Our Personal, Social and Health Education (PSHE) curriculum will encourage mutual respect, responsibility and foster self-esteem in a happy and caring atmosphere. We believe that children are all individuals and this will be promoted through discussion and encouragement of tolerance. Children will be equipped with strategies to help them calm their minds, identify and solve problems and seek out help to enable them to be independent, resilient and develop practices for good emotional and physical wellbeing.

The Aims of PSHE at OBPS

At OBPSN School, we teach PSHE using a whole-school approach. We believe this best supports children’s individual and community development while developmentally staged approach also considers appropriate content and learning capacity as children move through school, revisting themes in a spiralling curriculum which builds incrementally on learning throughout the school journey.

The Jigsaw Programme offers a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.

The Jigsaw Programme is aligned to the PSHE Association Programmes of Study for PSHE.

Our PSHE curriculum incorporates Relationship, Sex and Health Education (RSH).

At OBPS we value children’s development as human beings and members of society and see PSHE as a playing a key role in developing skills and tools to enable them to understand and respect themselves and others, to empower them with a voice and to equip them for life and learning. Planning includes diverse representations of families and people, recognising that children’s experiences can be broad, but also limited within the geographical and social context of the school.

Additional enriching experiences to promote understanding and awareness outside of the PSHE lesson are also promoted.


Whole-school approach

Jigsaw covers all areas of PSHE for the primary phase including statutory Relationships and Health Education. The table below gives the learning theme of each of the six Puzzles and these are taught across the school; the learning deepens and broadens every year. A ‘puzzle’ refers to units of learning, which all fit together cohesively.




Autumn 1:

Being Me in My World

Jigsaw Charter established. Includes understanding my own identity and how I fit well in the class, school and global community.

Autumn 2:

Celebrating Difference

Includes anti-bullying (cyber and homophobic bullying included) and understanding.

Spring 1:

Dreams and Goals

Includes goal-setting, aspirations, who do I want to become and what would I like to do for work and to contribute to society.

Spring 2:

Healthy Me

Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices, sleep, nutrition, rest and exercise.

Summer 1:


Includes understanding friendship, family and other relationships, conflict resolution and communication skills, bereavement and loss.

Summer 2:

Changing Me

Includes Relationships and Sex Education in the context of coping positively with change.


At OBPS every class has one lesson of PSHE of at least 40 minutes in order to teach knowledge and skills in a developmental way. Ideally, class teachers deliver the weekly lessons to their own classes as we recognise that they develop strong and trusting relationships with their classes that best support teaching PSHE. Our PSHE provision incorporates Relationships, Health and Sex Education in an integrated way.

Explicit weekly PSHE lessons are reinforced through a range of ways:

Assemblies and collective worship, praise and reward systems (particularly the Windmill), class agreements, through relationships child to child, adult to child and adult to adult across the school. We aim to ‘live’ what is learnt and apply it to everyday situations in the school community, such as using explicit praise and ‘pausing for thought’ when emotions run high.

To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education, shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements. We include the statutory Relationships and Health Education within our whole-school PSHE Programme.


At Old Buckenham Primary School, we believe children should understand the facts about human reproduction before they leave primary school. Therefore, we have taken the decision to teach sex education to our children, even though it is not a requirement to do so.

At Old Buckenham Primary School, we conclude that RSE is: ‘lifelong learning process of acquiring information, developing skills and forming positive beliefs and attitudes about sex, sexuality, relationships and feelings’ (Sex Education Forum, 1999)

Effective RSE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and wellbeing.

The Learning Environment: In order to get the best outcome from a Jigsaw session it will be necessary to establish a safe, open and positive learning environment based on trusting relationships between all members of the class, adults and children alike. 

To enable this, it is important that ‘ground rules’ are agreed and owned at the beginning of the year by through 'The Old Buck Way' and class charters.

If you would like more information about statutory Relationships and Health Education, please click below to read a parent and carer guide.  Further information about how the school approaches the teaching of Relationships and Sex Education through the Jigsaw programme can also be found within the documents listed below:






British Values and Protected Characteristics

At Old Buckenham Primary School British Values are Protected Characteristics are built into our RE and PSHE/RSE schemes of learning so that children develop an age-appropriate knowledge and understanding.




PSHE is based on many discussions. Teachers will continue to assess children throughout the sessions. Jigsaw has an assessment task with each puzzle which can be used at the discretion of the teacher.

The PSHE leader will monitor delivery of the programme through observation and discussion with teaching staff to ensure consistent and coherent curriculum provision.

Evaluation of the programme’s effectiveness will be conducted on the basis of:

• Pupil and teacher evaluation of the content and learning processes

• Where appropriate, staff meetings will be used to review and share experience

To find out more about Jigsaw and our curriculum for PSHE  please click on our parent/carer guide (see below)


See how Jigsaw fully incorporates the teaching of fundamental British Values


SMSC and Jigsaw Mapping Document: SMSC-and-Emotional-Literacy.pdf

Key Documents












Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now