PSHE

Introduction

All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:

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

The Right Honourable Justine Greening, then-Secretary of State for Education, announced, on March 1^st 2017, that it was her intention to make Relationships Education statutory in Primary schools from September 2020 and that content guidance will be published prior to that.

The Children and Social Work Act 2017 placed a duty on the Secretary of State for Education to make the new subjects of Relationships Education at primary and Relationships and Sex Education (RSE) at secondary compulsory through regulations. The Act also provides a power for the Secretary of State to make Personal, Social, Health and Economic Education (PSHE), or elements of the subject, mandatory in all schools. The department engaged with a wide range of interested organisations and conducted a call for evidence on the content of the subjects, and the status of PSHE.

The findings gathered from the process informed the drafting of the regulations, statutory guidance and regulatory impact assessment, on which the department is now consulting. This includes the department’s decision to make Health Education, not all of PSHE, compulsory.

The guidance on Relationships Education, Relationships and Sex Education (RSE) and Health Education for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers can be seen here. It will come into force in September 2020. Until September 2020, the DfE guidance (2000) is a school’s duty to provide; this sample policy from Jigsaw reflects the 2020 guidance. Jigsaw has produced it so that schools using the Jigsaw teaching materials (3-11, 11-16) can be prepared for when statutory status begins.

The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education and Relationships and Sex Education (RSE) compulsory for all pupils receiving secondary education. They also make Health Education compulsory in all schools except independent schools. Personal, Social, Health and Economic Education (PSHE) continues to be compulsory in independent schools.

We are confident that the Jigsaw Programme covers all aspects of Relationships and Sex Education and Health Education in an age-appropriate way; if there are any gaps, Jigsaw will provide its schools with materials to ensure all statutory duties are fulfilled, at no cost. Likewise, this sample policy will be updated in line with any new government guidance.

This Jigsaw PSHE sample policy is informed by existing DfE guidance on

Relationships Education, Relationships and Sex Education (RSE) and Health Education (February 2019)
Preventing and tackling bullying (Preventing and tackling bullying: Advice for head teachers, staff and governing bodies, July 2013, updated 2017)
Drug and Alcohol Education (DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies, September 2012)
Safeguarding (Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children, March 2013 Keeping Children Safe in Education, 2018)
Equality (Equality Act 2010: Advice for school leaders, school staff, governing bodies and local authorities, revised June 2014). Schools should pay particular attention to the Public sector equality duty (PSED) (s.149 of the Equality Act).
Respectful School Communities: Self Review and Signposting Tool (a tool to support a whole school approach that promotes respect and discipline)
Behaviour and Discipline in Schools (advice for schools, including advice for appropriate behaviour between pupils)
SEND code of practice: 0 to 25 years (statutory guidance)
Alternative Provision (statutory guidance)
Mental Health and Behaviour in Schools (advice for schools)
Preventing and Tackling Bullying (advice for schools, including advice on cyberbullying)
Sexual violence and sexual harassment between children in schools (advice for schools)
The Equality and Human Rights Commission Advice and Guidance (provides advice on avoiding discrimination in a variety of educational contexts)
Promoting Fundamental British Values as part of SMSC in schools (guidance for maintained schools on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC)
SMSC requirements for independent schools (guidance for independent schools on how they should support pupils' spiritual, moral, social and cultural development).
National Citizen Service guidance for schools

The Jigsaw Programme meets all the outcomes in the PSHE Association Programmes of Study, 2017.

Jigsaw Content

Jigsaw covers all areas of PSHE for the primary phase, as the table below shows:

Term	Puzzle name	Content
Autumn 1:	Being Me in My World	Includes understanding my place in the class, school and global community as well as devising Learning Charters
Autumn 2:	Celebrating Difference	Includes anti-bullying (cyber and homophobic bullying included) and diversity work
Spring 1:	Dreams and Goals	Includes goal-setting, aspirations, working together to design and organise fund-raising events
Spring 2:	Healthy Me	Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices
Summer 1:	Relationships	Includes understanding friendship, family and other relationships, conflict resolution and communication skills in Relationship Education
Summer 2:	Changing Me	Includes Relationships and Sex Education in the context of looking at change

Aim of the Jigsaw PSHE policy

To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.

Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.

They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

In our school we choose to deliver Personal, Social, Health Education (including Relationships Education, Relationships and Sex Education (RSE) and Health Education) using Jigsaw, the mindful approach to PSHE.

