Westwoodside Church of England Academy PHSE Curriculum

PHSE Vision Statement

At Westwoodside Church of England Academy, PSHE (Personal, Social, Health and Economic education) empowers all pupils to become kind, confident, and compassionate individuals who understand themselves, value others, and make a positive difference in their community and the wider world.

Rooted in our Christian vision — “Be the light for other people. Live so they will see the good things that you do”(Matthew 5:16) — our PSHE curriculum provides pupils with the knowledge, skills, and understanding to make responsible choices, develop healthy relationships, and flourish in all aspects of life.

Through engaging, age-appropriate and inclusive teaching, we aim to ensure that every pupil feels valued, respected, and prepared for the opportunities, responsibilities, and challenges of modern life — ready to let their light shine in the world around them.

Westwoodside PSHE Curriculum Pledge

At Westwoodside Church of England Academy, all pupils will have the opportunity to:

  • Take part in engaging PSHE lessons that help them understand themselves and others.

  • Learn how to build healthy, respectful, and positive relationships.

  • Explore physical and mental health, developing strategies to stay safe and well.

  • Take part in Anti-Bullying Week, Safer Internet Day, and Children’s Mental Health Week.

  • Meet community leaders, emergency services, and health professionals who make a difference in society.

  • Participate in charity events and leadership opportunities that promote empathy and social responsibility.

  • Learn how to manage money, understand work and enterprise, and set goals for the future.

  • Develop confidence to speak up, listen carefully, and celebrate diversity.

  • Reflect on their personal growth, achievements, and aspirations.

  • Let their light shine by showing empathy, respect, and care — making a positive difference to their school, community, and the wider world.

Westwoodside PHSE Intent 

At Westwoodside Church of England Academy, we are developing the citizens and leaders of the future. Our PSHE curriculum equips pupils with the social, emotional, and practical skills they need to thrive personally, socially, and academically.

We follow the Jigsaw PSHE scheme, which provides a comprehensive, progressive, and spiral curriculum for Personal, Social, Health and Economic Education (PSHE), including the statutory Relationships, Sex, and Health Education (RSHE) requirements. The Jigsaw approach integrates PSHE, emotional literacy, mindfulness, social skills, and spiritual development into a cohesive learning journey from EYFS to Year 6.

Through the six Jigsaw puzzles —

  1. Being Me in My World

  2. Celebrating Difference

  3. Dreams and Goals

  4. Healthy Me

  5. Relationships

  6. Changing Me — pupils build a deep understanding of themselves and others, promoting respect, resilience, and empathy.

Our curriculum aims to help pupils:

  • Develop self-awareness and emotional intelligence.

  • Build positive, respectful, and healthy relationships.

  • Recognise and celebrate diversity and inclusion.

  • Understand the importance of physical and mental health.

  • Learn to stay safe in a variety of contexts, including online.

  • Develop confidence, resilience, and aspiration for their future lives.

PSHE at Westwoodside is at the heart of our curriculum and underpins the ethos of our school, supporting pupils to “believe and achieve – learn and grow.”

PSHE Implementation 

Our PSHE curriculum is delivered through the Jigsaw scheme of work, which is carefully sequenced and age-appropriate, ensuring full coverage of all statutory RSHE requirements and alignment with our Christian values.

In EYFS, PSHE is embedded through the Personal, Social and Emotional Development (PSED) area of learning, where pupils learn to express their feelings, manage emotions, and develop friendships through stories, play, and circle time.

In Key Stages 1 and 2, PSHE is taught through weekly Jigsaw lessons that include mindfulness activities, reflection, and opportunities for discussion. Each session follows a consistent structure to promote emotional regulation, listening skills, and mutual respect.

Key features of the Jigsaw approach include:

  • A whole-school focus, with all classes exploring the same theme each half term.
  • Regular circle time and mindfulness practice to promote calmness and focus.
  • Opportunities for pupil voice through discussion, reflection, and debate.
  • Embedded links to safeguarding, online safety, and mental health.

Teachers use formative assessment to identify pupils’ understanding and development, recording progress through observation, pupil voice, and reflection journals. Lessons are adapted to meet the needs of all learners, ensuring inclusivity and accessibility for pupils with SEND.

PSHE is also reinforced through collective worship, assemblies, themed days, and cross-curricular links, ensuring consistent reinforcement of key messages across school life.

Westwoodside PHSE Impact

Through a broad and inclusive PSHE curriculum, pupils at Westwoodside Church of England Academy develop the knowledge, skills, and attitudes to live healthy, safe, and fulfilled lives.

By the end of each key stage, pupils will:

  • Understand and demonstrate positive relationships built on respect and empathy.

