PSHE

PSHE Intent

At Springwood Federation, our Personal, Social, Health and Economic (PSHE) education equips pupils with the knowledge, skills and vocabulary to build positive relationships, support their wellbeing and make informed choices. We want every child to feel valued, respect others and know when and how to seek help.

Our curriculum develops progressively from EYFS to Year 6, responding to pupils’ needs and preparing them for increasing independence. We aim for pupils to:

Build caring friendships, respect different families and communities, and recognise and challenge bullying, prejudice and stereotypes.
Understand personal boundaries, privacy and permission, recognise unsafe situations and identify trusted adults who can help.
Recognise and communicate feelings, practise strategies for managing emotions, and seek support with worries, change, loss and transitions.
Understand how everyday habits support physical and mental health, including sleep, nutrition, exercise, hygiene and dental care.
Develop an age-appropriate understanding of growing up and puberty.
Engage thoughtfully and safely with the online world, including news, advertising, online spending and artificial intelligence.
Develop financial understanding, recognise their strengths and interests, and explore future opportunities without being limited by stereotypes.

PSHE Implementation

Our curriculum is informed by the PSHE Association’s 2026 Programme of Study and Curriculum Model and organised through Springwood Federation’s long-term plan. It brings together Relationships and Health Education with Economic Wellbeing and Careers Education.

Learning follows a spiral approach: key knowledge, vocabulary and skills are revisited, practised and extended as pupils mature. In EYFS, learning focuses on friendship, kindness, wellbeing and dental health. Across Key Stages 1 and 2, planned units develop understanding of relationships, healthy habits, personal safety, money, work and life online. Mental health and wellbeing are revisited in every year group.

We implement this through:

Sequenced, age-appropriate teaching that builds on prior learning and responds to pupils’ developmental readiness and experiences.
A safe classroom environment, with agreed ground rules and respectful discussion.
Stories, scenarios and practical activities that allow pupils to explore sensitive issues without being expected to disclose personal experiences.
Explicit teaching and practice of emotional regulation, communication, decision-making and help-seeking skills.
Inclusive language, adapted resources and appropriate support so that all pupils, including those with SEND, can access learning.
Links with science and other relevant subjects, supporting coherent learning about health, growing and changing.
Teaching that reinforces adults’ responsibility to protect children and makes clear that children are never to blame for harm they experience.
Review through class journals and pupil voice to identify understanding, address misconceptions and respond to emerging needs.

Our upper primary curriculum includes news literacy, online financial influences, safe online connections and AI. Learning about puberty and the Year 6 sex education unit is delivered in accordance with the Federation’s policy.

PSHE Impact

Through our PSHE curriculum, we aim for pupils to develop and increasingly apply the knowledge and skills they need in everyday life.

As they progress through school, pupils should be able to:

Explain what makes relationships caring and respectful, and identify ways to respond to conflict, bullying and unkind behaviour.
Communicate boundaries, recognise concerns and explain how to seek help for themselves or others.
Describe feelings and choose appropriate strategies to support wellbeing, including during change and transition.
Explain how healthy habits support their bodies and minds.
Recognise risks in everyday and online situations, question information and identify sources of support.
Discuss saving, spending and influences on financial choices.
Recognise their achievements, strengths and interests, and approach their next stage of education with growing confidence.

We review pupils’ developing understanding through their responses, reflections, class journals and pupil voice. This helps us identify gaps, adapt teaching and evaluate how effectively the curriculum supports all learners, including pupils with SEND.