Contact Us

Use the form on the right to contact us.

You can edit the text in this area, and change where the contact form on the right submits to, by entering edit mode using the modes on the bottom right. 


123 Street Avenue, City Town, 99999

(123) 555-6789


You can set your address, phone number, email and site description in the settings tab.
Link to read me page with more information.



Miss S Nulty - PSHE Coordinator

Working Party

Mr J Sharp

Deputy Headteacher

Miss T Caveney



Miss V Cragg

P.E & Sport Subject Leader

Growing & Changing Together - Y1-3 - View

Growing & Changing Together - Y4-6 - View

Personal, Social, Health and Economic Education (P.S.H.E.) is delivered in a number of ways at All Saints C of E Primary School and permeates all areas of school life. Some examples include (but not limited to):

1. Links to other curriculum areas.

2. Links to the Values for Life collective worship scheme. 3. Other assemblies.

4. Trips, visitors and extra-curricular clubs.

5. School nurse.

6. School council.

7. School rules and behaviour systems.

8. Pastoral Care systems.

In EYFS the curriculum is designed towards meeting the following goals:

  • Children play co-operatively, taking turns with others.

  • They take account of one another’s ideas about how to organise their activity.

  • They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

  • Children are confident to try new activities, and say why they like some activities more than others.

  • They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

  • They say when they do or don’t need help.

  • Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.

  • They work as part of a group or class, and understand and follow the rules.

  • They adjust their behaviour to different situations, and take changes of routine in their stride.

  • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

  • They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

  • They know that other children don’t always enjoy the same things, and are sensitive to this.

  • They know about similarities and differences between themselves and others, and among families, communities and traditions.

Throughout KS1 and KS2 there are three strands:

Useful Links:

PSHE Association - View

jQuery UI Tabs - Default functionality

Key Stage 1:

  • Know what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health.
  • Recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences.
  • Think about themselves, to learn from their experiences, to recognise and celebrate their strengths and set simple but challenging goals.
  • Know about good and not so good feelings, have a vocabulary to describe their feelings to others and simple strategies for managing feelings.
  • Know about change and loss and the associated feelings (including moving home, losing toys, pets or friends).
  • Know the importance of and how to maintain personal hygiene.
  • Know how some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others.
  • Know about the process of growing from young to old and how people’s needs change.
  • Know about growing and changing and new opportunities and responsibilities that increasing independence may bring.
  • Know the names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls.
  • Know that household products, including medicines, can be harmful if not used properly.
  • Know rules for and ways of keeping physically and emotionally safe (including safety online, the responsible use of ICT, the difference between secrets and surprises and understanding not to keep adults’ secrets; road safety, cycle safety and safety in the environment (including rail, water and fire safety)).
  • Know about people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them.
  • Recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’ and ‘I’ll tell’.

Key Stage 2:

  • Know what positively and negatively affects their physical, mental and emotional health (including understanding what is age-appropriate within the media, online and related to video games).
  • Know how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’.
  • To recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet.
  • To recognise how images in the media do not always reflect reality and can affect how people feel about themselves.
  • To reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals.
  • To deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their to others.
  • To recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them.
  • Know about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement.
  • Differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’.
  • To deepen their understanding of risk by recognising, predicting and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this is an opportunity to build resilience.
  • To recognise their increasing independence brings increased responsibility to keep themselves and others safe.
  • Know that bacteria and viruses can affect health and that following simple routines can reduce their spread.
  • Know that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media.
  • To recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong.
  • Know school rules about health and safety, basic emergency aid procedures, where and how to get help.
  • Know what is meant by the term ‘habit’ and why habits can be hard to change.
  • Know which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others.
  • Know how their body will, and emotions may, change as they approach and move through puberty.
  • Know about human reproduction.
  • Know about taking care of their body, understanding that they have autonomy and the right to protect their body from inappropriate and unwanted contact their body autonomy and rights; understanding that actions such as female genital mutilation (FGM) constitute abuse, are a crime and how to get support if they have fears for themselves or their peers.
  • Know strategies for keeping physically and emotionally safe including road (including cycle safety - the Bikeability programme), safety in the environment (including rail, water and fire safety), and safety online (including social media, the responsible use of ICT and mobile phones).
  • Know the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others.
  • Know about people who are responsible for helping them stay healthy and safe and ways that they can help these people.

Key Stage 1:

  • Communicate their feelings to others, to recognise how others show feelings and how to respond.
  • To recognise how their behaviour affects other people.
  • Know the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises.
  • To recognise what is fair and unfair, kind and unkind, what is right and wrong.
  • To share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class.
  • To listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation).
  • To offer constructive support and feedback to others.
  • To identify and respect the differences and similarities between people.
  • To identify their special people (family, friends, carers), what makes them special and how special people should care for one another.
  • To judge what kind of physical contact is acceptable and uncomfortable and how to respond (including who to tell and how to tell them).
  • To recognise when people are being unkind either to them or others, how to respond, who to tell and what to say.
  • Know that there are different types of teasing and bullying, that these are wrong and unacceptable.
  • Know how to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.

Key Stage 2:

  • To recognise and respond appropriately to a wider range of feelings in others.
  • To recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships.
  • To recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
  • To be aware of different types of relationship, including those between acquaintances, friends, relatives and families.
  • Know that civil partnerships and marriage are examples of stable, loving relationships and a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment.
  • To be aware that marriage is a commitment freely entered into by both people, that no one should enter into a marriage if they don’t absolutely want to do so.
  • Know that their actions affect themselves and others.
  • To judge what kind of physical contact is acceptable or unacceptable and how to respond.
  • Know the concept of ‘keeping something confidential or secret’, when we should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’.
  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people’s feelings and to try to see, respect and if necessary constructively challenge their points of view.
  • To work collaboratively towards shared goals.
  • To develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves.
  • Know that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010).
  • To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including people with special needs and disabilities and also cyber bullying, use of prejudice-based language, how to respond and ask for help).
  • To recognise and manage ‘dares’.
  • To recognise and challenge stereotypes.

Key Stage 1:

  • Know how to contribute to the life of the classroom.
  • To help construct, and agree to follow, group and class rules and to understand how these ruleshelp them.
  • Know that people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed).
  • Know that they belong to various groups and communities such as family and school.
  • Know what improves and harms their local, natural and built environments and about some of the ways people look after them.
  • Know that money comes from different sources and can be used for different purposes, including the concepts of spending and saving.
  • Know about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices.

Key Stage 2:

  • To research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people.
  • Know why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.
  • To understand that everyone has human rights, all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child.
  • Know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation and witchcraft.
  • To realise the consequences of anti-social and aggressive behaviours such as bullying and discrimination of individuals and communities.
  • Know that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment.
  • To resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices.
  • Know what being part of a community means, and about the varied institutions that support communities locally and nationally (including British governance, democracy and politics).
  • To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.
  • To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.
  • To think about the lives of people living in other places, and people with different values and customs.
  • Know about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer.
  • To develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT).
  • Know that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.
  • Know about enterprise and the skills that make someone ‘enterprising’.
  • To explore and critique how the media present information