  • Recognise and manage their emotions with confidence.

  • Show resilience and self-belief when facing challenges or change.

  • Understand how to stay healthy physically, mentally, and emotionally.

  • Recognise diversity and challenge prejudice or discrimination.

  • Take pride in being responsible citizens who contribute to their community.

Assessment is based on teacher observation, pupil reflection, and discussion, providing evidence of progress and impact across the Jigsaw themes.

Ultimately, our PSHE curriculum helps pupils to ‘let their light shine’ — developing into kind, courageous, and responsible individuals who value themselves, care for others, and contribute positively to society.

Enhancements within the PSHE Curriculum

Learning in PSHE is enriched through real-life experiences, community links, and themed events that bring personal and social development to life. Pupils take part in:

  • Anti-Bullying Week, Children’s Mental Health Week, and Safer Internet Day.

  • Visits from community leaders, health professionals, emergency services, and charities.

  • School Council, Eco Committee, Digital Leaders, and Play Leaders programmes that empower pupil voice and leadership.

  • Trust-wide and local community projects, developing empathy, teamwork, and a sense of global citizenship.

These experiences give pupils practical opportunities to apply what they have learned, fostering pride, confidence, and a strong moral compass.

SEND Provision in PSHE

‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to/or different from this...special educational provision is underpinned by high quality teaching and is compromised by anything less’ 

‘Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement’ (SEND Code of Practice 2015)

 In the first instance, provision for SEND children should be planned in accordance with their individual support plans, focusing specifically on areas of strength and needs and the use of reasonable adjustments. Additional strategies to support identified areas of need should be taken from The Quality First Teaching booklet. https://www.sensiblesenco.org.uk/shared-files/1903/send-quality-first-teaching-toolkit.pdf

The Quality First Teaching booklet includes practical strategies which should be used to support the following four broad areas of need: 

Cognition and learning needs - specific learning difficulties (dyslexia, dyspraxia, dyscalculia), moderate learning difficulties, severe learning difficulties, global delay, profound and multiple learning difficulties 

Social emotional and mental health needs - behaviour, emotional and social difficulties, mental health difficulties, ADHD, depression, eating disorders, attachment disorders 

Communication and interaction needs - Speech, language and communication needs, autistic spectrum disorder, Asperger’s Syndrome 

Sensory and/ or physical needs - Visual impairment, hearing impairment, multi-sensory impairment, physical disability, cerebral palsy Additional support and advice regarding individual SEND needs can be sought from the subject leader and SENDCO.

Parents/Carers Statement – PSHE

Parents and carers are valued partners in supporting their child’s personal development. They are invited to attend information sessions about Relationships, Health, and Wellbeing Education, and are kept informed through curriculum maps, newsletters, and updates on the school website.

Parents and carers are regularly updated on their child’s progress in PSHE through consultations and the annual school report, celebrating personal growth as well as academic progress. Together, we ensure that pupils receive consistent messages of respect, kindness, and responsibility at school and at home.

Core Concepts in PSHE

Being Me in My World: 

This puzzle piece focuses on self-identity, a sense of belonging, rights and responsibilities, and understanding one's role within the class, school, and wider community.

Celebrating Difference: 

This puzzle piece explores diversity, individual uniqueness, anti-bullying (including cyber and homophobic bullying), and fostering respect for a wide range of people, cultures, faiths, and perspectives.

Dreams and Goals: 

This puzzle piece helps children think about their aspirations, set personal goals, develop resilience and perseverance, and understand how to overcome challenges using teamwork skills.

Healthy Me: 

This puzzle piece covers both emotional and physical health, including nutrition, physical activity, hygiene, mental well-being, mindfulness, substance awareness (drugs, alcohol, tobacco), and basic first aid.

Relationships: 

This puzzle piece focuses on building healthy and respectful relationships with family, friends, and online. It covers communication skills, personal boundaries, dealing with conflict, and safeguarding, as well as love and loss.

Changing Me: 

This final puzzle piece deals with various types of change, including physical growth, the transition to secondary school, puberty, body image, and human reproduction. Content is delivered in an age- and stage-appropriate way. 

PHSE Long Term Plan 2025-2027 

Year 1/2
Cycle A

Feeling Safe, Valued and Part of a Community

 

Pupils learn what it means to feel special and safe and to belong to a class community. They explore rights and responsibilities, understand rewards, consequences and feelings of pride, and learn how to take ownership of the learning charter. This unit helps pupils feel secure, respected and confident within the classroom environment.

Friendship, Difference and Bullying

 

This unit supports pupils in understanding similarities and differences between people and celebrating what makes everyone unique. Pupils learn what bullying is, how to recognise it and how to deal with it safely. They also explore making new friends and develop respect for others by valuing diversity and kindness.

