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Our vision for PSHE at CKIS 


At CKIS we want all our children to love and value PSHE. ‘The wings to fly the confidence to try’ embodies our vision for PHSE.

We want there to be no limit to their ambitions and aspirations. We want all our children to have the best start in life and to learn and apply the skills needed to be responsible adults. We want everyone to feel safe to take risks and to know that making mistakes is part of the journey of learning. Our vision is that our children grow up to be resilient, empathetic individuals who can communicate with others, have the skills to self-reflect and strive for excellence.

Our PSHE curriculum promotes our school values and ethos. From a young age we want our children to make the right choices, be sensitive to the needs of others, be respectful and polite. The SCARF PSHE curriculum meets the National Curriculum requirements as well as providing memorable PSHE lessons that will develop their personal, social and emotional learning and prepare them for the next stage in their education, equipping them with valuable life skills. 

Purpose and aims of PSHE

Our curriculum provides a broad range of experiences for our pupils: Our pupils’ backgrounds, our culture and our climate for learning provide the following drivers that underpin ALL areas of our PSHE curriculum:

- Learning to learn - which helps pupils to concentrate and focus and build resilience as learners

Mindfulness strategies are embedded across the curriculum. These include the power of breath, the use of movement to calm, taking notice of their body and how it feels, the purpose of powerful connections and giving them the language to communicate their feelings. Children’s personal development is promoted and supported by well planned Forest School sessions.

- Culture and Diversity - which helps pupils to develop enquiring minds about the wider world

Our PSHE curriculum teaches children to be empathetic, respectful, inquisitive learners through our delivery model. They learn about similarities and differences between themselves and others. This promotes mutual respect and tolerance. Through using Open Parachute they are learning that children across the world can be the same or different to them.

 - Environment and Community - which helps to instil in our pupils a respect for our environment and for our local and wider communities

We encourage visits from key members of the community: PCSOs deliver assemblies and attend Christmas lunch; church members deliver weekly assemblies and are invited to attend special days in school. We teach the children to value and respect the importance of nature.

– Creative arts and physical development - which helps our pupils to express themselves and excel as holistic learners

Through the use of role play, drama and discussion the children are given opportunities to express themselves on a regular basis, exploring their understanding of the world in a safe and nurturing environment. The children are also taught how to take care of and value their bodies and minds.


We offer a thoughtful range of experiences that support our culture: pupils enjoy a ‘full spectrum’ of academic, physical, spiritual, moral, social, cultural activities that enrich their lives. We aim to ensure that all children have the confidence and skills to develop as resilient life-long learners.

Our curriculum has been developed over time through:

•          Analysing the strengths and weakness of the previous curriculum

•          Involvement in the local CLP subject leader meetings

•          Being an active member of the SCARF forum

•          Being part of the Virtual School and meeting with members of GHLL

•          Networking with other schools and settings

  • Work with Move More and Marijuana Philapovic-Carter (Phycologist)
  •  Mental Health Lead Training through Headsights
  • Shame regulation training delivered by kca
  • Collaboration with psychologist Doctor Hayley

We aim for all pupils to:

•          To take risks and always try again if they don’t succeed the first time

  • To know how others feel and how their actions can affect others

•          To know how to keep themselves safe and how to make good choices

  • To enjoy trying new things
  • Always do their best and strive for excellence
  • Know how to communicate effectively with others
  • Develop the ability to work collaboratively
  • Strive to reach their full potential
  • Show kindness and consideration to all

Mental Health and Wellbeing

The school has an established culture that promotes and enhances the positive mental health of the whole school community, recognising that healthy relationships underpin positive mental health and have a significant impact on learning, health and wellbeing. We champion mental health in during each and every part of our school day.

The teaching of PSHE at CKIS (Implementation)


Harold – SCARF mascot








"School-based programmes of social and emotional learning have the potential to help young people acquire the skills they need to make good academic progress as well as benefit pupil health and wellbeing. Opportunities exist to develop and promote social and emotional skills through a dedicated Personal Social Health and Economic education (PSHE) curriculum – including statutory content regarding Relationships Education (RE) and Relationships and Sex Education (RSE) and Health Education. Statutory guidance on the implementation of the curriculum states that such content should be delivered in a ‘carefully sequenced way, within a planned programme of lessons" PHE Promoting children and young people’s emotional health and wellbeing – p.16 Curriculum, teaching and learning.

The PSHE curriculum is carefully and coherently sequenced to enable our children to develop a growing knowledge of the themes outlined above. The schemes of work outline the specific knowledge that we expect our pupils to know and understand by the end of each term in every year group. The key learning directly matches the National Curriculum and Early Years Framework plus additional learning that we believe is essential for our children to know to enable them to thrive as part of a school family and local community.

With the support of the subject lead, year group teams refine and carefully match learning for the children in the cohort. Staff build upon prior learning when considering the content, structure and delivery of each planned lesson.

PSHE underpins our curriculum and drives our school culture and ethos. PSHE is taught through weekly assemblies, whole class lessons, SCARF enrichment days, incidental learning as opportunities present, National significant events and Forest School.

