PSHE lead: Mrs Lawrence
Our vision
At Moon’s Moat First School we are committed to providing a broad and balanced curriculum that promotes pupils’ spiritual, moral, cultural, mental, and physical development, and prepares them for the opportunities, responsibilities and experiences of later life.
We believe that a strong PSHE education is important to help our pupils develop into well-rounded members of society, who can make a positive contribution to their community. By learning to value themselves as individuals, our pupils can make positive contributions and choices. They will be equipped to set goals, understand the steps needed to achieve them and know how to overcome challenges. This prepares them for the world of work and helps to cement their economic well-being.
The vision for pupils, staff and other members of the school community is to always look to achieve our personal best in every aspect of school life. We aim to foster robust mental health in all our pupils and develop their resilience, determination and ambition. ‘Big Hearts, Bright Futures: Children learn what they live’ is the ethos with which we approach all experiences provided to our pupils.
Click here to view our PSHE Policy.
Click here to view our Relationships and Health Education Policy.
Click here to view our Long Term Plan for PSHE.
Click the link below to read a parent guide from the DfE:
Understanding Relationships and Health Education in your child's primary school: a guide for parents
The aims of PSHE at our school are:
- to form healthy relationships and develop tolerance and respect for one another and themselves
- to develop understanding that their behaviour has consequences, how they can take responsibility for it and the reasons why we have rules and laws
- to understand how their bodies change as they grow and how boys are different physically from girls
- to make safe and healthy choices
- to establish and maintain good mental health, now and for the future
- to develop a growth mindset and face challenges positively, developing resilience, confidence and self-esteem
- to set goals and reflect on their successes
- to work cooperatively with others and take on different roles and responsibilities
- to develop transferable skills which will be valued by future employers
As a school, we follow Jigsaw, the mindful approach to PSHE, from Nursery to Year Four. It brings together Personal, Social, Health Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. A lesson a week with the teaching resources included, helps teachers to focus on tailoring the lessons to their children’s needs and to enjoy building the relationship with their class, getting to know them better as unique human beings.
Teaching strategies are varied and are mindful of preferred learning styles and the need for adaptation. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. Each Puzzle has six Pieces (lessons) and each Piece has two Learning Intentions: one is based on specific PSHE/HWB learning (purple) and the other based on emotional literacy and social skills development (green).
The Six Puzzles (Themes/Units of work)
There are six Puzzles in Jigsaw (quickly identified by their colour scheme) designed to progress in sequence from the beginning of each academic year:
Term 1: Being Me in My World
Term 2: Celebrating Difference (including anti-bullying)
Term 3: Dreams and Goals
Term 4: Healthy Me
Term 5: Relationships
Term 6: Changing Me (including Puberty)
Jigsaw, the mindful approach to PSHE/Health and Well-being, fulfils all the requirements for the statutory Relationships and Health Education curriculum (DfE). The mapping documents and policy templates are currently being updated to reflect the new 2025 RSHE guidance for England, which becomes statutory in September 2026. Updated materials are expected by end of December 2025 and school will then consult with parents as part of PSHE curriculum mapping exercises.
By the time children leave us at the end of Year Four they have developed a stronger sense of self and the impact their choices have on themselves, on others and in the wider world. They can demonstrate safe choices and good understanding of the need for laws and rules. They have strategies in place to maintain good mental and physical health and are beginning to be more aware of body changes that will affect them in the near future. Our oldest children can take on responsibilities, are wonderful role-models to the younger children and are beginning to better understand their place in society.
