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PSHE is learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives, now and in the future.

 —PSHE Association

Our Vision

At Weetwood we have adopted the Jigsaw PSHE scheme. ‘Jigsaw holds children at its heart and aims to equip them for happy, healthy lives and to be effective learners.’ We aim for all children in school, from Preschool to year 6, to become to become independent, confident and healthy individuals. The health and mental wellbeing is embedded into all that we do in school and this is supported by Thrive which runs throughout school to support and encourage the development of confident, curious, creative and capable children and young people who are open to learning and better equipped to deal with life’s ups and downs.


We use the Jigsaw scheme to teach a progressive approach to PSHE. We aim to equip children with essential skills for life and a positive sense of identity. Through PSHE lessons, children will learn how to stay safe and healthy, build and maintain healthy relationships and become responsible citizens participating in society around them. There is a strong focus on mental health and emotional literacy throughout, and the children are empowered to be aware of their own thoughts and feelings and know how to manage and regulate these. The children’s spiritual, moral, social and cultural (SMSC) development is underpinned and this is clearly mapped and balanced across each year group. THE RSHE curriculum will be covered through a variety of puzzles within the scheme There is a whole school approach to PSHE learning and all children will access the same Jigsaw puzzles at the same time throughout the year with a whole school assembly and song to unite the school in a common theme. Parents will be informed and given documentation about the Jigsaw scheme and how the RSHE relates to it and which objectives are compulsory. We also teach the Mindmate lessons as another strategy to improve the social, emotional and mental health and well-being of the children in school. National focus days are also followed including mental health awareness, anti bullying day road safety and kindness day.


PSHE is taught weekly and accessing the Jigsaw scheme allows consistency across the whole school. The themes of Being Me, Celebrating difference, Dreams and Goals, Healthy Me, Relationships and Changing Me are revisited progressively every year to allow the children to recall and build upon previous learning. The children will follow specific lesson focuses in each lesson, including Connect Us, Calm Me, Open My Mind, Tell Me or Show Me, Let Me Learn and Help Me Reflect. The lessons are taught in a variety of ways including discussions, role play, group activities and games. The RSHE curriculum is rigorously covered and all puzzles across Jigsaw contribute to the RSHE objectives. Self-Assessment is a feature in all lessons to encourage children to reflect on their learning within the lesson. Summative assessments are competed and children’s progress can be tracked. Theme days/weeks happen across school to focus on national events with a variety of activities planned for including mindfulness and well being. The Mindmate lessons are taught to supplement and extend the Jigsaw content and are planned to accommodate the themes.


The children are independent, confident and emotionally well balanced learners. They are able to articulate their thoughts and feelings in an open, caring and respectful environment. As the children progress through school and become more understanding of others in society they will increase their interactions to the wider community. The PSHE education will hopefully have a positive impact on the whole child, including their academic development and progress, by reducing any social and emotional barriers to learning and building confidence and self-esteem. We aim that through the use of Jigsaw and Mindmate the children grow to become well balanced, independent, respectful and resilient members of the school and wider community.​

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