Our PSHE and RSE Curriculum

At Highfields Primary School, our intention is for PSHE (Personal, Social, Health and Economic Education) and RSE (Relationships and Sex Education) to support the development of the whole child by nurturing confident, respectful and emotionally literate learners. Through meaningful and inclusive learning experiences, we aim to empower children to understand themselves, build positive relationships and contribute positively to their communities through our school core values. 

We intend to:   

• Cultivate curiosity by encouraging pupils to ask questions, explore real-life issues and develop a deeper understanding of themselves, their relationships and the wider world. 

• Foster creativity by providing opportunities for children to express their thoughts, emotions and ideas through discussion, reflection and collaborative learning experiences. 

• Provide purposeful challenge, enabling pupils to develop resilience, independence and confidence as they learn to manage emotions, make informed decisions and respond thoughtfully to different situations. 

• Develop collaboration by creating safe and respectful environments where pupils listen to others, value different viewpoints and work together positively. 

• Build a strong sense of community by promoting kindness, equality, inclusion and respect for diversity, ensuring that all children feel valued, represented and supported. 

By the end of Year 6, a Highfields learner will be able to communicate confidently, show empathy and respect towards others, and make informed and responsible choices about their health, relationships and wellbeing. They will understand the importance of inclusion, equality and positive relationships within school and the wider community. Most importantly, they will leave us with the confidence to be themselves, the resilience to face challenges and the skills to contribute positively to the world around them. 

How is our PSHE and RSE curriculum implemented?  

PSHE and RSE are delivered consistently across the school using the SCARF programme from Coram Life Education (CLE), which is mapped to DfE statutory guidance and the PSHE Association Programme of Study. The curriculum is carefully planned to translate the school’s PSHE intent into clear, actionable teaching and learning experiences that equip pupils with the knowledge, skills and understanding they need to thrive.   

Lessons are taught weekly and follow a consistent structure, including opportunities to revisit prior learning, introduce new content and reflect on key messages. Teaching is discussion-based and interactive, enabling pupils to explore ideas, ask questions and learn from one another in a safe and supportive environment.  

Formative assessment is used throughout lessons to check understanding, identify misconceptions and adapt teaching in response to pupils’ needs. Teachers provide immediate feedback through questioning and guided discussion to ensure learning is secure. 

Progression of skills and knowledge 

The PSHE curriculum is sequenced to ensure that knowledge, skills and vocabulary are built progressively from Reception to Year 6. Learning follows a spiral approach, with key themes revisited and developed in greater depth as pupils move through the school, ensuring coherence and clear end points.  

Teachers explicitly plan for retrieval of prior learning at the start of lessons through recap activities, questioning and discussion. This supports pupils in strengthening memory, making connections between concepts and applying previously learned knowledge to new contexts. 

How do we make PSHE and RSE real and relevant? 

PSHE learning is rooted in real-life contexts that pupils can relate to and apply in their everyday lives. The SCARF programme uses familiar characters, including Harold the Giraffe, to support engagement and bring learning to life through age-appropriate scenarios.  

The SCARF values of Safety, Caring, Achievement, Resilience and Friendship are embedded throughout the curriculum and reinforced through assemblies, classroom practice and school displays. This ensures that learning extends beyond individual lessons and supports pupils in making positive choices within the wider school and community. 

How do we make PSHE accessible to all pupils? 

The PSHE curriculum is designed to be inclusive, ambitious and accessible to every pupil. It is our intention that all pupils access the same rich PSHE curriculum and core learning objectives, enabling them to develop the knowledge, skills and understanding needed to thrive. High-quality teaching, including effective scaffolding, modelling and carefully structured discussion, ensures that all pupils are supported to engage meaningfully with the same content as their peers.  

Where pupils have SEND or additional needs, adaptations may include personalised planning, targeted adult support, adapted questioning, pre-teaching, or alternative methods of recording and participation. A supportive and respectful classroom ethos underpins all learning, ensuring that every pupil feels safe, valued and confident to contribute.   

How do we integrate technology to enhance teaching and learning? 

Technology supports the effective delivery of PSHE through the use of the SCARF digital platform, which provides high-quality lesson plans, visuals and videos to enhance understanding and engagement. Interactive whiteboards are used to support discussion, model scenarios and revisit key concepts.  

To ensure high-quality and consistent delivery, staff receive annual training linked to the SCARF programme. This supports subject knowledge, confidence and awareness of current guidance, enabling teachers to deliver PSHE effectively and sensitively. 

How do we measure the impact of our PSHE curriculum? 

The impact of our PSHE and RSE curriculum is seen in pupils’ ability to demonstrate the knowledge, skills and understanding needed to make safe, informed and responsible choices in their everyday lives. 

Progress is monitored through a range of ongoing strategies, including pupil voice, learning walks, lesson visits, work scrutiny, and discussions with staff and pupils. These activities provide evidence of how effectively the curriculum is being implemented and its impact over time. Teachers assess how well pupils are retaining and applying prior learning through formative assessment, including questioning, discussion, retrieval activities and ongoing dialogue within lessons. This is supported by pupil voice. Reports are shared by the subject leader with the link governor to inform evaluation and development.