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St Robert Bellarmine Catholic Primary School

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Personal, Social, Health and Economic (PSHE) Education at

St Robert Bellarmine

PSHE (Personal, Social, Health and Economic Education) is taught across the school through a variety of topics and themes within the curriculum and through whole school assemblies. At St Robert Bellarmine Catholic Primary School we believe that PSHE contributes to all aspects of school life, by giving the children the skills, knowledge and understanding to lead confident, healthy and independent lives. Subjects explored include bullying, drug misuse, sex education and many other important areas. The topics we explore are often reinforced by visits from external guests.



Although PSHE is currently a non-statutory subject, we strongly believe that teaching children about key elements of PSHE is fundamental to fulfil Section 2.1 of the National Curriculum framework that states:

‘Every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life’

Despite the non-statutory status, section 2.5 of the National Curriculum framework document states that:

‘All schools should make provision for PSHE, drawing on good practice.’


The PSHE Association Programme of Study has 3 strands that schools are expected to cover:

  1. Healthy and Wellbeing
  2. Relationships
  3. Living in the Wider World


Under the Children and Social Work Act 2017, the government committed to making relationships education statutory in all Primary schools. From September 2020 all schools will soon be required to have relationships education/RSE in place. The government has also committed to statutory health education, meaning the majority of personal, social, health and economic (PSHE) education will be compulsory from 2020.


Our intention is that as a School we deliver a curriculum that is accessible to all and ensures that each of our pupils will know more, remember more and understand more about how to play a positive and successful role within our society, both as a child and as an adult within the future. Taking a whole-school approach, the School community aims to engage pupils across the curriculum while also creating an environment, which fosters good relationships and well-being for pupils and teachers alike. Aligning with the School’s Learner Profile, PSHE education seeks to support our children to develop into confident, happy people who can contribute to our local, national and global communities by tackling many of the moral, social and cultural issues that are part of growing up. Through PSHE teaching, our pupils will also learn about their rights and responsibilities and appreciate what it means to be a member of a diverse society.  Moreover, our pupils are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. Through high-quality mediation that encourages respectful, inclusive and safe conditions for reflective discussion, our pupils will also develop emotional intelligence and the ability to articulate their feelings in order to maintain good mental health.


The children in our School have a wide and varied range of family backgrounds and life experiences.  It is important that we build upon these experiences to provide an understanding of the diversity in our country as a whole in terms of race, religion and relationships.  The intent is to develop tolerant, respectful young people, prepared for their future lives.  PSHE education also develops the understanding of health and fitness.  In our School we will give children the knowledge to be able to make informed choices with regards to diet and exercise.  In our increasingly technological world, the children in St Robert Bellarmine use online resources frequently both in and outside of school.  Our intent is to ensure all children are able to stay safe, making the correct choices about their use of technology. Through promoting the pupils’ understanding and application of the PASS survey, Zones of Regulation and mediated metacognitive learning, every child will be given the vocabulary to more openly articulate their feelings.  Our intent is to promote mental wellbeing and empathy across the school and into the community. 


Resilient, reflective, open-minded, caring and principled are all highlighted as attributes that should be developed in our pupils to ensure we prepare our pupils for success in their ongoing education and for life in modern Britain.  Throughout all aspects of School life, staff within St Robert Bellarmine model high expectation, aspirations and respect. From this we hope to develop pupils who demonstrate high levels of respect for their peers and staff across the School, are supportive of one another’s wellbeing and can demonstrate high levels of self-control.   We also make sure that our children are taught how to recognise risk and know where to go for help when they need it. We offer a proactive approach to preparing pupils - not just responding when safeguarding issues arise, but instead equipping all pupils for some of the most complex decisions they will have to make.  In addition our curriculum includes preventative PSHE education that teaches acceptance, tolerance and empathy — as well as strategies to respond appropriately to bullying, prejudice and discrimination.



The planning for PSHE lessons at St Robert Bellarmine is based upon plans designed by the PSHE Association to support the delivery and planning of a personalised and flexible PSHE education scheme. This scheme is then enhanced through incorporating the teaching of the Archdiocesan RE Come and See curriculum and the Journey in Love and All are Welcome programmes. This curriculum develops our pupils’ knowledge, skills and understanding based on the three core themes of the PSHE Association Programme of Study for PSHE education: health and wellbeing, relationships and living in the wider world. The delivery of each core theme has been organised by individual class teachers to align with other key aspects within the School year and to encourage links with other curriculum areas.


