Personal, social, health and economic education

Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.

PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.

However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.


Personal, Social and Health Education (PSHE) promotes pupils’ personal social and emotional development, as well as their health and well being. It helps to give children the knowledge and skills they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. It also gives children an understanding of the rights and responsibilities that are part of being a good citizen. At Our Lady Immaculate we embed high quality PSHE experiences within the school day through a range of subjects, discreet lessons and carefully selected intervention programs. We always aim to make purposeful links with other subjects to make learning relevant.

As part of the new curriculum, we have developed age appropriate objectives to ensure that the children are receiving a broad and balanced curriculum that equips them to deal with life’s daily challenges. Alongside the curriculum, we have trainee playground buddies who will be helping the staff to ensure break times are a happy time for all the children. This is one of the many steps we took to gain the ‘Anti Bullying Quality Mark’.

Each autumn term we celebrate anti-bullying week through a range of activities and themes, with a focus on positive behaviours towards each other. At the end of the week, our work is shared and celebrated around the school to promote positive messages in line with our code of conduct and mission statement.

In the summer term, we promote healthy lifestyles through Healthy Schools Week. During this week we learn how to cook healthy meals and take part in a variety of sports and team events for our annual sports day.

We also have interventions that aim to develop children’s confidence and social skills. These include the ‘R’ time and circle time. and ‘Think yourself great’ programme They have proven to be very successful in improving the children’s personal, social and emotional  resilience which in turn supports their progress in the curriculum.

Our interventions allow the children to develop their skills so that they:

  • Understand the importance of positive actions
  • Protect themselves from being upset by others
  • Have respect for others
  • Build resilience
  • Make good choices
  • Practise what they’ve learnt
  • Have a readiness to learn
  • Follow our school code of conduct
  • Have the confidence to pursue their interests

We also run the massage in schools programme runs right from Nursery to Year Six and has allowed children to improve their readiness to learn as well as improve relationships with their peers.

PSHE is interwoven throughout the whole ethos of the school and it is our aim, that by the time the children leave us in year 6, they have not only reached their full potential academically but are well rounded individuals ready to embark on the next phase of their education.