Goals, Achievement and Resilience

 

Pupils learn how to set goals and recognise their successes and achievements. They explore different learning styles, working well with a partner and celebrating shared success. The unit focuses on tackling new challenges, identifying and overcoming obstacles, and recognising positive feelings associated with success and perseverance.

Health, Safety and Well-being

 

This unit focuses on helping pupils keep themselves healthy and safe. Pupils learn about healthy lifestyle choices, personal hygiene, and the importance of keeping clean. They explore safety around medicines and household items, road safety, and how health and happiness are linked.

Families, Friendships and Relationships

 

Pupils learn about belonging to a family and what makes a good friend. They explore physical contact preferences, understand who helps us, and identify positive qualities in themselves and others. The unit encourages self-acknowledgement, being a good friend to oneself, and celebrating special relationships.

Growing, Changing and Transition

 

In this unit, pupils learn about life cycles in animals and humans and how they have changed since being a baby. They explore physical differences between female and male bodies using correct terminology and consider how growing and learning are linked. Pupils are supported in coping with change and preparing confidently for transition.
Cycle B 

Being Me in My World

Pupils will recognise worries, know who can help, and explore belonging, fairness, responsibilities and cooperative learning through a class Learning Charter.
 

Celebrating Difference

Pupils will recognise similarities, differences and uniqueness. They will learn how bullying can feel, how to be kind, stand up for themselves and others, and ask for help.
 

Dreams and Goals

Pupils will identify achievements, strengths and feelings of pride. They will work with others to solve problems, share ideas and celebrate group success.
 

Healthy Me

Pupils will explore healthy lifestyle choices, feelings and body care. They will think positively about keeping healthy and understand how nutritious food helps the body.
 

Relationships

Pupils will understand that families are different and valued. They will learn about friendship, trust, physical contact, secrets, problem solving and appreciation.
 

Changing Me

Pupils will recognise changes outside their control and explore feelings linked to growing up and moving class. They will express likes, dislikes and ask for help.
 

 

Year 3/4
Cycle A

Me, My Choices and Responsibility

 

Pupils learn about setting personal goals and developing a positive sense of self-identity and self-worth. They explore how to stay positive when facing challenges, understand rules, rights and responsibilities, and consider rewards and consequences. Pupils are encouraged to make responsible choices and learn to see situations from other people’s perspectives.

Families, Relationships and Kindness

 

This unit helps pupils understand that families can look different and that differences should be respected. Pupils learn about managing family conflict in a child-centred way and how to respond safely when witnessing bullying. They explore how words can be hurtful and develop skills in giving and receiving compliments to build positive relationships.

Aspirations, Challenges and Money

 

Pupils explore dreams, ambitions and how success can be achieved through perseverance. They learn to recognise challenges, develop motivation and enthusiasm, and try to overcome obstacles. The unit also introduces evaluating learning processes, managing feelings and understanding simple budgeting, helping pupils to build resilience and independence.

Health, Fitness and Safety

 

This unit focuses on physical health and well-being through exercise and fitness challenges. Pupils learn how to make healthy food choices by understanding food labelling and swaps. They explore attitudes towards drugs in an age-appropriate way, learn how to keep safe online and offline, and develop respect for themselves and others through healthy and safe choices.

Community, Friendship and Belonging

 

Pupils learn about family roles and responsibilities and how friendships work, including negotiation and problem-solving. They explore how to stay safe online and who to go to for help when needed. The unit encourages pupils to see themselves as global citizens, understand how their choices affect others, recognise that children live different lives, and express appreciation for family and friends.

Growing, Changing and Transition

 

In this unit, pupils learn how babies grow and what babies need to thrive. They explore outside and inside body changes and begin to understand family stereotypes and challenge their own ideas. The unit supports pupils in preparing for transition, helping them feel confident and reassured about change.
Cycle B 

Being Me in My World

Pupils will explore inclusion, exclusion and helping others feel welcome. They will take group roles, contribute to shared outcomes and understand a whole-school Learning Charter.
 

Celebrating Difference

Pupils will accept people for who they are and question assumptions. They will explore bullying as a target and witness, problem-solve situations and value their own identity.
 

Dreams and Goals

 

Pupils will explore hopes, dreams, disappointment and resilience. They will learn ways to cope, support others with setbacks and recognise shared success.

Healthy Me

Pupils will identify feelings linked to friendship groups and peer pressure. They will recognise anxiety, fear and guilt, act assertively and make safe choices.
 

Relationships

 

Pupils will explore jealousy, loss, memories, love and trust. They will learn to problem-solve, stand up for themselves, negotiate and compromise.

