Personal, Social Health and Economic Education (PSHE)


PSHE enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.



At Bosley St. Mary’s CE Primary School we deliver the PSHE curriculum by utilising first-hand experience and sharing good practice.  It is every staff members’ responsibility to do this by being a role model and having high expectations of Bosley pupils.

The delivered curriculum (scheme of work) reflects the needs of our pupils and is tailored to meet specific needs. We expect teachers to use the PSHE programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.  The curriculum is split into three core themes of:  Health and Wellbeing, Relationships and Living in the Wider World.  The children will meet these themes throughout the course of the year and the themes are built upon as the children move through school.

In EYFS, KS1 and LKS2 children use floor books to record their responses to and progress in PSHE sessions. These books travel with the children as they move to the next year group so they can look back at their learning and the next teacher can see the starting points.  In UKS2 the children use learning journals to record their responses in a more reflective/personal way.

Through the programme of study the children should have a good balance of these overarching concepts:

  • Identity
  • Relationships
  • A healthy, balanced lifestyle,
  • Identification of risk and safety
  • Diversity and equality
  • Rights, responsibilities and consent
  • Change and resilience
  • Power
  • Career


At Bosley St Mary’s we believe that PSHE plays a vital part of primary education and needs to be taught at least weekly; although there will also be opportunity to make cross curricular links and these opportunities should not be missed. This enables staff to ensure full coverage of the PSHE scheme of work. There are always occasions where staff may feel it necessary to teach PSHE as a result of an issue which has arisen in their own class.



At Bosley St Mary’s CE Primary School we aim to create a happy, purposeful and supportive environment where children are enabled to become successful learners, develop their full potential and achieve the highest educational standards they can. We have a passionate commitment to learning and recognise the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents, Governors and the local community. We believe a collaborative culture is fundamental in enabling children to develop personally, emotionally and as young citizens. Personal, Social, Health and Economic education (PSHE) is integral to the development of children’s values in order for them to become a positive citizen in a forever changing community.

We provide our children with opportunities to learn about rights and responsibilities; and to appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. It enables them to recognise, accept and shape their identities; to understand and accommodate difference and change; to manage emotions; and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

The overarching aim for PSHE education is to provide pupils with:

  • Accurate and relevant knowledge.
  • Opportunities to turn that knowledge into personal understanding.
  • Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities.
  • The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.




At Bosley St Mary’s CE Primary School we deliver the PSHE curriculum by utilising first-hand experience and sharing good practice.  It is every staff member’s responsibility to do this by being a role model and having high expectations of our pupils.

The Government’s review of Personal, Social, Health and Economic education (2013) stated that the subject would remain non-statutory.  Since then, the DfE has, however, stated in the National Curriculum Framework (2014) that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. In a further development, the Government has stated that from September 2020, Relationships and Sex Education (RSE) will be compulsory in all primary schools. Parents will still have the opportunity to withdraw their child from SE if they wish to do so.

In the absence of a government programme of study, we have drawn on guidance from the PSHE Association in revising our Curriculum Framework to ensure that it meets the needs of our pupils in today’s changing society. The Framework identifies the key concepts and skills that underpin PSHE education and help us to fulfil our statutory responsibility to support children’s spiritual, moral, cultural, mental and physical development, and prepare them for the opportunities, responsibilities and experiences of life. PSHE education is integrated into curriculum plans for science, computing, citizenship and physical education; and is taught as a spiral programme based on three core themes to ensure learning in PSHE is revisited, reinforced and extended in age- and stage-appropriate contexts.


Core theme 1: Health and Wellbeing

In Key Stages 1 and 2, pupils are taught:

  • What is meant by a healthy lifestyle.
  • How to maintain physical, mental and emotional health and wellbeing.
  • How to manage risks to physical and emotional health and wellbeing.
  • Ways of keeping physically and emotionally safe.
  • About managing change, such as puberty, transition and loss.
  • How to make informed choices about health and wellbeing and to recognise sources of help with this.
  • How to respond in an emergency.
  • To identify different influences on health and wellbeing.


Core theme 2: Relationships

In Key Stages 1 and 2, pupils are taught:

  • How to develop and maintain a variety of healthy relationships within a range of social/cultural contexts.
  • How to recognise and manage emotions within a range of relationships.
  • How to recognise risky or negative relationships including all forms of bullying and abuse.
  • How to respond to risky or negative relationships and ask for help.
  • How to respect equality and diversity in relationships.


