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Personal Social and Health Education.

The Department for Education requires all schools to publish their PSHE curriculum.  Please find below details of how we teach PSHE at Broomgrove Infant School.

 Broomgrove Infant School Guidance for PSHE and Citizenship


‘Every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.
  • Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

National curriculum - section 2.1



PSHE and Citizenship are placed firmly at the heart of Broomgrove Infant School.  It is our aim that our approaches, methods, relationships, behaviour management strategies and indeed our whole school ethos will continually promote the PSHE and Citizenship of our pupils.


Through citizenship, we aim to give children the knowledge, skills and understanding that they require in order to lead confident, healthy and independent lives. Citizenship will help children to become informed and responsible members of schools, neighbourhoods and wider communities. They will be encouraged to take and share responsibility, feel positive about themselves, take part in discussions, make real choices and develop positive relationships.



‘Schools should seek to use PSHE education to build, where appropriate , on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.’

PSHE guidance document, DFE 2013


PSHE and citizenship will be provided through a combination of:

  • Discrete curriculum time, where appropriate, which uses an adapted version of the PSHE Association programme of study.
  • Teaching through and in other subjects/curriculum areas; and
  • PSHE and citizenship activities using the SEAL and go-givers resources
  • Local and national events e.g. Anti-bullying week.


 The PSHE Association programme comprises of three core strands:

  1. Health and wellbeing.
  2. Relationships
  3. Living in the wider world.


In the Early Years Foundation Stage, children study citizenship as part of Personal, Social and Emotional Development – one of the three “Prime” areas of development within the Foundation Stage Curriculum.



PSHE and Citizenship are shared indirectly through:

  • Praise and positive behaviour management
  • The school rules
  • Helping Hands (Playground buddies)
  • The use of “Friendship stops” and ‘circle of friends’
  • National Healthy Schools Status
  • Fruit Initiative
  • Wheel of choice.
  • Visits to our local community
  • Outside agencies (particularly during “Health Week” and “Safety week”)
  • A wide range of after school clubs
  • Celebrating and publicising school activities
  •  Inclusion and Equal Opportunities policies
  • School based community events e.g. summer fair, bonfire night etc.
  • Class assemblies, Christmas performances etc
  • Personal and e-safety
  • Nurture groups
  • Eco school silver status


Key Skills

Throughout the direct and indirect learning and teaching of PSHCE, children will learn to develop and use a range of skills necessary for good citizenship:


  • Listening
  • Critical thinking
  • Problem solving
  • Reasoning
  • Debating
  • Evaluating


Safeguarding and Confidentiality

Sensitive and controversial issues, such as sex, drugs, racism, religion and politics, are certain to arise in PSHE and citizenship teaching.

Teachers should:

  • ensure pupils establish ground rules about how they will behave towards each other and how the issue will be dealt with;
  • judge when to allow pupils to discuss issues on their own or in small groups and when to join in and offer support;
  • ensure that pupils are clear about the difference between fact, opinion and belief, and that they have access to balanced information and views against which they can then clarify their own opinions and views, including contributions made by visitors to the classroom;
  • decide how far they (the teachers) are prepared to express their own views, bearing in mind that they are in an influential position and that they have to work within the school’s values framework;
  • provide appropriate support after a session for any pupil who may be troubled by an issue raised and if appropriate speak to the Designated Lead.


Broomgrove Infant School is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. This policy links directly to our set of school safeguarding policies. It also has aspects covered within the following whole school policies:


  • Sex and Relationship Education,
  • Drugs
  • Health and Safety
  • Science
  • R.E
  • E-safety



Broomgrove PSHE programme of study

Taken from the PSHE association

Section 2.5 of the national curriculum framework states that all schools should make provision for PSHE drawing on good practice. This programme of study has been adapted from the PSHE association programme of study. As part of a whole-school approach, this programme of study aims to develop the qualities and attributes children need to thrive as individuals, family members and members of society. At Broomgrove Infant school, PSHE is taught through topic work, themed weeks such as safety and health week and as issues arise. PSHE should be taught not as one off lessons, but embedded in the school ethos.

Overarching concepts of the programme of study

  1. Identity
  2. Relationships
  3. A healthy balanced lifestyle
  4. Risk
  5. Diversity and equality
  6. Right and resilience
  7. Change
  8. Power
  9. Career

This programme of study is split into three core themes:

  1. Health and wellbeing
  2. Relationships
  3. Living in the wider world

Each of these core themes has been broken down into learning outcomes for KS1 building on the ELG of the foundation stage. 

KS1 PSHE curriculum

Theme 1: Health and wellbeing

Learning outcome

Date covered

I know what is meant by a healthy lifestyle


I know how to maintain physical, mental and emotional wellbeing


I can manage risks to my physical and emotional health and wellbeing


I know ways of keeping physically and emotionally safe


I can manage change.


I can make informed choices about health and wellbeing


I know how to respond in an emergency


I can identify different influences on health and wellbeing – family etc.




Theme 2: Relationships

Learning outcome

Date covered

I can develop and maintain a variety of healthy relationships within a range of social/cultural contexts.


I recognise and manage emotions within a range of emotions.


I can identify risky or negative relationships.


I know how to respond to risky or negative relationships and ask for help.


I respect equality and diversity in relationships.




Theme 3: Living in the wider world

Learning outcome

Date covered

I have respect for myself and others and know the importance of responsible behaviours and actions.


I know about my rights and responsibilities as member of a family, of groups and as citizens.


I respect equality.


I know about the importance of looking after the environment.


I know where money comes from and know how to keep it safe.


I know that money is an important part of people’s lives.