top of page
12 1.jpg


"We have the choice to use the gift of our life to make the world a better place-or not to bother" - Jane Goodall

The member of staff responsible for PSHE/RHE is Ms Cespedes who ensures that knowledge and skills progression are mapped across the curriculum with each topic taught.


How Dovecotes Primary School’s PSHE Curriculum Promotes Our Core Values:


Be Creative – To problem solve and think creatively in order to find a solution to difficult situations or issues.


Be Ambitious - To be responsible leaders in their own right using opportunities to share their voice with other pupils and school staff. To set personal, aspirational goals for their future careers.

Be Honest - To feel safe to express their own opinions in a secure environment, without fear of judgement, so that they can become confident and inquisitive members of society.

Be Kind - To respect difference and to understand the impact of their actions on the world around them including their responsibility to support their community and care for the world.

Be Brave - To build confidence and resilience so that they are able to challenge discrimination and inequality and stand up for what they believe to be morally right even when this may be difficult.


Be Healthy - To know how to lead both physically and mentally healthy lives equipped with strategies to self-regulate emotions, maintain positive relationships, and make good choices that maintain a healthy lifestyle.


Intent – What Do We Aspire For Our Children? 


At Dovecotes Primary School, our PSHE/RHE curriculum is woven through everything that we do. We aim to provide opportunities for our pupils to develop a good understanding of the world around them and to learn how to co-operate well with and respect others. We want our pupils to be confident about their own identity and to promote an appreciation and understanding of the diverse society in which we live. Our curriculum fosters independence of thought and respect for the views of others, which may be different to their own. By creating blocks of learning, which our children return to in a cyclical manner, we intend to deepen and extend learning appropriate to the age of the children so that pupils leave Dovecotes Primary School well prepared for the next stage of their education, with the knowledge, skills and understanding to lead healthy lives and better able to operate as responsible, caring citizens who value the world in which they live.


By the end of EYFS children will:

  • learn how to be self-confident and self-aware

  • consider the feelings of others and understand other people’s perspectives.

  • learn how to identify and manage feelings and behaviour

  • show resilience and perseverance in the face of challenge.

  • make relationships with peers and familiar adults

  • be supported to develop good health and self-care.


By the end of key stage 1 children will:

  • learn to manage their feelings and know what it is to be a good friend

  • learn about bullying and to say no to bullying

  • be taught about diversity, peer pressure and finding solutions

  • learn strategies to help them to relax

  • learn about belonging and how to manage conflict.

  • learn about life cycles in nature


By the end of key stage 2 children will:

  • build upon what they have learnt in Key Stage 1

  • learn the importance of taking personal responsibility

  • develop skills in empathy

  • know how to support the victim of bullying and not be a bystander.

  • have learnt about topics such as identity, equality and disability

  • learn strategies to manage stress safely

  • learn about puberty and body changes.

Implementation – How Will We Deliver The Curriculum? 


We use the Jigsaw PSHE/Health and Well-being scheme to deliver our curriculum. It is sequenced through a spiral approach of six key themes throughout the year. Clearly defined learning objectives are identified in the jigsaw scheme including specific Relationships and Health Education learning objectives. Jigsaw is taught by class teachers three times a week for 20 minute sessions. Our curriculum consists of six half-term units of work/puzzles, each containing six lessons/ pieces covering each academic year.

  • Term 1: Being Me in My World

  • Term 2: Celebrating Difference (including anti-bullying)

  • Term 3: Dreams and Goals

  • Term 4: Healthy Me

  • Term 5: Relationships

  • Term 6: Changing Me


Lesson content is reinforced in whole-school assemblies. Key values and attitudes are modelled by staff and reinforced in everyday interactions with colleagues and children alike.


Our Early Years learning’s PSHE curriculum follows the ‘Personal Social, Emotional Development’ learning pathways of the national Development Matters guidance, meeting the requirements of the Statutory framework for the Early Years Foundation Stage. The Jigsaw scheme is used to underpin the content taught. In Early Years, our children are encouraged to develop their personal confidence by taking calculated risks in the safe environment of the classroom and in continuous provision.


Our children are also provided with cross-curricular opportunities and special experiences to embed essential learning. This enrichment is an essential element of our PSHE curriculum offer. For example:

  • Pupil Leadership Teams e.g. Reading Buddies, Digital Ambassadors

  • School council

  • Road Safety Week

  • Children’s Mental Heath Week.

  • Safer Internet Day.

  • Y6 Careers Day

  • A full annual programme of PSHE assemblies, incorporating our school’s core values – Be Kind, Healthy, Brave, Creative, Honest, Ambitious

  • Participation in charity days e.g. Children in Need

PSHE_RHE curric image 1.png
PSHE_RHE curric image 2.png

Impact - How Do We Know Our PSHE/RHE Curriculum Is Effective? 


Our PSHE scheme of work supports the active development of a school culture that prioritises physical and mental health and wellbeing, providing children with skills to evaluate and understand their own wellbeing needs, practise self-care and contribute positively to the wellbeing of those around them. 

It should ensure that individual children leave Dovecotes:

  • with self-confidence, high levels of self-esteem and pride in who they are

  • with positive, respectful and healthy relationships with their peers and others

  • resilient to the social and emotional barriers they may face

  • able to clearly articulate their thoughts and feelings using a wide range of appropriate vocabulary

  • knowing when and how to seek the support of others

  • able to apply their knowledge and understanding to everyday interactions from the classroom to the wider community and the society of which they are part.

  • able to recognise and apply British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.




Assessment in PSHE is both formative and summative. The clear learning objectives for each lesson allow the teacher to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons.


Teachers can track each child using the three attainment descriptors for each Puzzle/unit. Using a ‘best-fit’ approach, teachers decide whether each child is working towards, working at or working beyond.


For further information about the PSHE/RHE curriculum please contact Miss Cespedes our subject lead through the school email address.

bottom of page