Adswood Primary School

Enjoy, Believe, Achieve

Personal Social Health Education and Citizenship Policy inc. RSE


At Adswood Primary we strive to create an environment where children feel that their social and emotional needs are met and nurtured. We believe that PSHE and citizenship help to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. We recognise that social and emotional well-being plays a fundamental and central part in the life of our school and is key to effective learning and achievement. 

PSHE at Adswood Primary makes a significant contribution to the spiritual, moral, social and cultural development of the children as well as their behaviour, safety and well-being. In doing so the children will develop the values, qualities and attributes needed to thrive as individuals, family members and members of modern British society.



At Adswood Primary PSHE will equip children with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. 

PSHE in our school aims to equip pupils with the skills to: 

  • develop self-confidence and self-responsibility
  • develop a safe and healthy lifestyle – including creating a sustainable and safe travel culture
  • develop the ability to form good relationships
  • learn to respect the differences between people
  • explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  • prepare to play an active role as citizens

Where children have developed these skills, they will be motivated and equipped to: 

  • be effective and successful learners
  • make decisions about their own lives which will keep them  healthy and safe
  • make and sustain friendships
  • deal with and resolve conflict
  • solve problems
  • manage strong feelings such as frustration, anger
  • work and play cooperatively
  • recognise and stand up for their rights and the rights of others
  • understand and value the differences and commonalities between people 

We intend to achieve these aims through: 

  • promoting a school ethos that values all individuals
  • providing children with accurate and relevant knowledge
  • providing a planned, developmental programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future.
  • Relationships and Sex Education (RSE), Drugs, Alcohol and Tobacco Education (DATE) and stressing the importance of physical activity and diet for a healthy lifestyle
  • developing cross curricular links
  • providing a range of opportunities and resources to promote walking, cycling and scooting to school as safe and healthy choices
  • outstanding pastoral care


Curriculum Organisation

Foundation Stage 

To ensure that all children are kept healthy and safe the Nursery and Reception classes follow the Early Years Foundation Stage.

One of the three prime areas particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive is personal, social and emotional development. 

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. 

To achieve the Early Learning Goal children need to demonstrate self-confidence and self-awareness. This can be identified when: 

  • children are confident to try new activities, and say why they like some activities more than others
  • children are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities
  • children say when they do or don’t need help. 

In addition the children need to demonstrate self-confidence and self-awareness. This can be identified when: 

  • children can managing feelings and behaviour
  • children talk about how they and others show feelings
  • children talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable
  • children work as part of a group or class, and understand and follow the rules
  • children adjust their behaviour to different situations, and take changes of routine in their stride. 

Children also need to be able to make positive relationships. This can be identified when: 

  • children play co-operatively, taking turns with others
  • children take account of one another’s ideas about how to organise their activity
  • children show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. 

This prime area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. 

By the end of the Early Years we expect all children to be able to ride a bicycle independently. 

Where appropriate the children will use activities developed from the SEAL, RSE and DATE resources. 

Key Stage 1 and 2

Each teacher timetables a weekly explicit PSHE lesson.  

Current non-statutory guidelines for PSHE and Citizenship, as set out in the National Curriculum, will be met through the use of SEAL resources, Stockport’s RSE and DATE SPIRAL curriculums, QCA Citizenship units as well as a wealth of other activities and cross-curricular links. 

Each year group follows the PSHE Scheme of Work which blocks PSHE lessons into 4 nine week units (to run alongside the 4 theme school year format). Within these 4 blocks, the National Curriculum learning objectives will be met by the use of the curriculum and support materials mentioned above. 

The 4 main areas of learning are: 

  1. Setting ground rules, exploring feelings and friendships (using SEAL and RSE SPIRAL curriculum resources)
  2. Being an active citizen (including work on anti-bullying and homo-phobic bullying)
  3. Keeping safe (using the DATE curriculum and cyber / on-line safety)
  4. Keeping healthy (Healthy eating, physical activity, RSE and ‘Keeping Ourselves Safe’ week).


