PSHE & RSE

At Great Horwood CE School, we are committed to ensuring that every pupil—regardless of social background, culture, race, religion, gender, disability, special educational need, or linguistic background—has full and meaningful access to the PSHE and RSE curriculum. Our approach is underpinned by the principles of equity, inclusion and a belief that all children can thrive when learning is responsive to their individual needs. 

Our PSHE and RSE curriculum reflects statutory guidance from the DfE (2020) and aligns with the Church of England’s Valuing All God’s Children ethos, ensuring that teaching promotes dignity, respect and equality for all pupils. Lessons are designed to help children understand diverse families, celebrate difference, and develop the knowledge and skills to build healthy, respectful relationships. 

Curriculum Access and Inclusive Practice 

All pupils will have the opportunity to access high‑quality PSHE and RSE teaching. Lesson plans identify how learning is scaffolded and so that every child can participate fully in whole‑class teaching. We recognise that some pupils may require additional support to access learning; therefore, teachers plan with equity in mind, removing barriers so that all children can succeed. 

For pupils from disadvantaged backgrounds, those with SEND, or pupils who speak English as an additional language (EAL), learning may be broken down into smaller, manageable steps. This ensures pupils experience success and develop confidence as their understanding builds progressively over time. Where appropriate, lessons and resources may be translated or adapted to ensure clarity, accessibility and meaningful participation. Our aim is to ensure that all pupils are enabled to achieve their full potential and to feel represented, valued and included within the PSHE and RSE curriculum. 

Embedding Equity and Inclusivity in PSHE and RSE 

When planning and delivering PSHE and RSE, staff will make reasonable adjustments to support equality of opportunity and inclusive participation. This may include, but is not limited to, the following: 

Cognitive and Communication Support 

• Use of visual scaffolds such as diagrams, photographs, Makaton or Widgit symbols and dual‑coded materials to support understanding. 

• Provision of knowledge organisers, word banks or sentence stems to reinforce key vocabulary and concepts. 

• Breaking tasks into smaller components with clear, achievable steps to reduce cognitive load and support sequential learning. 

Literacy and Language Support 

• Translation of lessons, activities and resources for EAL learners where necessary. 

• Pre‑teaching or re‑teaching of key concepts or vocabulary to support language acquisition and comprehension. 

• Access to writing aids such as coloured overlays, writing slopes or pencil grips for pupils with specific literacy, motor or visual needs. 

Differentiation and Adaptation 

• Modified tasks that allow pupils to work towards the same learning objectives through varied means (e.g., using media, drawing, voice recording, or alternative written formats). 

• Opportunities for pupils to choose how they record or present their ideas, promoting autonomy and confidence. 

Support and Safe Spaces 

• Small‑group or individual adult support where appropriate, providing additional explanation, guidance or emotional reassurance. 

• Creating safe and respectful learning environments that allow pupils to explore sensitive topics confidently and without judgement. 

• Ensuring representation of diverse families, identities and experiences within resources and discussions to foster a sense of belonging for every child. 

Commitment to Equality and Inclusion 

Great Horwood CE School is committed to promoting an environment where equality, dignity and respect are at the heart of PSHE and RSE. Through careful planning, reflective teaching and collaboration with families and external agencies, we aim to ensure that all children receive a curriculum that is inclusive, developmentally appropriate and firmly anchored in Christian values of compassion, respect and justice. 

Further information on individual support and inclusive practice can be found in our SEND Policy. 

Assessment, Recording and Reporting  

In the EYFS, class teachers assess children’s development and progress in PSHE by making informal judgements as they observe children. Alongside these judgements, teachers use the personal, social and emotional objectives (as stated in Development Matters) to make more formal judgements of children’s progress and development in this prime area of learning. Teachers keep a record of children’s achievements through observations, evaluations, or photographs/videos.  

In Key Stage 1 and Key Stage 2, class teachers make use of ongoing observations to assess children’s progress in PSHE. At the beginning of each new PSHE topic, class teachers share the topic for the half term with the children and then they carry out activities, such as mind-mapping, to identify what they already know. At the end of the half term, children return to this to reflect and discuss what they have learnt. This helps both teachers and pupils to see clear progress and allows teachers the opportunity to address any misconceptions.  

“PSHE Floor or Class Books’ and individual pupil learning journey books are used to record children’s learning journey in a variety of forms, e.g. photographs as well as written work and quotes from discussion. The very nature of PSHE means that careful consideration should be given to the best means of recording. Written work may not always be appropriate, and staff will use their professional judgment in this. Class teachers complete a PSHE assessment at the end of each topic. These assessments are used to judge each child’s attainment in PSHE which is reported to parents annually.  

Monitoring and Evaluation 

The Head teacher, Governors and PSHE Subject Leader are responsible for monitoring the standards of the children’s progress and achievement, and quality of teaching. PSHE is included as part of the school’s monitoring schedule. We will check that all appropriate topics are being taught and will spend some time speaking to the children to ensure they feel safe and confident within their PSHE lessons. 

IMPACT 

When children leave Great Horwood School they will: 

• Be confident, resilient and well‑prepared for the next stage of their education and life in modern Britain. Be equipped to apply their skills and knowledge to a wide variety of situations to support them within the wider world 

• Understand and celebrate diversity within their communities and the wider world 

• Be able to recognise and demonstrate the fundamental British Values and use these to contribute to a positive and successful society 

• Respect their own bodies and minds and have the knowledge to keep themselves healthy 

• Believe in themselves and know they can achieve anything that they put their mind to 

• Know how to build, establish and maintain positive, healthy relationships throughout their lives 

By the time pupils leave Great Horwood CE School, they will Through a well‑sequenced PSHE and RSE curriculum pupils will have the knowledge, skills and personal qualities needed to thrive. 

They will be able to apply what they have learned to real‑life situations, understand how to keep themselves safe, and maintain both physical and mental wellbeing. Pupils will value and celebrate diversity, demonstrating respect for all people, including those with protected characteristics. They will embody the fundamental British Values and use them to contribute positively to their community. 

Children will have developed secure understanding of healthy relationships, effective communication and emotional regulation. They will leave school confident in themselves, equipped with strong character, a sense of identity and the resilience to manage challenges. Ultimately, pupils will be ready for secondary school with the personal, social and emotional foundations needed to flourish.