Objectives/Pupil learning intentions:

Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:

Have a sense of purpose
Value self and others
Form relationships
Make and act on informed decisions
Communicate effectively
Work with others
Respond to challenge
Be an active partner in their own learning
Be active citizens within the local community
Explore issues related to living in a democratic society
Become healthy and fulfilled individuals

Relationship and Sex Education (RSE)

Relationships and Sex Education update

Since the then-Right Honourable Justine Greening, Secretary of State for Education, announced, on March 1^st 2017, that it was her intention to make Relationships Education statutory in Primary schools from September 2019, the DfE has made Relationships Education compulsory in all primary schools in England and Relationships and Sex Education compulsory in all secondary schools, as well as making Health Education compulsory in all state-funded schools. The key decisions on these subjects have been informed by an engagement process, including a public call for evidence that received over 23,000 responses from parents, young people, schools and experts and a public consultation where over 40,000 people contacted the Department for Education. Many schools will choose to teach the compulsory content within a wider programme of Personal, Social, Health and Economic Education or similar. The DfE encourages schools to continue to do so, if this is right for them, and build on established, high quality programmes.

What does the new Relationships Education cover?

Relationships Education in primary schools will cover ‘Families and people who care for me’, ‘Caring friendships’, ‘Respectful relationships’, ‘Online relationships’, and ‘Being safe’.

The new guidance states that by the end of primary school all children should know: ‘how to report concerns or abuse, and the vocabulary and confidence needed to do so’.

The new guidance states that Relationships Education should promote equal, safe and enjoyable relationships and be taught in a way which fosters LGBT and gender equality, in line with the Equalities Act 2010.

The Sex Education Forum define Relationships and Sex Education (RSE) as learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. It should equip children and young people with the information, skills and positive values to have safe, fulfilling relationships, to enjoy their sexuality and to take responsibility for their sexual health and well-being.

What is covered in sex education?

In the new guidance, the DfE continues to recommend that all primary schools ‘have a sex education programme tailored to the age and the physical and emotional maturity of the pupils. Schools are to determine the content of sex education at primary school. Sex education ‘should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science - how a baby is conceived and born’.

Health Education will be mandatory in all primary schools in England (except Independent Schools who have separate requirements on PSHE education as per the Independent Schools Standard) from September 2020. Health Education includes a section for primary and secondary schools on puberty, the changing adolescent body, menstrual wellbeing and the menstrual cycle.

Relationships Education, Health Education, science and sex education work together to protect children by ensuring they have knowledge of their bodies, the human life-cycle, emotions, acceptable behaviour and right and wrong.

Effective RSE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being.

RSE makes an important contribution to health and well-being by supporting children and young people's ability to learn, achieve and flourish.

"The right to education includes the right to sexual education, which is both a human right in itself and an indispensable means of realising other human rights, such as the right to health, the right to information and sexual and reproductive rights."

Report to the UN General Assembly - July 2010 | Item 69, paragraph 18

RSE policy requirements

Primary schools must have a written policy on Relationships education and Sex education if choosing to teach it. Secondary schools must have a written policy on RSE. Schools must consult parents in developing and reviewing their policy and should ensure the policy meets the needs of pupils and parents and reflects the community they serve. School must provide a copy of the policy at no cost to anyone who asks for one and should also publish the policy on the school website.

The policy must:

Define the subjects being taught (Relationships Education, RSE, sex education)
Set out the subject content, how it is taught and who is responsible for teaching it
Describe how the subject is monitored and evaluated.
Include information to clarify parental right to request their child is excused

The DfE guidance states that all schools must have in place a written policy for Relationships Education and RSE. Schools must consult parents in developing and reviewing their policy. Schools should ensure that the policy meets the needs of pupils and parents and reflects the community they serve. It should be freely available and be published on the school’s website.

The policy should:

RSE has clear links with other school policies aimed at promoting pupils’ spiritual, moral, social and cultural development, including the:

Anti-Bullying Policy
Behaviour Policy
Confidentiality Policy
Drug and Alcohol Education Policy
Equal Opportunities Policy
Health and Safety Policy
ICT Policy and Safe Internet Use Policy
Inclusion Policy
RE Policy
Safeguarding/Child Protection Policy
SMSC Policy
Special Educational Needs Policy

The role of the headteacher

It is the responsibility of the headteacher to ensure that staff and parents are informed about the RSE policy, and that the policy is implemented effectively. It is also the headteacher’s responsibility to ensure that members of staff are given sufficient training, so that they can teach effectively and handle any difficult issues with sensitivity.

