PSHE education is a planned programme of learning through which pupils acquire the knowledge understanding and skills they need to manage their lives now and in the future. As part of a whole school approach it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

Equal Opportunities

The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. In line with this all pupils and staff are treated fairly, equally and with respect. It is vital that a positive attitude towards PSHE is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. We are committed to ensuring that all pupils make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education. Assessment for learning, critical thinking and development of teacher subject knowledge are therefore essential components to good quality PSHE development.

Health and Safety

Health and safety good practice will be followed at all times in PSHE lessons. Further information can be found in the health and safety policy.


At Widewell Primary Academy PSHE addresses both pupils’ direct experience and preparation for their future .A spiral programme ensures learning is revisited, reinforced and extended in age and stage appropriate contexts. We meet pupil’s needs and tailor PSHE to local circumstances. We have a lot of military children at our school and a high proportion of our children are transient. Staff use long term planning to ensure coverage of all areas of PSHE medium term planning to differentiate objectives according to the children’s need and learning objectives reflect issues raised in class. The class teacher is responsible for the PSHE planning for their class. This planning is not done in isolation but linked to relevant subjects to ensure consistency and continuity for pupils.


PSHE is based on three core themes.

1. Health and Wellbeing

2. Relationships

3. Living in the Wider World

Teaching and Learning

The school uses a variety of teaching and learning styles during each lesson.  Our teachers strive to build children’s confidence and self-esteem, develop children’s independence and allow all children to experience regular success.

At Widewell we contextualise learning, use practical approaches, encourage children to independently select resources to aid learning, challenge children of all abilities to ask questions, encourage debates, develop a child’s understanding of the importance to think for themselves and understand that all actions have consequences. It is how we deal with these consequences which impacts on the way we can cope with life.

Early Years Foundation Stage (EYFS)

This has a curriculum with personal, social and emotional development at the heart of a child’s learning development. Alongside communication and language, physical development, literacy, numeracy, understanding the world and expressive art and design. Each area is developed through a combination of short, formal teaching as well as a range of planned structured play situations, where there is plenty of scope for exploration. Learning rules, sharing equipment, becoming independent learners, keeping safe and healthy, learning about others, developing relationships are areas that are continually developed during the early years at Widewell.

Key Stage 1 and 2

Carefully selected curriculum topics ensure breadth and balance of PSHE are covered throughout both key stages. Alongside SEAL based activities are growth mindset work, class topic work, special assemblies, British Values work, circle time, Kid-scape keeping safe, internet safety, health and self-care and school enterprise tasks and celebrations. Outside agencies are also used at age appropriate times to support children’s learning and family life when needed.


PSHE is taught through a wide variety of meaningful resources, using visual resources and active learning at all opportunities. is used alongside BBC PSE learning zone, circle time activities, growth mindset tasks and elements of the SEAL programme. PSHE resources are ordered by the subject leader and are kept in classrooms or the PSHE resource area. Explicit resources are often brought in by other organisations e.g. the school nurse and national charity organisations, alongside local organisations such as Plymouth Life Centre, the science life bus, police, fire safety, local MPs, local celebrities and the local library.


Links to Outdoor Learning

PSHE lessons are planned to be relevant and exciting, lessons will sometimes take part outside. Teachers should use their own judgment about when teaching outside is relevant and will enhance the learning of the children. Lots of valuable PSHE comes through other lessons and activities both in and outside the classroom. Examples of these are Life- skills, over- night experiences, sporting competitions, educational classes and group visits.


This section details the assessment methods and practices used in PSHE through which we ensure that children are making appropriate progress and that the activities they take part in are suitably matched to their ability and level of development.

Teachers regularly reflect on their teaching and on the impact on children’s learning during their planning, preparation and assessment time (PPA and during In School Staff Educational Training (INSET), where our approach to teaching will be evaluated and skills and knowledge built upon.

Children will be assessed against the National Curriculum objectives.


Moderating and evaluation

Moderating of the standards of children’s work and of the quality teaching in PSHE is the responsibility of the subject leader alongside members of the senior leadership team. The work of the subject leader 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. A named member of the school’s governing body is briefed to oversee this. The governor meets with the subject leader to review progress.