St Francis Church of England Aided Primary School and Nursery

Living our High Five Values as we learn and grow together in our Christian School.

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We teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity. 


The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area. 


This also supports the “Personal Development” and  “Behaviour and Attitude” aspects evaluated under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.  


We include the statutory Relationships and Health Education within our whole-school PSHE Programme. 


To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to  children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, jigsaw-3-11-and-rshe-overview-map.pdf shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements.  


This programme’s complimentary update policy ensures we are always using the most up to date teaching materials and that our teachers are well-supported. 



The Jigsaw Programme is aligned to the PSHE Association Programmes of Study for PSHE. pshe-association-programme-of-study-2020-map.pdf 

It is also aligned with the Church of England’s “A CHARTER FOR FAITH SENSITIVE AND INCLUSIVE RELATIONSHIPS EDUCATION, RELATIONSHIPS AND SEX EDUCATION (RSE) AND HEALTH EDUCATION (RSHE)” Relationships, Sex and Health Education | The Church of England and draws on the advice given in the Church of England document ‘Valuing All God’s Children: Guidance for Church of England schools on challenging homophobic, biphobic and transphobic bullying’ (Church of England Education Officesecond edition updated summer 2019).   Layout 1 ( 



Whole-school approach 

Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles (units) and these are taught across the school; the learning deepens and broadens every year.  



Puzzle (Unit) 


Autumn 1: 

Being Me in My World 

Includes understanding my own identity and how I fit well in the class, school and global community. Jigsaw Charter established. 

Autumn 2: 

Celebrating Difference 

Includes anti-bullying (cyber and homophobic bullying included) and understanding  

Spring 1: 

Dreams and Goals 

Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society 

Spring 2: 

Healthy Me 

Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise 

Summer 1: 


Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss 

Summer 2: 

Changing Me 

Includes Relationships and Sex Education in the context of coping positively with change 


We allocate one hour to PSHE each week in order to teach the PSHE knowledge and skills in a developmental and age-appropriate way. 

These explicit lessons are reinforced and enhanced in many ways:  

Assemblies and collective worship, praise and reward system, Learning Charter, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community. 

Class teachers deliver the weekly lessons to their own classes. 



Pupils should know  


How Jigsaw provides the solution 

Mental wellbeing  


  • H1 that mental wellbeing is a normal part of daily life, in the same way as physical health. 
  • H2 that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. 
  • H3 how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. 
  • H4 how to judge whether what they are feeling and how they are behaving is appropriate and proportionate. 
  • H5 the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental well-being and happiness. 
  • H6 simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. 
  • H7 isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. 
  • H8 that bullying (including cyberbullying) has a negative and often lasting impact on mental well-being. 
  • H9 where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental well-being or ability to control their emotions (including issues arising online). 
  • H10 it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. 

All of these aspects are covered in lessons within the Puzzles 


  • Healthy Me 
  • Relationships 
  • Changing Me  
  • Celebrating Difference 


Internet safety and harms 

  • H11 that for most people the internet is an integral part of life and has many benefits. 
  • H12 about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing. 
  • H13 how to consider the effect of their online actions on others and knowhow to recognise and display respectful behaviour online and the importance of keeping personal information private. 
  • H14 why social media, some computer games and online gaming, for example, are age restricted. 
  • H15 that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. 
  • H16 how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. 
  • H17 where and how to report concerns and get support with issues online.  

All of these aspects are covered in lessons within the Puzzles 


  • Relationships 
  • Healthy Me  

Physical health and fitness 

  • H18 the characteristics and mental and physical benefits of an active lifestyle. 
  • H19 the importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. 
  • H20 the risks associated with an inactive lifestyle (including obesity). 
  • H21 how and when to seek support including which adults to speak to in school if they are worried about their health. 

All of these aspects are covered in lessons within the Puzzles 


  • Healthy Me 


Healthy eating 

  • H22 what constitutes a healthy diet (including understanding calories and other nutritional content). 
  • H23 the principles of planning and preparing a range of healthy meals. 
  • H24 the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). 

All of these aspects are covered in lessons within the Puzzles 


  • Healthy Me 


Drugs, alcohol and tobacco 

  • H25 the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking 

All of these aspects are covered in lessons within the Puzzles 


  • Healthy Me 


Health and prevention 

  • H26 how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. 
  • H27 about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. 
  • H28 the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. 
  • H29 about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. 
  • H30 about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing. 
  • H31 the facts and science relating to immunisation and vaccination 

All of these aspects are covered in lessons within the Puzzles 


  • Healthy Me 


Basic first aid 

  • H32 how to make a clear and efficient call to emergency services if necessary. 
  • H33 concepts of basic first-aid, for example dealing with common injuries, including head injuries. 

All of these aspects are covered in lessons within the Puzzles 


  • Healthy Me 


Changing adolescent body 

  • H34 key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes. 
  • H35 about menstrual wellbeing including the key facts about the menstrual cycle. 

All of these aspects are covered in lessons within the Puzzles 


  • Changing Me 
  • Healthy Me 






The results of our pupil voice displayed that the majority of pupils are enthusiastic about PSHE lessons. They are able to discuss the things they have learnt and related factual knowledge. Furthermore, pupils have the opportunity to discuss complicated and challenging topics, such as discrimination and the internal and external bodily changes during puberty - they are able to do this maturely with reflection and enquiry. Pupils are able to demonstrate an awareness of themselves and the world around them; think critically; engage in discussion; and participate in debate. Such skills will equip them with independence and individuality which in turn will contribute towards their happiness and mental health.

How is SMSC integrated into the curriculum?


All the projects that make up the Cornerstones Curriculum include the four stages: Engage, Develop, Innovate

and Express. Each stage promotes and develops specific aspects of SMSC. For example, in the Engage stage,

children take part in a Memorable Experience. Historical, cultural and heritage sites form the basis for many

of the Memorable Experiences, which helps schools cover the SMSC statement about ‘understanding and

appreciating the wide range of cultural influences that have shaped their heritage and those of others’. The

curriculum lessons included in these four stages provide a wide range of opportunities for children to acquire the SMSC skills.

You can find information about our Anti-bullying Programme here: