PSHRE Education (Personal, Social, Health, Relationships and Economic Education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to successfully manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

What do schools have to teach in PSHE Education?
Every school needs to have a broad and balanced curriculum that:
• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school;
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life;
• promotes British values.

From September 2020, primary schools in England also needed to teach Relationships and Health Education as compulsory subjects; this is why we have a PSHRE curriculum with the R representing 'relationships' . The updates to this guidance which became statutory in September 2026 are reflected in our PSHRE curriculum. 

Schools also have statutory responsibilities to safeguard their pupils (Keeping Children Safe in Education, DfE,) and to uphold the Equality Act (2010).

At Torpoint Nursery and Infant School, our PSHRE curriculum is delivered through a programme called Jigsaw.  The Jigsaw Programme supports all our statutory duties in relation to PSHRE. 

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

 

The strands of the PSED areas of learning that result in the Early Learning Goals are: 

• Self Regulation: Children at the expected level of development at the end of their Reception Year will: - Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; - Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; - Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
• Managing Self: Children at the expected level of development at the end of their Reception Year will: - Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; - Explain the reasons for rules, know right from wrong and try to behave accordingly; - Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices
• Building Relationships: Children at the expected level of development at the end of their Reception Yearwill: - Work and play cooperatively and take turns with others; - Form positive attachments to adults and friendships with peers; - Show sensitivity to their own and to others’ needs

We include the characteristics of effective teaching and learning in our planning and guiding what children learn. This means we reflect on the different rates at which children are developing and adjust their practice appropriately.

The three characteristics of effective teaching and learning are:

• playing and exploring - children investigate and experience things, and ‘have a go’

• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things 

As PSED is a prime area of learning it underpins everything we do in EYFS from playing, sharing, talking and listening. In addition to our daily provision we have weekly Jigsaw sessions covering these areas: Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me.