Core theme 3: Living in the Wider World

In Key Stages 1 and 2 pupils focus on ‘economic wellbeing and being a responsible citizen’ and are taught:

  • About respect for the self and others and the importance of responsible behaviours and actions.
  • About rights and responsibilities as members of families, other groups and ultimately as citizens.
  • About different groups and communities.
  • To respect equality and to be a productive member of a diverse community.
  • About the importance of respecting and protecting the environment.
  • About where money comes from, keeping it safe and the importance of managing it effectively.
  • How money plays an important part in people’s lives
  • A basic understanding of enterprise.


Emotional Wellbeing

At Bosley St Mary’s CE Primary School, we aim to promote positive Mental Health for every member of our school community including, staff, pupils and families.  We pursue this aim using both universal, whole school approaches alongside specialised, targeted approaches aimed at vulnerable pupils.  Smart Moves Workbooks supports our Year 6 pupils. It is based around The Resilience Framework and identifies key areas related to transitioning from Primary to High School including: Belonging, Learning, Coping and Core Self.

PSHE is an important part of school assemblies and collective worship where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.


Teaching & Learning

Our school culture places teaching and learning in the wider context of the schools’ approach to:

  • Leadership, management and managing change
  • Policy development
  • Learning and teaching, curriculum planning and resourcing
  • School ethos, culture, environment and SMSC development
  • Giving children a voice
  • Provision of support services for pupils
  • Staff continuing professional development (CPD), health and wellbeing
  • Partnerships with parents/carers, local communities, external agencies and volunteers to support pupils’ health and wellbeing
  • Recording and monitoring impact and outcomes.

During Key Stages 1 and 2 pupils gradually build on the skills, attitudes and values, knowledge and understanding they have started to acquire and develop during the Early Years Foundation Stage. PSHE education offers learning opportunities and experiences which reflect the increasing independence, and physical and social awareness of our pupils as they move through the primary phase. They learn skills to develop effective relationships, assume greater personal responsibility and keep themselves safe. It is important to remain flexible as events such as bereavement might require learning to be drawn from Key Stage 2 into Key Stages 1. PSHE education assists pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.



Our school uses the PSHE Association’s three core themes as the basis for curriculum planning. PSHE education is taught by class teachers who take responsibility for planning, resourcing and delivering the PSHE curriculum. Beyond the planned programme for PSHE education, the curriculum provides children with a variety of experiences that have the potential to promote their personal, social development and economic education. These include:

  • Assemblies of Celebration
  • Circle time
  • Sports clubs and participating in competitions
  • Drama and music activities and productions
  • Residential visits and day trips
  • After School Clubs
  • Social and fund raising events
  • Theme days/events, for example The Big Draw, World Book Day, Subject days
  • Mini enterprise projects
  • Charity events
  • Leadership opportunities, for example Playground Leaders, representatives on our School Council and Ethos Council


Early Years Foundation Stage

Personal, social and emotional development (PSED) supports children to learn to get on with others and make friends, understand and talk about feelings, learn about 'right' and 'wrong', develop independence and ultimately feel good about themselves.


Special Educational Needs

PSHE education is taught to all children, whatever their academic attainment, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of all children, including those on our SEND register.   Where appropriate, we will adapt or tailor the learning in response to a specific need.  This will be done in conjunction with the child’s parents.


Spiritual, Moral, Social & Cultural Development

PSHE education gives children specific opportunities to explore the range of attitudes and values in society, and to consider the kind of society they want to live in. Through exploration and discussion of topical political, spiritual, moral, social and cultural issues they develop skills and attitudes that promote:

  • Empathy and a willingness to perceive and understand the interests, beliefs and viewpoints of others.
  • A willingness and ability to apply reasoning skills to problems and to value a respect for truth and evidence in forming or holding opinions.
  • A willingness and ability to participate in decision-making, to value freedom, to choose between alternatives and to value fairness as a basis for making and judging decisions.

These attributes also contribute to our understanding of British Values.

In PSHE education there are two broad areas for assessment:

  • Children’s knowledge and understanding, for example, information on health, understanding of rules, understanding of health and safety procedures, and the meaning of ideas including democracy.
  • How well children can use their knowledge and understanding in developing skills and attitudes, for example through participating in discussions, group task and activities, managing conflict, making decisions and promoting positive relationships.

Assessment in PSHE education should be active and participatory, helping children to recognise the progress they are making in developing and taking part, as well as in their knowledge and understanding. Children should learn to reflect on their experiences, ask questions, make judgements about their strengths and needs, and begin to plan how to make progress and set personal targets. Teachers assess children’s work in PSHE education by making informal judgements as they observe them during lessons and at other times during the school day. Progress in PSHE education should be recorded and reported to parents as part of the child’s annual school report.

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