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At Godstone Primary and Nursery School our intent is that our PSHE Curriculum ensures that every pupil receives a high quality PSHE and RSE education to best prepare them for the modern world, enabling them to develop and maintain good mental health, healthy relationships, mutual respect and tolerance for one another, economic independence, understanding consent and the knowledge and skills to stay safe, both on and off-line.  That it gives children the knowledge and vocabulary regarding their body and healthy relationships; ensuring that children are better able to speak out regarding any safeguarding and child protection issues.  That our PSHE curriculum reflects the community and world in which we live in and instils a culture of respect in line with our core values.  That it supports children to develop:



Healthy relationships

Mutual Respect

Develop empathy and respect and tolerance for difference

Economic independence

Understand consent

Raise expectations

Risk management

Knowledge and skills to stay safe on and off-line

Knowledge and vocabulary regarding their body

Team working

Critical thinking

Improved life chances - including careers and healthy relationships

That children are better able to recognise and speak out regarding any safeguarding and child protection issues

That our PSHE and RSE curriculum reflects the community and world in which we live in and instils a culture of respect in line with our core values

We uphold the PSHE Associations belief that through an excellent PSHE curriculum, children will develop the knowledge and skills to:

‘embrace the challenges of creating a happy and successful adult life… that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy’


PSHE/RSE is taught on a weekly basis by class teachers. 

The RSE curriculum is taught using the ‘CWP’ materials, ratified by the PSHE association.  This ensures clear progression through the curriculum from Reception to Year Six, quality teaching and resources that ensure we are fully compliant with the statutory and non-statutory elements of the RSE curriculum through engaging lessons and activities.

The PSHE curriculum is supported by the ‘You, Me and PSHE’ Scheme of work.  This provides a clear and progressive PSHE curriculum covering the key areas: ‘drug, alcohol and tobacco’, ‘keeping safe and managing risks’, ‘mental health and emotional wellbeing’, ‘physical health and wellbeing’, ‘careers, financial capability and economic wellbeing’, ‘identity, society and equality’.  This scheme of work is also ratified by the PSHE Association and ensures quality coverage of the PSHE curriculum with engaging lessons and resources.

Every class has a weekly ‘circle time’ during our Thursday assembly slot.  To address issues pertinent to the class or to complement PSHE/RSE learning

That the PSHE lead invests in resources and enrichment opportunities to complement the curriculum.

That a subject ‘deep dive’ is carried out in Autumn 2, Pupil Voice survey is carried out in Spring 2 and a staff Audit is carried out in Summer 2 to assess training and development needs within the subject.

That we capitalise on links across the curriculum including, but not limited to:  Science, Computing, R.E. and English

Opportunities within assemblies and other school activities help support the PSHE & RSE curriculum, including the use of our Core Values.


That children’s knowledge in each core area of PSHE and RSE builds and develops as they move through the school

For ALL children to make good and sustained progress and attainment in this subject

That children can articulate how the teaching within PSHE and RSE can support them throughout life

  • DfE data shows that the most common approach to careers education is delivery through PSHE lessons (87%), including the crucial early learning in primary years that raises aspirations and broadens understanding of the world of work.

“The evidence shows that personal, social, health and economic (PSHE) education can improve the physical and psychosocial well-being of pupils. A virtuous cycle can be achieved, whereby pupils with better health and well-being can achieve better academically, which in turn leads to greater success.”  DfE