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PSHCE

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PSHE @ Whitley Lodge First School

Key Aims

  • Deliver a PSHE curriculum that is accessible to all and maximises outcomes for every child.
  • Enable children to become independent, responsible, healthy, and confident members of society.
  • Support the development of the whole child — personally, socially, mentally, and physically.
  • Help children tackle moral, social, and cultural issues associated with growing up.
  • Teach about rights and responsibilities and what it means to be part of a diverse society.
  • Promote self-worth through positive contributions to school and the wider community.

Statement of Intent

“Children’s attitudes towards themselves and others need to be healthy in order for effective learning to take place.”

At Whitley Lodge First School, we believe PSHE equips children with the knowledge, skills, and understanding to lead confident, healthy, and independent lives. Our curriculum enables children to make informed decisions about their wellbeing, health, relationships, and economic understanding. The curriculum is tailored to our children’s needs and aligned with statutory RSHE requirements.

Our thematic approach covers six core themes:

  • Family and Relationships
  • Health and Wellbeing
  • Safety and Changing Body
  • Citizenship
  • Economic Wellbeing
  • Growing and Changing

Teaching Approaches

PSHE lessons are engaging, inclusive, and reflective, delivered through:

  • Storytelling and Role Play: Linking stories to PSHE themes.
  • Class Discussions and Debates: Voicing opinions and questions.
  • Reflection Time: Considering their own and others’ feelings.
  • Visitors: Including the Mental Health Team, road safety, water safety, and first aid experts.
  • Assemblies & Celebration Days: Events like Anti-Bullying Week and Children in Need.

EYFS

Focuses on Personal, Social, and Emotional Development as outlined in the EYFS Statutory Framework. Children work towards the Early Learning Goal by developing emotional regulation, social skills, and healthy habits. In autumn, learning centres around feelings and friendships to support transition into school life.

Development Matters Statements – Nursery (3–4 year olds):
  • Select and use activities with support when needed.
  • Build sense of responsibility and community.
  • Engage confidently in new social situations.
  • Understand rules and follow them independently.
  • Talk about feelings using appropriate vocabulary.
  • Show independence in care routines and healthy choices.
Development Matters Statements – Reception (4–5 year olds):
  • See themselves as valuable individuals.
  • Build respectful relationships.
  • Express and moderate feelings socially and emotionally.
  • Understand health: hygiene, physical activity, sleep, diet, and safety.

Key Stage 1 & 2 Expectations

Mental Wellbeing
  • Mental wellbeing is part of daily life like physical health.
  • Recognise, name, and express emotions.
  • Know self-care techniques and benefits of hobbies, social time, and rest.
  • Understand the impact of bullying and the importance of seeking support.
Internet Safety & Harms
  • Understand the benefits and risks of internet use.
  • Display respectful behaviour and protect personal information.
  • Understand age restrictions and negative online behaviours (e.g., trolling, harassment).
  • Report concerns and seek support for online issues.
Physical Health & Fitness
  • Recognise benefits of an active lifestyle.
  • Build regular physical activity into daily routines.
  • Understand health risks from inactivity.
Healthy Eating
  • Know what constitutes a healthy diet.
  • Understand basic nutritional information and meal planning.

Curriculum

We use a 2-year rolling programme of study aligned to statutory RSHE. Units are thoughtfully sequenced to ensure progression, retention of key knowledge, and skills transfer. The six core themes are consistently revisited to deepen understanding and promote lifelong learning.

Purpose of Study

By the end of Key Stage 1, pupils should:

  • Understand themselves as individuals and community members.
  • Learn rules and safety skills for health and wellbeing.
  • Take some responsibility for themselves and their environment.
  • Identify feelings and understand others’ perspectives.
  • Develop social skills — sharing, turn-taking, resolving arguments.
  • Participate in school and neighbourhood life.

By the end of Key Stage 2, pupils should:

  • Be more mature, independent, and self-confident.
  • Understand global interdependence and develop social justice awareness.
  • Engage more fully in school and community life.
  • Navigate puberty and prepare for secondary transition.
  • Make confident choices about health, learning, and behaviour.

The Role of the Subject Leader

  • Provide strategic direction for PSHE.
  • Support colleagues and provide CPD.
  • Monitor pupil progress and curriculum delivery.
  • Manage resources and lead subject developments.

Subject leaders are given non-contact time and stay informed of developments nationally and locally. They review teaching practices, curriculum content, coverage, learning outcomes, and progression. Monitoring outcomes feed into yearly action plans.

Inclusion

All pupils work within the same PSHE context, but at levels suitable for their individual needs. Differentiated, open-ended tasks allow access for all learners. Additional support is given where needed. High-attaining pupils are challenged with deeper thinking and complex tasks.

Assessment

Assessment is continuous and formative. It focuses on understanding key concepts and emotional regulation. Evidence may include written work, creative outputs, or verbal contributions. This assessment informs planning and lesson development. Teachers track PSHE progress using Sonar statements.