PSHE & RSHE

The Department for Education (DfE) have published new statutory guidance for school in relation to Relationships, Sex and Health Education (RSHE). Schools have a statutory duty to follow this guidance and develop a curriculum that meets the requirements within. Schools have until September 2026 to fully implement this guidance. You can find it here.

At TGPAL, we are proud to have prioritised high quality PSHE and RSHE education for a number of years and have embedded a programme of study that is appropriate for the age and stage of development of our pupils.

Our PSHE and RSHE curriculums will both be delivered through the Jigsaw programme, which we have been using successfully in school for the last 10 years, including recently revised editions. It is an inclusive and engaging approach which is loved by pupils and teachers alike and we are proud to be a ‘Jigsaw school’. The programme is continuously updated so we can be sure that the curriculum we are sharing with our pupils is current and appropriate.

Spiritual, Moral, Social and Cultural Development (SMSC)

We are ambitious for children not only to be prepared for life in modern Britain, but that they develop knowledge, skills and beliefs to increase their opportunities to thrive in it and become agents of change. Furthermore, that they understand that, alongside rights, including the United Nations Rights of the Child, they have responsibilities: a right to an education and a responsibility to participate in it to the best of their ability and with ambition. Through School Council, Class Council, Circle time and PSHE, they learn that they have a right to have a voice and a responsibility to use it, kindly and with positive intent, to help themselves and others and effect change, be that during lessons, break times, before and after school clubs and outside of the school community.

They learn to recognise healthy and balanced relationships and where to seek help when they feel there is or there may be an imbalance in a relationship. They are supported to restore relationships between peers. Throughout their journey here, they learn to understand that conflict is an inevitable part of life and how to engage with it, how to solve it peacefully, including through democratic processes, to effect the best outcomes for the majority. Examples of our provision include: PCSOs (Police Community Support Officers), Active Play Heroes, Eco Councillors and School Councillors, where they have opportunities to develop leadership skills, empathy and to respect difference of opinion as well as the law and the difference between right and wrong. Through PSHE, assemblies and Anti-Bullying Week, they have opportunities to develop debating skills and consider moral dilemmas.

Through our curriculum, children learn the importance of and how to respect themselves, others and our differences. When we respect difference, be that of, for example, opinion, perspective, culture, race, gender, special need, disability, we understand one another better, build better relationships and reduce incidents of conflict, as well as unacceptable behaviours, including homophobia, racism and bullying and, we grow ourselves.

We always involve the children in our charity work because we know that engaging children, from the earliest stages possible, in meaningful charity helps them in so many ways and develops a longer term ‘habit’ of social action and participation. Furthermore, it promotes children’s rights, as they have an inherent right and important part to play in society, develops personal ownership and develops character and empathy. This is an integral part of our SMSC, personal development and British Values provision and is underpinned by our school vision and values.