Changing Me

Pupils will learn about personal characteristics, puberty, menstruation and how bodies change. They will consider parenthood, influences and moving to a new class.
 

 

Year 5/6
Cycle A

Me and My Community

 

Pupils begin the year by planning ahead and considering their role as citizens within school and the wider community. They explore rights and responsibilities, understand rewards and consequences, and learn how individual behaviour affects groups. Pupils are introduced to democracy, learning how to have a voice, participate respectfully, and contribute positively to shared decisions.

Respect, Diversity and Relationships

 

This half-term focuses on understanding and valuing diversity. Pupils learn about cultural differences and how misunderstandings can lead to conflict, alongside developing respect for different cultures. They explore racism, bullying, rumours and name-calling, and consider how material wealth links to happiness, helping them to build empathy, fairness and respectful relationships.

Aspirations and the Wider World

 

Pupils explore their future aspirations, including dreams, careers and goals. They learn about different jobs, how to work towards a dream career, and how goals may vary across cultures. The importance of money, motivation and supporting others through charity is discussed, helping pupils to develop ambition, resilience and a sense of social responsibility.

Healthy Choices and Risk

This unit supports pupils to make informed and healthy choices. They explore relationships with food, body image and how motivation influences behaviour. Pupils learn about emergency aid and are introduced to age-appropriate discussions around smoking, vaping and alcohol, including the impact these can have on health and behaviour.

Online Safety and Digital Life

 

Pupils focus on developing positive self-recognition and self-worth, alongside building self-esteem. They learn how to stay safe online, including rights and responsibilities in digital spaces, reducing screen time, and understanding risks such as online grooming. Topics also include online gaming, gambling awareness and SMART internet safety rules.

Growing and Changing

 

In the final half-term, pupils learn about physical and emotional changes as they grow. This includes body image, the influence of online media, puberty for girls and boys, and an age-appropriate introduction to conception, including IVF. Pupils also explore growing responsibility, coping with change and preparing confidently for transition to the next stage of education.
Cycle B 

Being Me in My World

Pupils will explore feeling welcome and valued, compare wants and needs with children in different communities, and understand how actions affect themselves and others. They will contribute to a group and model the Learning Charter.
 

Celebrating Difference

Pupils will develop empathy for people who are different, reflect on their own attitudes, and understand exclusion, bullying and discrimination. They will use strategies to manage feelings, problem-solve and appreciate people for who they are.
 

Dreams and Goals

Pupils will stretch their learning by setting clear goals and success criteria. They will consider global issues, empathise with people facing difficulty, recognise motivation and celebrate the achievements of others.
 

Healthy Me

Pupils will learn how to care for their physical and emotional health, manage stress and pressure, and understand risks linked to drugs, exploitation and pressure. They will identify strategies for staying safe and seeking support.
 

Relationships

Pupils will understand that mental health difficulties are nothing to be ashamed of and learn ways to support themselves and others. They will explore emotions, power, control, online pressure, safety and wellbeing.
 

Changing Me

Pupils will explore self-image, body image, puberty, pregnancy and birth. They will consider attraction, relationships, self-esteem, identity and worries or hopes linked to transition to secondary school or their next class.
 
Click to Download rshe-statutory-standards-key-lessons [pdf 542KB] Click to Download
Click to Download jigsaw-pshe-3-11-rshe-2026-mapping-document-april-2026 [pdf 912KB] Click to Download

Click to Download pshe-3-11-knowledge-content-snapshot-overview [pdf 120KB] Click to Download

If you wish to know any more detail with regards to our PHSE curriculum please don't hesitate to contact our  school office at admin@wws.academy 

PSHE - Road Safety

On Wednesday 1st October, our Year 5 and 6 pupils took part in the Road Safe Friendly live broadcast — a national event led by Sian Plant, a National Highways Traffic Officer.

The session focused on how young people can use mobile phones safely and responsibly, particularly when travelling in cars. Through real-life examples and interactive discussions, pupils explored how distractions caused by mobile phones — whether by drivers or passengers — can increase the risk of accidents.

This session made an important contribution to pupils’ understanding of personal safety and responsibility. It helped children to:

  • Recognise how their actions can influence the safety of others when travelling.

  • Understand the dangers of mobile phone distractions in vehicles.

  • Learn practical steps to help them stay alert and make safer choices.

  • Develop the confidence to speak up if they ever feel unsafe in a vehicle.

By engaging with real-life scenarios and hearing from professionals who work daily to keep roads safe, pupils were able to make strong links between classroom learning and real-world safety.

This session forms part of our wider safeguarding curriculum at Westwoodside, supporting pupils to become responsible, respectful, and safety-conscious members of the community.