Personal, social, health and economic education underpins the philosophy and practice at Brunton First School

We pride ourselves on creating an inclusive culture where every child can thrive.  PSHE is at the core of everything we do.  Through our whole-school approach we believe children who feel seen, valued, included and important will thrive both academically and socially at Brunton and in later life.  We use our ‘Successful Lifelong Learners as one of our school drivers.  Through this, children learn the skills behind being a successful learner, helping our children grow into resilient, independent and confident individuals.

Jigsaw, British Values, No Outsiders, positive touch massage and our ‘Successful Lifelong Learning’ initiative are fully embedded in every aspect of our curriculum. We teach PSHE in a as a discrete subject, through assemblies, reading sessions and make cross curricular links.  In addition, through outdoor educational visits and themed days and weeks. At Brunton we encourage all our pupils to play a positive role in contributing to school life and the wider community through class and school councils, reading ambassadors, digital leaders, art ambassadors, eco warriors, fundraising events, supporting nominated charities and involvement in community activities.

Although PSHE at Brunton follows this planned curriculum, staff and leaders are responsive to real life issues as and when they occur.  In addition to this we respond to current research and world events.  With an ever-changing society, we are able to provide our children with a strong understanding of the diverse world around them and support them in playing a positive role in contributing to the school and the wider community.

PSHE is at the core of everything we do.  Through our whole-school approach we believe children who feel seen, valued, included and important will thrive both academically and socially at Brunton and in later life. Children develop a deep understanding of the six main ‘Jigsaw Pieces’ of our PSHE curriculum – Being Me in My World; Celebrating Difference; Dreams and Goals; Healthy Me; Relationships and Changing Me.
We prepare our children for life in Modern Britain by developing a deep sense of respect for diversity, through our ‘Reflecting Realities’ approach. In response to CLPE Reflecting Realities report we have audited the texts we use in assemblies & literacy to ensure children are seeing themselves in texts.

Underpinning our Curriculum at Brunton First School are our curriculum drivers -:


Our PSHE curriculum aims to provide opportunities for children with effective language experiences through the use of specialist technical vocabulary, questioning and time to reflect on learning in each lesson. The curriculum provides children with numerous opportunities to discuss topics, share opinions and role play scenarios.

Successful Lifelong Learners (Metacognition)

We use our ‘Successful Lifelong Learners’ as one of our school drivers.  Through this, children learn the skills behind being a successful learner, helping our children grow into resilient, independent and confident individuals.

Each lesson starts with a ‘Calm Me’ session this time helps our children to develop the foundations needed for good self-awareness. Lessons have a ‘pause time’ and a ‘time to reflect to further draw children’s attention to the inner workings of their minds.


Each lesson has a ‘connect us’ activity which is designed to build social bonds within the class community. Children learn about the importance of looking out for and helping one another. They learn about how different people’s lives to build tolerance and empathy. We have links with outside agencies such as RISE, local SEMH team and No Outsiders Andrew Moffat to further enhance our PSHE provision. We understand the importance of parental partnership so we always share PSHE learning prior to teaching so parents are prepared to answer any questions that may arise from our lessons.

PSHE is an integral part of our rigorous and progressive Personal Development curriculum. High quality PSHE, RSE, Citizenship & British Values is woven into our Jigsaw coverage and is taught and reinforced through daily practice. The curriculum is enhanced by our daily practice of reinforcing our drivers: metacognition, oracy & community and our values: Respectful, Kind, Independent & Proud. The curriculum is enriched through themed weeks, school visitors and school visits.

We use the PSHE scheme Jigsaw. Jigsaw combines PSHE, emotional literacy, mindfulness, social skills, British Values and spiritual development. Jigsaw aims to help children know and value who they really are and how they relate to other people in this ever-changing world.

There are six Puzzles (half-term units of work), each with six Pieces (lessons). Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

The different puzzle pieces are:


In Relationships & Sex Education:
An important part of the Jigsaw PSHE programme is delivered through the ‘Relationships’ and ‘Changing Me’ puzzle pieces.

Pupils will be taught the four main aims of RSE:

• To enable children to understand and respect their bodies

• To help children develop positive and healthy relationships appropriate to their age and development

• To support children to have positive self-esteem and body image

• To empower them to be safe and safeguarded

Each year group will be taught appropriate to their age and developmental stage.

Below is a summary of RSE coverage within the Jigsaw scheme for each year group:

Foundation Stage – Growing up: how we have changed since we were babies, PANTS

Year 1 – Boys’ and girls’ bodies; naming body parts (scientifically correct terminology), PANTS

Year 2 – Boys’ and girls’ bodies; body parts and respecting privacy (which parts of the body are private and why this is) PANTS

Year 3 – Revisit body parts within PANTS coverage; how hormones can begin to affect how they feel

Year 4 – Internal and external reproductive body parts, body changes in girls and menstruation, PANTS. We do not teach reproduction.

Our PSHE lessons vary but they largely follow the following format:

  1. Review Jigsaw charter
  2. ‘Connect Us’ Activity to promote social learning
  3. ‘Calm Me’ to promote emotional learning
  4. Fast recall (retrieval) of the previous lesson’s content (knowledge and skills).
  5. Direct Teaching of the main element being taught.
  6. Independent Learning Activity
  7. Review of learning

Teachers tailor learning challenges in order to support SEN if appropriate.

In PSHE assessment is continuous. At the end of each unit children will be asked an assessment question linked to that terms learning. Teachers will use this alongside formative assessments to highlight those who are working above or below expected as outlined by Jigsaw.

The Head teacher, PSHE subject leader and link Governor play a central role in the monitoring and evaluation of the quality of teaching and learning of PSHE in the school.

The monitoring strategy:

  1. Pupil voice is conducted to ascertain how children feel about their learning.
  2. Lesson ‘drop ins’ and observations take place in all classes throughout the year.

The subject leader is responsible for monitoring attainment and progress, the outcomes of which are collated in the subject leadership folder and fed back to staff at an appropriate time.

Through this implementation strategy, we aim to provide our students with a high-quality PSHE education that equips them with the knowledge, skills, and values they need to become informed, responsible, and engaged citizens

We want our pupils to be able to positively manage their personal, academic and social lives and to teach them how to be healthy, both physically and mentally. Our pupils will know how to stay safe and to have the understanding, tolerance and respect to be able to be active members of the community both in Brunton and beyond. Brunton children will be able to use their knowledge of SLL & metacognition to be confident, resilient learners.

Below you will find links to see all the books each year group will look at when being taught a ‘No Outsiders/Reflecting Realities’ session. In our No Outsiders section you will also find three example books that are used in the programme, and a small description of what a lesson would look like using these books. Please feel free to contact the school anytime if you have any questions or concerns concerning the No Outsiders programme.