Our school British Values Statement can be found in our Key Policies section of the website.

At Bridgewater Primary School, we value PSHE as one way to support children’s development, to enable them to understand and respect who they are, empower them with a voice and to equip them for life and learning. 

To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to our children’s needs. The Jigsaw programme offers us a comprehensive, carefully thought-through scheme of work which brings consistency and progression to our children’s learning in this vital curriculum area.

Aims of the Personal, Social, Health Education & Sex and Relationships Education 

The statutory guidance for PSHE aims to ensure that schools teach a broad and balanced curriculum that: 

• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school; 
• prepares pupils at the school of the opportunities, responsibilities and experiences of later life; 
• promotes British values.

Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (Units) and these are taught across the school; the learning deepens and broadens every year.

At Bridgewater Primary School, PSHE is taught as a whole school approach focusing on an identified theme each half term. Lessons are taught weekly lasting 60 minutes and consist of 7 main points. Each unit aims to activate and build upon prior learning, including Nursery and Reception, to ensure better cognition and retention. 

Puberty is taught as a statutory requirement of Health Education and covered by our Jigsaw PSHE Programme in the ‘Changing Me’ Puzzle (unit). Within our RSE policy we identify that sex education refers to Human Reproduction, and therefore inform parents of their right to request their child be withdrawn from the PSHE lessons that explicitly teach this i.e. the Jigsaw Changing Me Puzzle (unit), for example: 

Year 4, Lesson 2 (Having a baby) 

Year 5, Lesson 4 (Conception) 

Year 6, Lesson 4 (Conception, birth)

Planning Across Key Stage 1 and 2

Planning documents identify each element on the lesson which allow the children to discuss, reflect and share their thoughts, ideas and feelings. The sequence of each lesson is outlined below.

1. Connect us 

2. Calm me 

3. Open my mind 

4. Tell me or show me 

5. Let me learn 

6. Help me reflect 

7. Closure 

Planning in across the Early Phase                                                               

In each EYFS lesson, there are:

child-initiated and adult-led activity ideas; 

assessment opportunities and cross-curricular links;

home-learning and family links;

resources; 

display ideas;

SMSC mapped opportunities;

outside learning ideas.

The subject leader regularly undertakes book studies to monitor the effectiveness of teaching and learning. This includes sessions with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence.

At the end of each lesson children have opportunities to reflect on their learning and evaluate their understanding of the sessions objectives. Teachers complete summative assessments to monitor each pupil’s progress against each lesson objective. The children are assessed against three levels of understanding; Working toward, working at and working beyond. Pupil voice also demonstrates that pupils are enthusiastic about PSHE and understand how it helps them make sense of the community around them.  Pupils work demonstrates that PSHE is taught at an age appropriate standard across each year group. Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links. 

Within the Nursery the children enjoy taking part in outdoor learning, developing social skills, turn taking and sharing ideas. 

A range of texts are also used to explore feelings and emotions. Main themes are explored daily through the use of interactive classroom displays.

Reception children take part in whole class circle time that develops speaking and listening skills. Adults support children when identifying feelings and discussing different ways they can express themselves. Child initiated learning opportunities are integral to developing children’s social skills. In reception, pupils use small world resources to acquire turn taking skills. Listening to the thoughts and views of others and expressing themselves effectively.