Teaching and Learning 

At Adswood Primary we are committed to using a range of effective teaching and learning techniques to deliver the curriculum in an exciting and meaningful way, which is relevant and meets the needs of our children. Teachers do this by ensuring that: 

  • the purpose of each lesson is made clear and that the content is relevant
  • appropriate learning experiences are planned and meet the needs of all children
  • learning experiences draw on the children’s own experiences
  • opportunities are provided for children to reflect, consolidate and apply their learning
  • children are encouraged to record and assess their own progress
  • a safe and secure learning environment is developed.


Relationships and Sex Education (RSE)

Aspects of RSE are taught as an integral part of the school’s PSHE provision, from Reception through to Year 6. The aim is to develop children’s ideas, knowledge, skills and attitudes gradually and age appropriately, ensuring that learning about puberty is taught before its onset. 

Statement of Aims for RSE 

RSE contributes to the foundation of PSHE and Citizenship by ensuring that all children: 

  • develop confidence in talking, listening and thinking about feelings and relationships
  • are able to name parts of their body and describe how their bodies work
  • are prepared for, and learn about, puberty before its onset
  • can keep themselves safe and ask for help and support
  • understand the pressures and outside influences that may influence their behaviour and develop skills in dealing with these
  • understand the diversity of relationships that exist in society, promoting equality and respect. 

RSE will:

  • provide information which is easy to understand, relevant and appropriate to the age and maturity of the children
  • include the development of communication skills
  • encourage the exploration and clarification of values and development of positive attitudes relevant to life in modern Britain.

Statement of Values for RSE

The teaching of RSE will reflect the values of Adswood Primary and the PSHE programme. RSE will be taught in context of relationships. In addition, RSE will promote a child’s self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships. These relationships will be based on respect for themselves and for others, at home, school, work and in the community.

Legal requirements of RSE and parents right to withdraw

The teaching of PSHE, Citizenship and RSE are non-statutory and parents retain the right to withdraw their children from these elements of study. However, the National Curriculum programme of study for Science at Key Stages 1 and 2 are statutory requirements and therefore compulsory. 

Parents and other agencies – consultation

Prior to introducing the RSE SPIRAL curriculum into Adswood Primary, a lengthy consultation process took place. 

A general meeting was held, attended by staff, LA advisory teacher and parents and carers. Here, the content and aims of the curriculum were explained, in detail. 

This work was further expanded upon in workshops where parents and carers were given the opportunity to explore the actual content and material to be used to deliver the specific objectives of the SPIRAL curriculum. 

Parents and carers are also informed on a termly basis as to the main learning objectives to be taught in RSE. 

If parents and carers wish to withdraw their child from RSE then they should discuss this with the headteacher. 

The RSE Curriculum 

The RSE curriculum contains 3 main elements: 

  • Knowledge and understanding
  • Attitudes and values
  • Personal and social skills 

These elements are covered through delivering the RSE SPIRAL curriculum. This document provides detailed lesson plans for KS1 and KS2. 

The curriculum is split to cover major themes in a progressive way, ensuring that the objectives taught and materials used are age appropriate. Within each major theme, there is a range of learning objectives to be met. 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6



Growing up


Friends and family

Growing up



Growing up




Growing up




Friendships and


Growing up




Friendships and relationships

All change

Growing up



These activities are grouped together to meet the learning objectives of 4 units of work (as previously highlighted). Coverage of these main areas is illustrated in the Scheme of Work.

Dealing with sensitive issues 

Wherever possible (taking into account family background, culture, religious belief and children’s differing experiences) teachers should answer all questions relating to RSE in an open and factual way – for example using the correct names of body parts. 

Teachers should use their professional judgement and discretion when answering questions raised by the children. 

To safeguard all those concerned teachers should not enter into discussions about their personal issues and lifestyle choices and no one (teacher or child) has to answer a personal question or a question about which they feel uncomfortable. 


