PSHE

PSHE Curriculum Statement

At Crawford Village Primary School, we believe that Personal, Social, Health and Economic (PSHE) education plays a vital role in preparing children for life, both now and in the future. Our curriculum supports pupils to develop the knowledge, skills and confidence they need to become happy, healthy, safe and responsible members of society.

Our PSHE curriculum reflects our school vision of 'Children are at the Very Heart of our School' and promotes our school values of Friendship, Kindness, Respect, Integrity, Perseverance and Happiness. Through high-quality PSHE education, children learn to value themselves and others, develop resilience, make informed decisions and build positive relationships.

We aim to prepare our pupils for life beyond primary school by developing the characteristics needed for lifelong learning and future success, including resilience, integrity, teamwork, independence, critical thinking and financial awareness. We also encourage children to become active citizens who understand their role within both their local community and the wider world.

Our PSHE curriculum is delivered through the 1Decision programme, which provides a progressive, age-appropriate scheme of work that meets the statutory requirements for Relationships Education and Health Education.

Zones of Regulation

At Crawford Village Primary School, we recognise the importance of promoting positive mental health and emotional wellbeing for all members of our school community.

Through the Zones of Regulation curriculum, pupils learn to recognise and understand their emotions, develop emotional vocabulary and build a range of practical strategies to help regulate their feelings and behaviour. These skills support children in becoming resilient learners and contribute positively to their wellbeing both in and beyond school.

Further information can be found in the Zones of Regulation section of our Curriculum pages.

SEND and Disadvantaged Pupils

We are committed to ensuring that every child has access to a broad, balanced and inclusive PSHE curriculum. Learning is adapted where appropriate to meet individual needs, enabling all pupils, including those with SEND and disadvantaged pupils, to access the curriculum, participate fully in lessons and achieve success.

PSHE Vision Statement

INTENT

Our PSHE curriculum is designed to equip children with the knowledge, understanding, vocabulary and skills they need to lead healthy, safe and fulfilling lives.

We aim to:

develop confident, respectful and responsible citizens
promote positive mental health and emotional wellbeing
teach children how to build healthy relationships and recognise healthy friendships
enable pupils to identify risks, keep themselves safe and know how to seek help from trusted adults
prepare children for life in modern Britain through the promotion of British Values, diversity and equality
develop children's understanding of financial education and responsible decision-making
ensure learning is progressive and builds upon prior knowledge across all year groups
provide an inclusive curriculum which reflects our local context while preparing pupils for an increasingly diverse and digital world

IMPLEMENTATION

Our PSHE curriculum is delivered through weekly lessons using the 1Decision programme alongside wider opportunities across the curriculum, assemblies and whole-school events.

Learning is discussion-based and encourages children to think critically, consider different viewpoints and develop confidence in expressing their ideas respectfully. The programme's interactive approach supports pupils in exploring real-life scenarios and making informed choices in a safe and supportive environment.

Our curriculum is carefully sequenced to ensure progression in both knowledge and skills. Learning is revisited and built upon throughout the primary years, enabling children to deepen their understanding and apply their learning confidently.

The curriculum includes learning about:

Families and caring relationships
Friendships and respectful relationships
Personal safety, trusted adults, consent and personal boundaries (age appropriate)
Anti-bullying, including cyberbullying
Online safety and digital wellbeing
AI awareness and responsible use of technology (age appropriate)
Mental health and emotional wellbeing
Emotional literacy, resilience and coping strategies
Healthy lifestyles, including healthy eating, physical activity, sleep and personal hygiene
Drugs, alcohol, tobacco and vaping awareness
Puberty and growing up
Financial education
Road, cycle, rail and water safety
Diversity, equality and inclusion
British Values, democracy and citizenship

The curriculum also promotes pupils' spiritual, moral, social and cultural (SMSC) development and is enhanced through themed weeks, assemblies, educational visits, visitors and national campaigns such as Anti-Bullying Week, Children's Mental Health Week and Safer Internet Day.

IMPACT

By the time pupils leave Crawford Village Primary School, they will have developed the knowledge, understanding and personal skills needed to make informed decisions, build positive relationships and stay healthy and safe.

Children will demonstrate increasing confidence, resilience and independence, showing respect for themselves and others while understanding their responsibilities within school and the wider community.

Progress is monitored through pupil discussion, teacher assessment, learning observations and evidence recorded within pupils' PSHE workbooks. This enables teachers to build on prior learning and ensures progression across the curriculum.

Our curriculum prepares pupils for the next stage of their education and equips them with the knowledge and skills needed to thrive in an ever-changing world.

Please visit our PSHE blog for a glimpse of PSHE in action within our school. A short-cut link can be found here.

The National Curriculum Programme of Study for PSHE can be found here.

No Outsiders at Crawford Village

There are no outsiders in our school; to quote the South African social rights activist, Desmond Tutu (2004), ‘Everyone is an insider, no matter their beliefs, whatever their colour, gender or sexuality’

We use the resource, ‘No Outsiders in Our School: Teaching the Equality Act in Primary Schools’ by Andrew Moffat.

The No Outsiders resource revolves around key messages we can take from children’s picture books. The class discussion is child-led and offers opportunities for the children to make observations and to further consider the simple messages in the text, which link to the Equality Act in an age-appropriate way. The tables below outline the texts used in each year group.