PSHE Policy

Date of policy: July 2021


Members of staff responsible for PSHE Education: Mrs H Schofield

Governor: Mr I France


Review date:  July 2022


RSHE is a vital piece of our safe guarding, health and wellbeing, positive relationships and responsibility.  The opening paragraph of the Department for Education guidance states: “Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline.  This presents many positive and exciting opportunities, but also challenges and risks.  In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.” (DfE, 2019. Relationships Education, Relationships and Sex Education and Health Education.)





  1. Legal requirements of schools
    It is now a statutory requirement for primary schools to deliver Relationships Education and the Department of Education (DfE) encourages schools to deliver Sex Education that ensures both boys and girls are prepared for the changes adolescence brings and – drawing on knowledge of the human life cycle set out in the National Curriculum for science – how a baby is conceived and born.
  2. What Personal, Social, Health and Economic (PSHE) education including Relationships Education, is:
    Our PSHE education, including statutory Relationships and Health education, and non-statutory sex education, as recommended by the DfE, provides a framework though which key skills, attributes and knowledge can be developed and applied. This promotes positive behaviour, good mental health and wellbeing, resilience and achievement, helping children to stay safe online, develop healthy and safe relationships and attitudes, making sense of media messages, challenging extreme views and having the skills and attributes to negotiate and assert themselves now and in the future.
    At Burton Road we follow a planned thematic PSHE program, built around a spiral curriculum of recurring themes, designed to:
    1. Give pupils the knowledge and develop the self-esteem, confidence and self-awareness to make informed choices and decisions;
    2. Encourage and support the development of social skills and social awareness;
    3. Enable pupils to make sense of their own personal and social experiences;
    4. Promote responsible attitudes towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle;
    5. Enable effective interpersonal relationships and develop a caring attitude towards others;
    6. Encourage a caring attitude towards and responsibility for the environment;
    7. Help our pupils understand and manage their feelings, build resilience and be independent, curious problem solvers;
    8. Understand how society works and the laws, rights and responsibilities involved.
      We know there is a proven link between pupils' health and wellbeing, and their academic progress. Crucial skills and positive attitudes developed through comprehensive Personal, Social, Health and Economic education are critical to ensuring children are effective learners


How PSHE education, including Relationships Education, is provided

SCARF scheme of learning.

At Burton Road Primary school, we use SCARF, a comprehensive scheme of work for PSHE and Wellbeing education.  It covers all of the DfE's new statutory requirements for Relationships Education and Health Education, including non-statutory Sex Education, and the PSHE Association’s Programme of Study’s recommended learning opportunities, as well as contributing to different subject areas in the National Curriculum

We follow the six suggested half termly units and adapt the scheme of work where necessary to meet the local circumstances of our school.

Class teachers follow the suggested six half termly units provided by SCARF for each year. Lessons can be a weekly standalone PSHE lesson or be cross curricular. The lesson plans list the specific learning objective.


What is being taught 
 A copy of the units including RSHE are included below. This includes Growing and Changing which typically is taught in the Summer Term although this may be taught sooner if felt there is a specific need in class. It is statutory for our school to show parents examples of the resources we plan to use. We will provide opportunities for parents to view examples through class/year group meetings either face to face or virtually. Ongoing communication with parents about what is planned to be taught and when, will be provided through termly letters home. Highlighted are the parts


The Early Years Foundation Stage

In the Early Years Foundation Stage, PSHE education is about making connections; it’s strongly linked to child-led activities, including play. PSHE is taught through activities that are part of topics, as well as on an individual basis to develop personal skills such as dressing, feeding and toileting. Positive experiences are built through daily opportunities, to share and enjoy a range of different activities. Children are given the opportunity to engage in social activities, as members of a small group or occasionally during whole-school activities.


KS1 and KS2

The SCARF programme divides the year into 6 themed units:

  1. Me and My Relationships: includes content on feelings, emotions, conflict resolution and friendships;
  2. Valuing Difference: a focus on respectful relationships and British values;
  3. Keeping Myself Safe: looking at keeping ourselves healthy and safe
  4. Rights and Responsibilities: learning about money, living the wider world and the environment;
  5. Being My Best: developing skills in keeping healthy, developing a growth mindset (resilience), goal-setting and achievement;
  6. Growing and Changing: finding out about the human body, the changes that take place from birth to old age and being safe.