The resources used to support teaching and learning will be appropriate to the age of the children. The resources will also reflect the diverse nature of the school population. In order to support and enhance to teaching and learning of both PHSE and RSE the resources will be regularly updated / audited.


Should any disclosures occur during the teaching of RSE, teachers should deal with the incident in line with the school Safeguarding Children policy. It should be made clear that teachers can never offer unconditional confidentiality.



At Adswood Primary the aims of Citizenship education are to enable pupils to: 

  • explore the diversity of identities in the UK and the need for mutual respect and understanding
  • appreciate the importance of playing an active role in democratic systems
  • know and understand the work of community based voluntary groups
  • investigate the world as a global community
  • develop skills of enquiry and communication
  • develop skills of participation and responsible action. 

This will be delivered through: 

  • explicit PSHE and Citizenship lessons
  • cross curricular links
  • whole school initiatives and extra-curricular activities. For example religious celebrations and festivals, school and eco council elections, additional enrichment and engagement activities.


Drugs, Alcohol and Tobacco Education (DATE)

Drugs education provides children with accurate information about drugs, in a safe and secure learning environment. This however, is only one aspect of Drugs education. It also serves to help children develop the confidence, skills and attitudes which will help them to deal with situations in which they might find themselves.

At Adswood Primary, Drugs education is delivered through the use of the DATE curriculum. This forms part of the wider Scheme of Work for PSHE and has been blocked as part of the topic entitles “Keeping Safe”. This scheme was introduced to parents in 2006 2009 and 2011 at a joint staff and parent training workshops, led by Tanya Cross (LA advisor).



Schemes of Work and whole school resources for supporting Circle Time activities are kept in the staffroom. Theme boxes are held in the resource cupboard. These have been split into the 4 themes and contain a range of practical resources and lesson ideas. The school library has a range of books to support the teaching of PSHE.

Advice about all aspects of PSHE, including resources, is available from Tanya Cross (LA Health and Well-Being advisor).


Safe and Sustainable Travel

The school will work with partner agencies (Local Authority / Sustrans / Brake / etc) to promote through the curriculum and through enrichment and engagement activities cycling, scooting and walking to school. Each term / theme will have at least one focus / related activity.


Links with community / home

The school offers an ‘open door’ policy and parents and carers are welcome to come into school at any time to discuss the PSHE and RSE curriculum. The policy, scheme of work and resources are available for parents / carers.


SEN / Equal Opportunities / Inclusion / Diversity 

All the children at Adswood Primary School receive a broad and balanced PSHE curriculum, regardless of their age, gender, ability or cultural origin. Teaching is differentiated to take into account children’s differing abilities and learning styles.


Assessment, Reporting and Recording 

Formative assessment is ongoing and is recorded on teacher’s planning. Summative assessment is carried out in line with the school’s policy for the assessment of foundation subjects. Parents will receive a statement of their child’s progress in their personal and social development in their annual report.


Monitoring and Evaluation 

The subject Leader – Mandy Lennon - will monitor the teaching of PSHE in accordance with the School Self-Review Policy and the monitoring timetable.


Other strategies / agencies 

Whilst the SEAL, RSE SPIRAL curriculum and DATE SPIRAL curriculum form the basis of PSHE teaching and learning within the classroom, a wide range of other strategies are in place, which contribute to the development of the children’s social and emotional well being. The school’s Pastoral and Care Manager and the Learning Mentor work in conjunction with class teachers to address specific issues relating to PSHE. 

The school also receives support from the Local Authority advisor and the associated PSHE network, other agencies such as primary Behaviour Support Service, Primary Jigsaw and Mosaic and the Abacus Children’s Centre to support the work done within school and to meet the needs of our children.



Should any disclosures occur during the teaching of PSHE, teachers should deal with the incident in line with the Safeguarding Children policy. It should be made clear that teachers can never offer unconditional confidentiality. If at any stage a child does disclose information which gives rise to concern, the Designated Officer for Child Protection must be informed.