The headteacher liaises with external agencies regarding the school RSE programme and ensures that all adults who work with children on these issues are aware of the school policy, and that they work within this framework. The headteacher monitors this policy on a regular basis and reports to governors, when requested, on the effectiveness of the policy.

Monitoring and Review

The Curriculum Committee of the governing body monitors the sex education policy on an annual basis. This committee reports its findings and recommendations to the full governing body, as necessary, if the policy needs modification. The Curriculum Committee gives serious consideration to any comments from parents about the sex education programme, and makes a record of all such comments. Governors require the headteacher to keep a written record, giving details of the content and delivery of the RSE programme that is taught in your school. Governors should scrutinise materials to check they are in accordance with the school’s ethos.

Equalities

The Equality Act 2010 covers the way the curriculum is delivered, as schools and other education providers must ensure that issues are taught in a way that does not subject pupils to discrimination. Schools have a duty under the Equality Act to ensure that teaching is accessible to all children and young people, including those who are lesbian, gay, bisexual and transgender (LGBT). Inclusive RSE will foster good relations between pupils, tackle all types of prejudice – including homophobia – and promote understanding and respect. The Department for Education has produced advice on The Equality Act 2010 and schools (DfE, 2014b).

Schools have a legal duty to promote equality (Equality Act, 2010) and to combat bullying (Education Act, 2006) (which includes homophobic, sexist, sexual and transphobic bullying) and Section 4.2 of the national curriculum (2014) states “Teachers should take account of their duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.”

Relationship Education in Primary schools – what should be included and how does Jigsaw provide the solution?

The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

The guidance states that, by the end of primary school:

	Pupils should know…	How Jigsaw provides the solution
Families and people who care for me	that families are important for children growing up because they can give love, security and stability. the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong (Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage (Same Sex Couples) Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious). how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. what a stereotype is, and how stereotypes can be unfair, negative or destructive. the importance of permission-seeking and giving in relationships with friends, peers and adults.	All of these aspects are covered in lessons within the Puzzles Relationships Changing Me Celebrating Difference Being Me in My World
Online relationships	that people sometimes behave differently online, including by pretending to be someone they are not. that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous. the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. how information and data is shared and used online.	All of these aspects are covered in lessons within the Puzzles Relationships Changing Me Celebrating Difference
Being safe	what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know. how to recognise and report feelings of being unsafe or feeling bad about any adult. how to ask for advice or help for themselves or others, and to keep trying until they are heard, how to report concerns or abuse, and the vocabulary and confidence needed to do so. where to get advice e.g. family, school and/or other sources.	All of these aspects are covered in lessons within the Puzzles Relationships Changing Me Celebrating Difference

Jigsaw RSE Content

The grid below shows specific learning intentions for each year group in the ‘Relationships’ Puzzle.

Year Group

Piece Number and Name

Learning Intentions

‘Pupils will be able to…’

FS1/2

Piece 1

My Family and Me!

I can tell you about my family

I can identify some of the jobs I do in my family and how I feel like I belong

Piece 2

Make friends, make friends, never ever break friends! – Part 1

I understand how to make friends if I feel lonely

I know how to make friends to stop myself from feeling lonely

Piece 3

Make friends, make friends, never ever break friends! – Part 2

I can tell you some of the things I like about my friends

I can think of ways to solve problems and stay friends

Piece 4

Falling out and bullying – Part 1

I know what to say and do if somebody is mean to me

I am starting to understand the impact of unkind words

Piece 5

Falling out and bullying – Part 2

I can use Calm Me time to manage my feelings

Piece 6

Being the best friend we can be

I can work together and enjoy being with my friends

I know how to be a good friend

Piece 1

Families

I can identify the members of my family and understand that there are lots of different types of families

I know how it feels to belong to a family and care about the people who are important to me

Piece 2

Making friends

I can identify what being a good friend means to me

I know how to make a new friend

Piece 3

Greetings

I know appropriate ways of physical contact to greet my friends and know which ways I prefer

I can recognise which forms of physical contact are acceptable and unacceptable to me

Piece 6

Celebrating my special relationships

I can tell you why I appreciate someone who is special to me

I can express how I feel about them

Piece 1

Families

I can identify the different members of my family, understand my relationship with each of them and know why it is important to share and cooperate