At St Robert Bellarmine we believe that PSHE plays a vital part of primary education and needs to be taught at least weekly. Although there will also be opportunity to make cross-curricular links and these are encouraged where possible to bring PSHE teaching to life. This enables staff to ensure full coverage of the PSHE scheme of work. In addition, there may also be occasions where staff may feel it necessary to teach PSHE as a result of an issue which has arisen in their own class.  To further compliment PSHE education, we ensure that there are a variety of visitors, trips and assemblies organised throughout the School year to offer additional learning that would benefit the needs of our learners. Overall our curriculum is designed to directly support the pastoral education of our pupils as well as the academic outcomes that the School aims for.  Beyond our planned curriculum, it is hoped that the strong School ethos and values provides a culture that contributes equally towards the pastoral development of our children. Therefore, our teaching approach places great emphasis upon collaboration and cooperation, which enable our pupils to achieve success together.


Due to the personal nature of PSHE education, this means that it cannot be assessed in the same way as most other subjects. Instead as a School we focus on gaining baseline data regarding the children’s learning dispositions and attitudes to monitor their emotional and mental well-being and resilience from the very start of each academic year. Through using the PASS survey, we are able to highlight children who would benefit from tailored PSHE teaching or intervention to target potential barriers to learning.  Specific interventions we have invested in to support these reduced learning dispositions include Feuerstein’s IE programme and the Zones of Regulation. All teaching and support staff have received this training and the strategies are implemented across all year groups.


During the teaching of PSHE education, lessons are interactive, participative and engaging; pupils’ views should be encouraged in a safe and nurturing environment. Before teaching begins at the start of each year children in KS2 sign ‘Our Agreement’. This encourages the children to think about and understand how to conduct themselves during PSHE topics so that they engage in inclusive, sensitive and respectful discussion by using the correct language.  For the younger children the teacher will talk to their pupils about the importance of being respectful to others’ views, ideas and beliefs, help them to understand that these may be different to their own thoughts and encourage safe spaces for this discussion.  We believe that to be successful independent learners, children and young people need regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need to do to continue their learning. We wish to encourage this reflective discussion from Nursery as we aim to start early and take a developmental approach; ensuring that the teaching, discussions and resources are relevant to pupils depending on their age and maturity.  To continually reflect upon and enhance the PSHE curriculum, the Subject Leader will ensure that the children are involved in the development of curriculum through conducting regular pupils interviews with the subject Pupil Champions. 




We firmly believe that a meaningful PSHE curriculum is the key to children becoming confident, tolerant and well-rounded adults. Ultimately our curriculum is designed to have a positive impact upon the School community by helping our pupils to develop the knowledge, skills and attributes they need to manage life’s challenges and make the most of life’s opportunities. With effective teaching and curriculum design we hope that our pupils can resiliently approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life.  From engaging with a variety of ‘All are Welcome’ texts, our pupils will also have a secure understanding of the different lifestyles that people may live and be respectful and tolerant towards those making different choices and leading different lives to themselves.


Whilst all PSHE learning for Key stage 1 and 2 pupils is recorded within individual exercise books, the breadth of our provision means that a range of measures are used.  Therefore PSHE education is further evidenced through:


  • SMSCD floor books
  • Photos on School Website
  • Displays
  • Cross-curricular lessons
  • Charity fundraising events 
  • Visitors, Workshops, Trips and Assemblies 
  • Participation in extra-curricular activity both in school and beyond that tracked and celebrated through Children’s University
  • PASS survey results 
  • Volunteering both within the school through litter picking, librarians and support during School events, and within the community through concerts for our local pensioners and supporting the local foodbank
  • School Buddy System
  • School Council involvement


We believe the overall impact of our PSHE Curriculum is to develop children who:

  • Form positive and healthy relationship with their peers both now and in the future
  • Understand the physical aspects involved in Relationship Education at an age appropriate level
  • Show respect for themselves and others
  • Experience positive body images
  • Know how to keep themselves safe physically, mentally and technologically

PASS Assessment 

At the start of the School’s Academic year, every child (Reception – Year 6)  undertakes a PASS assessment to review pupils’ learning dispositions and attitudes. This will establish a baseline to monitor the impact of PSHE teaching and learning, in addition to interventions aimed at supporting pupil behaviour, well-being and mediation strategies.