Children are encouraged to engage in activities that promote an understanding of themselves as growing and changing individuals, and as members of a wider community, based on their own first hand experiences. These activities also encourage pupils to understand how their choices and behaviours can affect others. They are encouraged to play and learn alongside – then collaboratively with – their peers. They may use their personal and social skills to develop or extend these activities. Children are also given the

opportunity to make choices about their health and environment and are encouraged to develop a caring attitude towards others.

Within National Curriculum Science in Y2, the children learn that animals, including humans, have offspring that grow into adults. They should be introduced to the concepts of reproduction and growth, but not how reproduction occurs. In Y5, children are taught about the life cycles of humans and animals, including reproduction. They also learn about the changes that happen in humans from birth to old age. This includes learning what happens in puberty.

It is important that the transition phase before moving to secondary school supports pupils’ ongoing emotional and physical development effectively. The DfE recommends that all primary schools should have a sex education programme, tailored to the age and the physical and emotional maturity of the pupils. Within our non-statutory sex education that takes place in Y6 children will learn about how a baby is conceived, whether through sexual intercourse or IVF. This information builds on content they have previously learnt in the programme about relationships, puberty changes and reproduction; it lays the foundations for their ongoing Relationships and Sex Education in their secondary phase.


Parents right to withdraw from Sex Education.

Parents have the right to withdraw their child from Sex Education (human reproduction at Primary School level) taught through RSHE.  This will be taught through the Science curriculum but if it is taught within PSHE/RSHE parents have the right to request their child is withdrawn from these specific lessons.  The DfE recommends ‘that all primary schools should have a Sex Education programme tailored to the age and the physical and emotional maturity of the pupils.’

The request will always be considered by the Headteacher and discussed with parents and as appropriate with the child to clarify the purpose of the curriculum and, as appropriate with the child, to ensure that their wishes are understood.  A record will be kept of the discussion to ensure it is documented. The benefits of receiving this education and any effects that withdrawal might have on the child including social and emotional effects of being excluded and risk of hearing a peers’ version of what was taught in class rather than direct teaching from the teacher.



How PSHE education is monitored, evaluated and assessed


We use three methods of monitoring and assessing learning within PSHE at Burton Road Primary School.


SCARF Progress

For each of the six units we carry out a specially designed pre- and post-unit assessment activity. Conducted twice, first at the beginning of the unit to determine where the children are at; and then again at the end of the unit, enabling us to monitor progress, record key points and identify areas for further development.


SCARF Success

At the end of a unit we consider a range of ‘I can' statements, which summarise children’s learning against the unit's key learning outcomes.



How the delivery of the content will be made accessible to all pupils
It is not our school’s policy to withdraw pupils with special educational needs from PSHE education to catch up on other national curriculum subjects: these aspects of personal and social development are as important to all pupils as their academic achievement, and contribute to it. Lesson plan content will be adapted and extra support provided where necessary to ensure all pupils are enabled to develop key skills, attributes and knowledge developed through the PSHE education programme. Work in PSHE takes into account the targets set for individual children in their Individual Education Plans (IEPs).
SCARF lesson plans are flexible and allow for teachers, who are skilled in adapting curriculum content to meet the needs of the children in their class, to adjust their content in order to meet the learning outcomes.
Our school ensures that the Relationships and Sex Education (RSE) elements of the PSHE education programme are relevant to all pupils; whatever their gender identity. All pupils learn together about all the changes that someone may experience as they go through puberty to help develop empathy and understanding and to reduce incidences of teasing or stigma. This will also ensure any child that identifies as transgender will have access to RSE that is relevant to the puberty they are likely to experience.
Our school acknowledges different ethnic, religious and cultural attitudes, as well as recognising that pupils may come from a variety of family situations and home backgrounds.
We promote pupils’ awareness of diversity and respectful relationships with those who are different from them. 
Please request to see the school’s policy on anti-bullying, equality, diversity and inclusion for further information.
LGBT Content
All pupils will be taught LGBT content appropriate to the needs of the children and the point in the curriculum most appropriate. 
 SCARF plans anticipate and encourage the inclusion of people with LGBT identities in discussions from the early years, where children are also encouraged to talk about the people who are special to them and who provide a nurturing environment.  Different compositions of families will be included.