I accept that everyone’s family is different and understand that most people value their family

Piece 2

Keeping safe – exploring physical contact

I understand that there are lots of forms of physical contact within a family and that some of this is acceptable and some is not

I know which types of physical contact I like and don’t like and can talk about this

Piece 3

Friends and conflict

I can identify some of the things that cause conflict with my friends

I can demonstrate how to use the positive problem-solving technique to resolve conflicts with my friends

Piece 4

Secrets

I understand that sometimes it is good to keep a secret and sometimes it is not good to keep a secret

I know how it feels to be asked to keep a secret I do not want to keep and know who to talk to about this

Piece 5

Trust and appreciation

I recognise and appreciate people who can help me in my family, my school and my community

I understand how it feels to trust someone

Piece 6

Celebrating My Special Relationships

I can express my appreciation for the people in my special relationships

I am comfortable accepting appreciation from others

Piece 1

Family roles and responsibilities

I can identify the roles and responsibilities of each member of my family and can reflect on the expectations for males and females

I can describe how taking some responsibility in my family makes me feel

Piece 2

Friendship

I can identify and put into practice some of the skills of friendship, e.g. taking turns, being a good listener

I know how to negotiate in conflict situations to try to find a win-win solution

Piece 3

Keeping myself safe

I know and can use some strategies for keeping myself safe

I know who to ask for help if I am worried or concerned

Piece 6

Celebrating my web of relationship

I know how to express my appreciation to

my friends and family

I enjoy being part of a family and friendship groups

Piece 1

Relationship web

I can identify the web of relationships that I am part of, starting from those closest to me and including those more distant

I know how it feels to belong to a range of different relationships and can identify what I contribute to each of them

Piece 2

Love and loss

I can identify someone I love and can express why they are special to me

I know how most people feel when they lose someone or something they love

Piece 6

Celebrating my relationships with people and animals

I know how to show love and appreciation to the people and animals who are special to me

I can love and be loved

Piece 2

Getting on and falling out

I can recognise how friendships change, know how to make new friends and how to manage when I fall out with my friends

I know how to stand up for myself and how to negotiate and compromise

Piece 3

Girlfriends and boyfriends

I understand how it feels to be attracted to someone and what having a boyfriend/ girlfriend might mean

I understand that relationships are personal and there is no need to feel pressured into having a boyfriend/ girlfriend

Piece 4

Girlfriends and boyfriends

I understand how it feels to be attracted to someone and what having a boyfriend/girlfriend might mean

I can recognise the feeling of jealousy, where it comes from and how to manage it

Piece 5

Relationships and technology

I understand how to stay safe when using technology to communicate with my friends

I can recognise and resist pressures to use technology in ways that may be risky or may cause harm to others

Piece 6

Relationships and technology

I can explain how to stay safe when using technology to communicate with my friends

I can recognise and resist pressures to use technology in ways that may be risky or may cause harm to myself or others

Piece 1

My relationships web

I can identify the most significant people to be in my life so far

I understand how it feels to have people in my life that are special to me

Piece 4

Power and control

I can recognise when people are trying to gain power or control

I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power or control

Piece 5

Being safe with technology 1

I understand how technology can be used to try to gain power or control and I can use strategies to prevent this from happening

I can take responsibility for my own safety and well-being

Piece 6

Being safe with technology 2

I can use technology positively and safely to communicate with my friends and family

I can take responsibility for my own safety and well-being

Sex Education in Primary schools – what should be included and how does Jigsaw provide the solution?

The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools and the content set out in the DfE guidance therefore focuses on Relationships Education.

The grid below shows specific learning intentions for each year group in the ‘Changing Me’ Puzzle.

