PSHE (Personal Social Health Education) is a school subject through which pupils develop the knowledge, skills, and attributes they need to keep themselves healthy and safe, prepare for life and work in modern Britain. Evidence shows that well-delivered PSHE programs have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged. *

This links directly of the key aims of Oaktree that underpin the ethos that we promote.

  • To challenge and support learners to provide them with skills for a successful future. 
  • To develop learners’ understanding of self and others, enabling everyone to make positive, healthy choices. 


As part of the Education Act 2002/Academies Act 2010 all schools must provide a balanced and broad-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, whilst also preparing pupils for the opportunities, responsibilities and experiences of later life. In our school, we choose to deliver Personal, Social, Health Education using Jigsaw, the mindful approach to PSHE

From September 2020, Relationships and Sex Education is compulsory in all schools providing primary education. At Oaktree, both RSE is taught through Jigsaw, which fulfils all aspects of these curricula.


Aim of the Jigsaw PSHE programme

Children 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.



By the time our children leave our school they will:

  • be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life
  • be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
  • appreciate difference and diversity
  • recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
  • be  able to understand and manage their emotions
  • be able to look after their mental health and well-being
  • be able to develop positive, healthy relationship with their peers both now and in the future.
  • understand the physical aspects involved in RSE at an age appropriate level
  • have respect for themselves and others.
  • have a positive self esteem


Objectives/Pupil learning intentions:

Jigsaw 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


How is Jigsaw PSHE organised in our 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.  Jigsaw is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, prejudice based or discriminatory  and internet safety. To support differentiation, many 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.


Jigsaw Content

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



Puzzle Name


Term 1

Being Me in My World

Includes understanding my place in the class, school and global community as well as devising Learning Charters)


Term 2

Celebrating Difference

Includes anti-bullying (cyber and prejudice based or discriminatory bullying included) and diversity work


Term 3

Dreams and Goals

Includes goal-setting, aspirations, working together to design and organise fund-raising events


Term 4

Healthy Me

Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices


Term 5


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

Term 6

Changing Me

Includes Sex and Relationship Education in the context of looking at change





Relationships and Sex Education

Effective SRE 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 wellbeing.

Jigsaw Content for RSE

The grid below shows specific learning intentions for each year group in the ‘Changing Me’ puzzle . These specific lessons sit within the whole puzzle (6 lessons) which looks at change and coping with change in lots of contexts.

Year Group

Piece Number and Name

Learning Intentions ‘Pupils will be able to…’


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


Withdrawal from RSE lessons

With regard to the DfE statutory guidance (England 2019, on RSHE), parents/careers can only withdraw their children from Sex Education, not from Relationships Education or Health Education. (Changing Adolescent Body/Puberty work is statutory in the Health Education guidance and in Jigsaw this work sits in the Changing Me Puzzle).

Drug and Alcohol Education

Drugs and Alcohol in our school is taught through the Jigsaw puzzle piece titled ‘Healthy Me’.

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.

The Drug and Alcohol Education programme within Jigsaw encourages the development of the following values -

• Respect for self

• Respect for others

• Responsibility for their own actions

• Responsibility for their family, friends, schools and wider community


Assessment and attainment

The children are assessed continually throughout the year with the teacher giving feedback orally, through marking and through talking to individual children. Each Jigsaw Piece has its own descriptors and exemplifications, so teachers can see the expected standard of learning that pupils should attain at the end of each unit of work, each year and each Key Stage.  

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



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 safeguarding and confidentiality policy is followed.

External contributors

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

Links to other policies and curriculum areas

We recognise the clear link between Jigsaw PSHE and the following policies and staff are aware of the need to refer to these policies when appropriate.

  • Science curriculum
  • Computing policy (R.E e-safety and cyber bullying)
  • Teaching and Learning Policy
  • Equal Opportunities Policy
  • Safeguarding Policy
  • Behaviour Policy
  • Anti-Bullying Policy
  • Sex and Relationships Policy

Training and support for staff

All staff benefit from Jigsaw PSHE training in order to enhance their PSHE delivery skills. Opportunities are provided for staff to identify individual training needs and relevant support is provided. In addition to this, support for teaching and understanding PSHE issues are incorporated in our staff INSET programme, drawing on staff expertise and/or a range of external agencies.

* A curriculum for life: the case for statutory PSHE education:

Please see below for the individual year group overviews. 
Things the children have said about PSHE - 
Supreme - I like the lessons and I feel comfortable. They help us make good choices and make a good school.
Levi - I enjoyed creating my dream school. 
Luis- We learn about consequences and rewards and this helps you make good choices. 
Anya- We learn about consequences and rewards. If we make bad choices people will be sad with us. If you say bad words people will not want to play with us. 
How Jigsaw supports Education for a Connected world (online safety)
As part of Anti Bullying week we had lots of discussions about what bullying is and what we need to do if we are or we see people being bullied. 
These are some of our ideas- 

How being bullied would make you feel - 
  • Year 6 said -  annoyed and lonely
  • Year 5 said -  sad, self conscious, unsafe, not wanting to come to school
  • Year 4 said - sad, frustrated, devastated, angry, not wanting to come to school.
  • Year 3 said - embarrased. 
What you should do if you are being bullied - 
  • Tell an adult.
  • Tell your teacher.
  • Tell your parents and they can tell your teacher.
  • Tell a friend and ask them to tell a teacher. 
  • Tell the bully to stop.