Pupils’ knowledge builds towards clearly defined end points, so everyone knows what we expect our pupils to achieve by the end of each topic, each year and each key stage.

AT CKIS every child is recognised as a unique individual. We celebrate and welcome differences within our diverse school community, encouraging all to grow and flourish. Learning is centred around experiencing the joy of discovery and learning together.

The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values, with a vision to prepare our children to be life-long learners, rooted in our school motto: The wings to fly the confidence to try.

PSHE in our Foundation Stage is covered in the ‘Personal, social and emotional development’ area of the EYFS Curriculum.  It is introduced indirectly through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions, and talk about the world around them, alongside weekly whole class SCARF lessons.

During weekly SCARF and Open Parachute lessons (Y1 only), KS1 children have the opportunity to explore, question and refine their understanding of the world we live in and how to grow as a kind, considerate, resilient, confident member of our class and school family. Taught sessions focus on listening skills, questioning, enquiry and discussion.

“During KS1 pupils learn about themselves as developing individuals and as members of the communities, building on their own experiences and the Early Learning Goals for personal, social and emotional developments. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well.  They have opportunities to show that they can take some responsibility for themselves and their environment.  They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children and older people.  As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying.  They begin to take an active part in the life of their school and it’s neighbourhood. “ KS1 National Curriculum Guidance.

During independent work time, all KS1 pupils have the opportunity to actively engage with PSHE concepts and skills within the classroom. They have access to PSHE resources which they can independently explore, to revisit and deepen their understanding of previously learned topics. This includes a class PHSE book which the children are encouraged to peruse, providing access to subject-specific vocabulary Through both assemblies and class stories, children are exposed to inspirational stories that highlight positive values, behaviours and celebrate our diversity culture.

Throughout KS1, children will develop key personal and social skills, such as empathy, communication, and problem-solving, through various activities and discussions. They will be encouraged to reflect on their own values, beliefs, and attitudes, fostering self-awareness and promoting personal growth. They will also be exposed to a range of role models and real-life stories to inspire them to set goals for themselves and make positive contributions to their family, school, and community.

Protected Characteristics

As defined by the 2010 Equality Act:

  • age
  • disability
  • gender reassignment
  • marriage and civil partnership
  • pregnancy and maternity
  • race
  • religion or belief
  • gender/sex
  • sexual orientation


Children at CKIS learn and understand protected characteristics with age and stage appropriateness:

Rebecca Resillence

Eddie Empathy

Sophie Self Aware

Parveena Passion

Elliot Excellence

Callum Communication

Tanisha Teamwork

“I will take risks and always try again if I don’t succeed the first time”

Rebecca shows excellent resilience; she underpins all learning characteristics

“I know how others feel and how my actions can affect others”

Eddie is always empathetic (fair, compassionate, kind, courteous, unselfish)

“I know how to keep myself safe and how to make good choices”

Sophie demonstrates excellent self-awareness (self-confident, self-disciplined, honest, humorous, adaptable)

“I like to try new things”

Parveena is passionate about everything she does (gratitude, motivated, positive attitude, inspires, willpower)

“I will do my best”

Elliot always demonstrates excellence (creative, curious, inquires, pride, critical thinking)

“I will share with others”

Callum communicates well within the school community (listens, influences, feedback, reflective, evaluative, presence)

“We will work together.”

Tanisha has strengths in working as part of a team (co-operates, responsible, cares, decision makes, helpful, unity, patient)

  • Respect for self and others through our RESPECT family
  • Opportunities for all – Eco and School Council
  • Through whole school assemblies based around our RESPECT family and also the use of stories and songs to celebrate differences and similarities
  • Wear a scarf for SACRF day – celebrating our school family
  • Relationships education as part of our PSHE curriculum
  • Gloucestershire RE syllabus


We ensure the children are ready for the KS2 curriculum by conducting regular meetings with the subject leaders at Charlton Kings Junior School. This ensures we have a clear understanding of the progression in PSHE from KS1 to KS2. Over the past year CKIS have also introduced SCARF across the school which is mutually beneficial and ensures consistency for our learners.



SCARF- Lesson 1- Me and My Relationships – YR


SCARF -Lesson 1- Me and My Relationships – Y2




Demonstrating learning

In PSHE pupils demonstrate their understanding through their developing ability to self-regulate, vocalise their feelings, needs and wants, build positive relationships, demonstrate resilience and show kindness and consideration to all. This is evident during every part of the school day. From greeting in the class first in the morning, to saying goodbye as they leave the gates. Children demonstrate their understanding in assembly, at lunchtime, playtime, during whole class taught sessions and during challenge time.  Particular knowledge and skills can also be demonstrated in other ways, through art, story telling, posters, drama and more.

Teachers carefully plan and monitor progress and adapt planning to include key questions and checkpoints for children to demonstrate understanding in age-appropriate ways.

The photos show snapshots of PSHE in across the curriculum. Resilience, collaboration, community visitors teaching about faith, Eco and School Council meeting with the school chef to develop the menu and kindness and care between friends.


Please see Appendix 1 for SCARF vocabulary per year group, per unit.