Year Group

Piece Number and Name

Learning Intentions

‘Pupils will be able to…’

FS1/2

Piece 3

Growing Up

D4 - Seek out others to share experiences. Show affection and concern for people who are special to them

D6 - Explain own knowledge and understanding, and ask appropriate questions of others

ELG - Show sensitivity to others’ needs and feelings

Piece 4

Boys’ and Girls’ Bodies

identify the parts of the body that make boys different to girls and use the correct names for these: penis, testicles, vagina

respect my body and understand which parts are private

Piece 4

Boys’ and Girls’ Bodies

recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina) and appreciate that some parts of my body are private

tell you what I like/don’t like about being a boy/girl

Piece 1

How Babies Grow

understand that in animals and humans lots of changes happen between conception and growing up, and that usually it is the female who has the baby

express how I feel when I see babies or baby animals

Piece 2

Babies

understand how babies grow and develop in the mother’s uterus and understand what a baby needs to live and grow

express how I might feel if I had a new baby in my family

Piece 3

Outside Body Changes

understand that boys’ and girls’ bodies need to change so that when they grow up their bodies can make babies

identify how boys’ and girls’ bodies change on the outside during this growing up process

recognise how I feel about these changes happening to me and know how to cope with those feelings

Piece 4

Inside Body Changes

identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up

recognise how I feel about these changes happening to me and how to cope with these feelings

Piece 2

Having A Baby

correctly label the internal and external parts of male and female bodies that are necessary for making a baby

understand that having a baby is a personal choice and express how I feel about having children when I am an adult

Piece 3

Girls and Puberty

describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this

know that I have strategies to help me cope with the physical and emotional changes I will experience during puberty

Piece 2

Puberty for Girls

explain how a girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally

understand that puberty is a natural process that happens to everybody and that it will be OK for me

Piece 3

Puberty for Boys and Girls

describe how boys’ and girls’ bodies change during puberty

express how I feel about the changes that will happen to me during puberty

Piece 4

Conception

understand that sexual intercourse can lead to conception and that is how babies are usually made

understand that sometimes people need IVF to help them have a baby

appreciate how amazing it is that human bodies can reproduce in these ways

Piece 2

Puberty

explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after myself physically and emotionally

express how I feel about the changes that will happen to me during puberty

Piece 3

Girl Talk/Boy Talk

ask the questions I need answered about changes during puberty

reflect on how I feel about asking the questions and about the answers I receive

Piece 4

Babies – Conception to Birth

describe how a baby develops from conception through the nine months of pregnancy, and how it is born

recognise how I feel when I reflect on the development and birth of a baby

Piece 5

Attraction

understand how being physically attracted to someone changes the nature of the relationship

express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this

How can schools involve parents/carers?
Involving parents is integral to the new guidance. Paragraph 41 states that ‘All schools should work closely with parents when planning and delivering these subjects. Schools should ensure that parents know what will be taught and when, and clearly communicate the fact that parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE.’

The guidance provides a reminder that ‘many schools build a good relationship with parents on these subjects over time – for example, by inviting parents into school to discuss what will be taught, address any concerns and help support parents in managing conversations with their children on these issues’.

To start fresh dialogue, schools might consider running a short survey with parents, asking if there are aspects of RSE that they’d like help with at home, and what aspects they see as a priority for school to cover.

Physical health and mental well-being education in Primary schools – what should be included and how does Jigsaw provide the solution?

The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental well-being is a normal part of daily life, in the same way as physical health.

By the end of primary school:

	Pupils should know	How Jigsaw provides the solution
Mental wellbeing	that mental wellbeing is a normal part of daily life, in the same way as physical health. 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. 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. how to judge whether what they are feeling and how they are behaving is appropriate and proportionate. the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental well-being and happiness. simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. that bullying (including cyberbullying) has a negative and often lasting impact on mental well-being. 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). 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	that for most people the internet is an integral part of life and has many benefits. 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. 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. why social media, some computer games and online gaming, for example, are age restricted. 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. how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. 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	the characteristics and mental and physical benefits of an active lifestyle. 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. the risks associated with an inactive lifestyle (including obesity). 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	what constitutes a healthy diet (including understanding calories and other nutritional content). the principles of planning and preparing a range of healthy meals. 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	how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing. 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	how to make a clear and efficient call to emergency services if necessary. 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	key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes. 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

Drug and Alcohol Education

Definition of ‘Drugs’:

This policy uses the definition that a drug is: ‘A substance people take to change the way they feel, think or behave’ (United Nations Office on Drugs and Crime). The term ‘Drugs’ includes

All illegal drugs
All legal drugs including alcohol, tobacco and volatile substances which can be inhaled
All over-the-counter and prescription medicines

Effective Drug and Alcohol Education can make a significant contribution to the development of the personal skills needed by pupils as they grow up. It also enables young people to make responsible and informed decisions about their health and well-being.

