

The Ealing scheme of work provides learning questions for each half term and each individual topic, these are devised as part of a spiral curriculum to ensure children are building on their current knowledge and skills each year. This scheme of work can be used to assess through pupil work, pupil voice and examples of learning.

Assessment is structured to ensure that children can answer the appropriate learning question for that topic and this builds into clear expectations of what the pupils will know, understand and be able to do at the end of each academic year.

It has opportunities for baseline line and formative  assessments which enable to teachers to assess prior knowledge as well as knowledge and understanding gained through lessons and topics. 

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.

Evidence of pupils’ learning in PSHE is collected at the end of each PSHE lesson and samples uploaded to class folders on Google Classroom. These folders are updated with samples of pupils' work and pupil voice, reflecting their progress throughout each topic.

The PSHE subject leader  uses the work on Google Classroom to monitor teaching and learning across all year groups. This involves reviewing the work submitted, ensuring it reflects the expected outcomes, and speaking with pupils to understand what they are learning and how they are engaging with the subject. We also talk to pupils regularly to find out what they are learning and how they respond to PSHE.

The  PSHE subject leader will monitor the standards of children’s work and of the quality of teaching in PSHE . S/he  is also involved in  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.

All staff are encouraged to attend relevant training and stay informed about evolving practice and legislation to ensure that our approach to PSHE—and its assessment—remains effective, inclusive, and up to date.

4. Roles and responsibilities

4.1 The Governing Board will:

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 must:

Ensure that PSHE is taught consistently across the school and opportunities for personal development are embedded at a whole school level.

4.3 The PSHE lead is required to:

• Be clear on the intent for the whole schools provision of PSHE and how it meets statutory guidance and whole school values
• Coordinate whole school provision of PSHE to ensure that all pupils are receiving age appropriate material at the designated times
• Maintain their own professional development and keep abreast of changes that impact PSHE
• Monitor the implementation and impact of PSHE across the school setting
• Engage with parents to ensure parents understand what is being taught within the curriculum
• Support staff in delivering PSHE effectively and consistently

4.4 Staff are responsible for:

• Delivering PSHE in a sensitive way
• Modelling positive attitudes to PSHE
• Monitoring progress
• Responding to the needs of individual pupils

4.5 Pupils should:

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 discuss topics in PSHE openly and sensitively, respecting differences in opinion
• 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 develop good relationships with other members of the school and the wider community
• Apply the knowledge and skills taught in PSHE to their everyday lives
• 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;

4.6 Parents should:

• Stay attune with what’s being taught in PSHE by accessing the scheme of work via the school website
• Continue conversations around topics related to PSHE at home
• Provide opportunities for children to continue to develop the knowledge and skills that will keep them happy, healthy safe.

5. Links with other policies

This policy links to the following policies and procedures (delete/add as appropriate):

• Relationships, Sex  and Health policy (RSHE)
• Safeguarding policy
• Online safety policy
• Drugs, alcohol and tobacco education policy
• Special Educational needs policy.
• Anti-bullying policy
• Equality policy
•  

Signatures:

………………………………                                        …………………………………                                 

Headteacher                                                                Governor                                                      

…………………………………   PSHE coordinator

Date signed:                                                               Date for review: 

Appendix 2:

The Ealing Primary Schools PSHE Scheme of Work 2024:

Our commitment to Race Equality

The Ealing Primary Schools PSHE (Personal, Social, Health, and Economic) Scheme of Work for 2024 demonstrates a robust commitment to race equality, shaped by a comprehensive review and collaboration between the Health Improvement Team, PSHE leads from local schools, and the Race Equality team within Ealing council. The updated curriculum is designed to meet the evolving needs of students, with a strong emphasis on enhancing diversity and inclusion throughout the content.

The impetus for these changes was informed by the findings of the Ealing Race Equality Commission's 2022 report, which identified significant disparities in educational outcomes, particularly among Black Caribbean pupils and White and Black Caribbean pupils and the subsequent commitment by the Ealing Learning Partnership to address these inequalities, alongside those faced by Somali pupils.

 In response, the updated PSHE curriculum now incorporates:

• Diverse Representation: The inclusion of role models from various ethnic backgrounds, along with a greater diversity of images, case studies, and examples throughout the lessons.
• Cultural Identity: Opportunities for students to explore and celebrate their personal identity and cultural heritage.
• Community Engagement: Lessons that emphasize the diversity within Ealing’s communities and the valuable contributions of different groups.
• Age-Appropriate Discussions on Inequality: Progressive lessons that address themes such as inequality, prejudice, discrimination, and racism, tailored to the students' age and maturity.
• Understanding Racism and Anti-Racism: Lessons aimed at understanding the impacts of racism and discrimination, injustice and promoting anti-racist practices.

These objectives have been systematically integrated into the curriculum overviews and learning outcomes for each year group, ensuring a spiral approach where students build on their understanding year after year. The curriculum has been carefully designed to address sensitive topics with respect and age-appropriate sensitivity. Lessons have been devised and reviewed by anti-racist education specialists to ensure the language and messaging is appropriate and consistent.

In addition to the curriculum updates, PSHE leads are being encouraged to enhance their knowledge and awareness of the pivotal role that PSHE plays in addressing and tackling race equality issues through ongoing professional development and training.

These curriculum updates are part of a broader effort to address the disadvantages faced by pupils from minority ethnic groups within education. The Health Improvement Team will continue to collaborate with colleagues in the Local Authority and schools to ensure that the lessons meet the needs of all pupils. The curriculum will be regularly reviewed as part of our ongoing quality assurance processes.