Oracy forms an important part of our PSHE curriculum. Children are taught subject specific vocabulary, which is modelled and reinforced by adults in the class rooms as well as being displayed. During taught sessions and independent challenge time, children are encouraged to use class sentence stems to engage in discussion, following our class discussion guidelines

Year Group









Year 1

Year 2




Meeting the needs of all pupils (inclusion)

Our school supports the principle that young children learn through play, and through well planned structured opportunities that are relevant, engaging and promote deep level thinking and learning.

Teaching through both a rich continuous provision, paired work, small group and whole class learning opportunities skilfully builds upon the experiences of the child and promotes their next steps as a learner.

Teachers and Teaching Partners competently provide a balance of structured cross curricula learning activities and child-initiated opportunities through high quality indoor and outdoor learning environments.

In this way we aim to ensure that children are actively involved in their learning and deepen their knowledge, skills and understanding becoming masters of their learning as:


• Problem solvers

• Resilient learners

• Collaborative thinkers

• Inspired questioners


All pupils are entitled to a broad and balanced curriculum that meets their needs.

PSHE is taught in class groups, and accessible in our provision with all pupils included.

All our teachers know the pupils in their class and their differing needs well. They plan and adapt lessons to help all pupils know and remember more so they make very good progress.


Some pupils, including those with special educational needs or disabilities, or those with English an as additional language, may need extra support to access, understand and remember key concepts.


For these pupils, teachers use a range of effective strategies, whilst promoting independent learning as far as possible. These may include:


● adapting and scaffolding pupil activities and resources

● focussed additional support from an adult in class

● extra pre learning or overlearning of key knowledge before or after the lesson


Some pupils very quickly grasp the main concepts being taught and are able to think more deeply to extend their learning. To ensure they reach their full potential, teachers may:


● set more complex activities that require thinking at greater depth

● ask pupils to apply their knowledge to a different situation

● go further by asking them to explain their thinking to others or present their findings to a group

Assessment (Impact)

Formative Assessment

At CKIS teachers constantly assess how far their pupils understand key concepts throughout lessons, mainly through questioning and observation. Quizzes and other games are regularly used to assess how far pupils have remembered learning from the lessons before. Teachers then adapt their teaching to ensure misconceptions or gaps in knowledge are addressed. In addition, they may need to introduce opportunities for more challenge or deeper thinking.

End of unit Assessment


Key assessment criteria are written into our school curriculum and medium-term plans.

Assessments of children's learning are made and assessed through observations and classwork and shared as evidence on SeeSaw. These assessments contribute to a summative judgement at the end of each term against the PSHE statements supplied by the PSHE lead and found on INSIGHT.

Teachers and subject leads monitor children’s progress and attainment throughout the year to inform ongoing teaching and learning.

This is carried out through pupil voice, observations and using the data on INSIGHT. Teachers and subject leads ensure that they assess a balance of the disciplinary and substansive knowledge.

Reporting to families and statutory assessment

The children’s progress across the curriculum is shared with families during parents’ evening appointments and their learning is shared through observations on Seesaw throughout the year. At the end of every year, families receive a report which comments on the children’s strengths across the curriculum and areas for improvement. The teachers make judgements for each child’s attainment and progress in every subject, which is included in the report.

Monitoring and Evaluation


The subject leader for PSHE monitors the quality of education regularly in accordance with the school’s monitoring timetable. This may take the form of:

 ● Learning walks and drop ins, usually with a member of the senior leadership team, and sometimes with a governor.

● Book looks (PSHE special book). The subject leader looks at the books or other evidence across the school, sometimes with senior leaders or an adviser or governor.

● Scrutiny of planning, particularly to evaluate coverage and progression within the curriculum as well as the extent to which planning is catering for the range of needs of pupils

● Pupil conferencing

● Surveys for pupils and/ or staff

● Lesson observations


Subject leaders have regular support from the senior leadership team where aspects of the subject policy and action plan are monitored and discussed. Action plans are reviewed and shared with the staff three times a year to ensure all staff are aware of key actions.

Resulting actions may emerge with additional leadership support, resources or policy changes implemented.

Subject leaders routinely have a teacher appraisal objective linked to an aspect of their subject leadership. Following all these activities, strengths and areas for development are reported and discussed with staff. Resulting actions are recorded on the subject action plan and reported to governors.

At the end of each year the action plan for PSHE is fully evaluated. In addition, the subject leader evaluates how far PSHE is meeting our curriculum intent statement. This evaluation feeds into the action plan for the following year. Evaluated action plans and evaluations are reported to the senior leadership team and governors.

The role of the governors

Every subject has a specific governor allocated to it. The governors for PSHE/Mental Health are Charlie Clover and Alan Waller.

These governors evaluate the activities within this aspect and the impact on the quality of education and pupil outcomes.

They meet with subject leaders and review aspects of the subject, including seeing lessons in practice and talking to children.

Their findings are reported to the Governing Board. In this way, leaders are held accountable for the aspects they are responsible for, and subject leaders are able to access the appropriate support and resources to achieve their aims.