Moral and Values Framework

The Drug and Alcohol Education programme at our school reflects the school ethos and demonstrates and encourages the following values. For example:

Respect for self
Respect for others
Responsibility for their own actions
Responsibility for their family, friends, schools and wider community

Jigsaw Drug and Alcohol Education Content

The grid below shows specific Drug and Alcohol Education learning intentions for each year group in the ‘Healthy Me’ Puzzle.

Year Group

Piece Number and Name

Learning Intentions

‘Pupils will be able to…’

Piece 3

Medicine Safety

understand how medicines work in my body and how important it is to use them safely

feel positive about caring for my body and keeping it healthy

Piece 3

What Do I Know About Drugs?

tell you my knowledge and attitude towards drugs

identify how I feel towards drugs

Piece 3

Smoking

understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke

can relate to feelings of shame and guilt and know how to act assertively to resist pressure from myself and others

Piece 4

Alcohol

understand the facts about alcohol and its effects on health, particularly the liver, and also some of the reasons some people drink alcohol

can relate to feelings of shame and guilt and know how to act assertively to resist pressure from myself and others

Piece 1

Smoking

know the health risks of smoking and can tell you how tobacco affects the lungs, liver and heart

make an informed decision about whether or not I choose to smoke and know how to resist pressure

Piece 2

Alcohol

know some of the risks with misusing alcohol, including anti-social behaviour, and how it affects the liver and heart

make an informed decision about whether or not I choose to drink alcohol and know how to resist pressure

Piece 2

Drugs

know about different types of drugs and their uses and their effects on the body particularly the liver and heart

be motivated to find ways to be happy and cope with life’s situations without using drugs

Piece 3

Alcohol

evaluate when alcohol is being used responsibly, anti-socially or being misused

tell you how I feel about using alcohol when I am older and my reasons for this

Policy fundamentals

How is Jigsaw PSHE organised in school?

Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.

There are six Puzzles in Jigsaw that are designed to progress in sequence from September to July. Each Puzzle has six Pieces (lessons) which work towards an ‘end product’, for example, The School Learning Charter or The Garden of Dreams and Goals.

Each Piece has two Learning Intentions: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health. The enhancements mean that Jigsaw, the mindful approach to PSHE, is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber and homophobic bullying, and internet safety.

Every Piece (lesson) contributes to at least one of these aspects of children’s development. This is mapped on each Piece and balanced across each year group.

At Lickhill, we have half termly assemblies which set the scene for the jigsaw work across school. We use the Jigsaw chime every afternoon to signal the start of quiet time and this reflects the work done during separate Jigsaw lessons.

This policy and specific RSE policy has been send out to parents for consultation and any questions and queries have been addressed. They have been used to inform the policy and specifics being taught in each year group. This is a continuous conversation and we encourage anyone who has concerns or specific questions to meet with staff and discuss these areas.

Differentiation/SEND

Jigsaw is written as a universal core curriculum provision for all children. Inclusivity is part of its philosophy. Teachers will need, as always, to tailor each Piece to meet the needs of the children in their classes. To support this differentiation, many Jigsaw Pieces suggest creative learning activities that allow children to choose the media with which they work and give them scope to work to their full potential. To further help teachers differentiate for children in their classes with special educational needs, each Puzzle includes a P-level grid with suggested activities for children working at each of those levels. Schools need to demonstrate how delivery of the content will be made accessible to all pupils, including those with SEND. Schools should be aware that some pupils are more vulnerable to exploitation, bullying and other issues due to the nature of their SEND. Relationships Education and RSE can also be particularly important subjects for some pupils; for example, those with Social, Emotional and Mental Health needs or learning disabilities. Such factors should be taken into consideration in designing and teaching these subjects. In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages. As with all teaching for these subjects, schools should ensure that their teaching is sensitive, age-appropriate, developmentally appropriate and delivered with reference to the law.

If any changes are implemented nationally as a result of the Rochford Review Jigsaw will make the necessary amendments and offer this free update to all its schools.

Safeguarding

Teachers need to be aware that sometimes disclosures may be made during these sessions; in which case, safeguarding procedures must be followed immediately. Sometimes it is clear that certain children may need time to talk one-to-one after the circle closes. It is important to allow the time and appropriate staffing for this to happen. If disclosures occur, the school’s disclosure and/or confidentiality policy is followed.