Role of the School Council in Promoting the UN Rights of the Child

In previous years the School Council have played a vital role in promoting opportunities to enhance children’s well-being, mental health and personal development throughout the School. The School Council explored the UN Rights of the Child and within this they have considered the difference between a child's rights and their responsibilities and from this they have debated what rights and responsibilities feel most important to them and why. Following these sessions, the councillors have promoted the outreach of this to the rest of the School through feeding back to all year group classes and completing a PSHE display. 

Diamond Ranking Activity 

Whilst exploring the 54 articles within the UN Rights of the Child, in groups the School Councillors began to consider and reason about which rights held greatest importance or significance to themselves and their lives. 

Zones of Regulation

Self-regulation is something everyone continually works on. We all encounter trying circumstances that test our limits from time to time.  If we are able to recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place.  This is the goal of The Zones of Regulation. The Zones of Regulation  is an approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete colored zones.  The Zones framework provides strategies to teach students to become more aware of and independent in expressing and managing their emotions and impulse and improve their ability to problem solve conflicts.  All of the zones are natural to experience, but the framework focuses on teaching students how to recognize and manage their Zone based on the environment and its demands and the people around them. 

The Red Zone is used to describe extremely heightened states of alertness and intense emotions.  A person may be elated or experiencing anger, rage, devastation, or terror when in the Red Zone. 

The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions, however one has more control when they are in the Yellow Zone.  A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.  

 Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone.  This is the zone where optimal learning occurs.  

 Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.  


Trashion Show

We were astonished by the amazing creativity and effort that had gone into the children's creations! This is all in aid of thinking about our impact on the environment by encouraging the children to understand the variety of ways that they can recycle older items that are no longer used to make something new and exciting. 

Spanish Cultural Workshops - Baking and exploring Spanish Foods


Year 6 Gangs Prevention Programme

Year 6 were visited by James Riley who leads the 'Get Away 'N' Get Safe Gangs Prevention Programme'. The programme encompassed five intensive sessions which aimed to: 'educate, inspire and empower young people to take control of their future by rejecting the gang lifestyle'.

By the end of the week, the children were educated about the dangers of the gang lifestyle for themselves and their families. The children thoroughly enjoyed the experience and learnt practical guidance (through role-play) about how to keep safe and make informed decisions about their futures.


Year 6's Equality and Diversity Workshop - Peter Yip
Remembrance Day - Collective Worships

Children In Need

We love getting dressed up in our pyjamas, especially when it is for such a good cause!

Friendship Fortnight

Each year our school has a whole school focus on Friendship. This takes place in National Anti-Bullying week.This shines a spotlight on bullying and encourages all children, teachers and parents to take action against bullying throughout the year. 


The children at St Robert Bellarmine participated in numerous activities, performances and workshops led by teachers and external visitors. These interactive sessions ensured children understood exactly what bullying is and why it is completely unacceptable.


One initiative was 'Odd Sock Day'. Children and staff came to school in odd socks which gave everyone an opportunity to express themselves and celebrate individuality and diversity. This was a fun way to promote the idea that everyone is unique and different, but everyone should be treated with the same kindness and respect.


Year 1, 3 and 4 also led a fantastic assembly on the theme of 'anti-bullying'. Year 1 and 3 focused on what makes a good friend, and Year 4 created an emotive video on the harmful impacts of bullying.

Odd Sock Day - Different but the Same

Harvest Festival 

Thank you to everyone for your kind food donations and to Year 3 for raising the profile of this important celebration. 

Learning about other faiths - Judaism

Andy Grant Visit - Year 6

Year 6 were extremely lucky to have Andy Grant, a former Royal Marine who was injured in IED explosion whist on tour in Afghanistan, come to visit our class. The explosion resulted in him having his right leg amputated. Since then, Andy has completed many challenges, including: abseiling down The Shard; competing in the Invictus Games (winning two gold medals and a bronze); becoming the world’s fastest amputee over 10km. During his visit, he told us all about his journey, his future challenges and how we can all work hard and achieve our own dreams. 

Macmillan Coffee Morning

Grandparents' Day 

The Early Years Team had a very special day opening their settings up to the children's grandparents. The children loved showing their families their favourite play areas and introducing them to their new friends. 

Showing Racism the Red Card - Raising awareness by dressing in red or blue