In teaching Relationships Education and RSE, schools should ensure that the needs of all pupils are appropriately met, and that all pupils understand the importance of equality and respect. Schools must ensure that they comply with the relevant provisions of the Equality Act 2010, (please see The Equality Act 2010 and schools: Departmental advice), under which sexual orientation and gender reassignment are amongst the protected characteristics.

Schools should ensure that all of their teaching is sensitive and age appropriate in approach and content. At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.

Assessment

Teachers will be eager to ensure children are making progress with their learning throughout their Jigsaw experience. Therefore, each Puzzle (except Puzzle 1) has a built-in assessment task, usually in Piece 5 or 6. This task is the formal opportunity for teacher assessment, but also offers children the chance to assess their own learning and have a conversation with the teacher about their two opinions. The task can usually be used as evidence in the Jigsaw Journal.

Each Puzzle has a set of three level descriptors for each year group:

Working towards Working at Working beyond

It is envisaged that, at the beginning of a Puzzle, children will be given the ‘My Jigsaw Learning Record’ for that Puzzle, so that it is clear to them what they are aiming to achieve. They stick this into their Jigsaw Journal. After completion of the assessment task, the teacher and the child return to the ‘My Jigsaw Learning Record’ and the child colours in the attainment descriptor he thinks he has achieved. The teacher does the same and facilitates a conversation with the child about his learning progress for that Puzzle. Do they agree? They both complete the evaluation boxes on the child’s learning record, focussing on how progress could be made in the next Puzzle.

Monitoring and evaluation

The PSHE co-ordinator will monitor delivery of the programme through observation and discussion with teaching staff to ensure consistent and coherent curriculum provision.

Evaluation of the programme’s effectiveness will be conducted on the basis of:

Pupil and teacher evaluation of the content and learning processes
Staff meetings to review and share experience

External contributors

External contributors from the community, e.g. health promotion specialists, school nurses, social workers, and community police and fire officers, make a valuable contribution to the Jigsaw PSHE programme. Their input should be carefully planned and monitored so as to fit into and complement the programme.

Teachers MUST always be present during these sessions and remain responsible for the delivery of the Jigsaw PSHE programme.

The Learning Environment

Establishing a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike, is vital. To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year and are reinforced in every Piece – by using The Jigsaw Charter. (Ideally, teachers and children will devise their own Jigsaw Charter at the beginning of the year so that they have ownership of it.) It needs to include the aspects below:

The Jigsaw Charter

We take turns to speak
We use kind and positive words
We listen to each other
We have the right to pass
We only use names when giving compliments or when being positive
We respect each other’s privacy (confidentiality)

Teaching Sensitive and Controversial Issues

Sensitive and controversial issues are certain to arise in learning from real-life experience. Teachers will be prepared to handle personal issues arising from the work, to deal sensitively with, and to follow up appropriately, disclosures made in a group or individual setting. Issues that we address that are likely to be sensitive and controversial because they have a political, social or personal impact or deal with values and beliefs include: family lifestyles and values, physical and medical issues, financial issues, bullying and bereavement.

Teachers will take all reasonable, practical steps to ensure that, where political or controversial issues are brought to pupils’ attention, they are offered a balanced presentation of opposing views. Teachers will adopt strategies that seek to avoid bias on their part and will teach pupils how to recognise bias and evaluate evidence. Teachers will seek to establish a classroom climate in which all pupils are free from any fear of expressing reasonable points of view that contradict those held either by their class teachers or their peers.

Answering Difficult Questions and Sensitive Issues

Staff members are aware that views around RSE- and Drug and Alcohol Education-related issues are varied. However, while personal views are respected, all RSE and Drug and Alcohol Education issues are taught without bias using Jigsaw. Topics are presented using a variety of views and beliefs so that pupils are able to form their own, informed opinions but also respect that others have the right to a different opinion.

Both formal and informal RSE and Drug and Alcohol Education arising from pupils’ questions are answered according to the age and maturity of the pupil(s) concerned. Questions do not have to be answered directly, and can be addressed individually later. The school believes that individual teachers must use their skill and discretion in this area and refer to the Child Protection Coordinator if they are concerned.

Our school believes that RSE and Drug and Alcohol Education should meet the needs of all pupils, answer appropriate questions and offer support. In Jigsaw Pieces that cover RSE provision, this should be regardless of their developing sexuality and be able to deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support. Homophobic bullying is dealt with strongly yet sensitively. The school liaises with parents/carers on this issue to reassure them of the content and context.