Intent of PSHE curriculum

At Roebuck Academy, the intent of our PSHE curriculum is to deliver a curriculum which is accessible to all, that will maximise the outcomes for every child, so that they know more, remember more, and understand more. PSHE is embedded in all that we do to enable our children to become independent, responsible, healthy, and confident members of society. Our PSHE curriculum has been built with the aim of supporting the development of the ‘whole child’, by helping them to understand how they are developing personally and socially as well as promoting their social, mental, and physical development. Children will be able to develop the ability to tackle the moral, social, and cultural issues that are part of growing up. Through our discreet lessons as well as our wide cross-curricular approach to teaching PSHE, children are taught how to keep themselves safe, physically, and emotionally. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

Implementation

PSHE is taught across the school on a weekly basis and, as a school, we follow the Kapow PSHE scheme of work. Kapow Primary’s RSE & PSHE scheme of work aims to help pupils develop the knowledge, skills and attributes they need to lead confident, healthy and fulfilling lives. The intention is for pupils to understand themselves and others, form positive relationships and make informed choices that support their wellbeing and the wellbeing of those around them. The scheme of work covers:

• Family and relationships 

• Health and wellbeing

• Safety and the changing body

• Citizenship

• Economic well-being

The topics are taught each year following a clear skills' progression, ensuring that knowledge is built on year by year and sequenced appropriately to maximise learning for all children. Attached below you will find the long-term plan for all year groups to give a more in-depth understanding.

Weaving through the heart of our PSHE teaching, is our school vision, which aims to enable all children, regardless of background, ability, additional needs, to flourish and become the very best version of themselves. It is a commitment to enhancing and promoting our core values; at Roebuck Academy we teach our children to follow the 3RS and our DREAMS values. 

The aim of the 3R's: Ready, Respectful, Resilient and Safe, is to provide opportunities for children to develop their character and to have high aspirations for themselves and each other. We want our children to know how to make a positive contribution to their community and the wider society. Self-confidence, independence and risk-taking are encouraged through the embedding of our DREAMS Values and Positive Learning Behaviours: Determination, Respect, Excellence, Altogether, Motivation and Safety.

Alongside our PSHE curriculum, we use the Zones of Regulation. The Zones of Regulation curriculum is geared towards helping students gain skills in consciously regulating their actions and emotions, which in turn leads to increased control and problem-solving abilities. In the activities, students also learn how to use strategies or tools to stay in a zone or move from one to another.

To help students view themselves within the wider world, the whole school participates in Wellbeing week, Anti-bullying week, World Mental Health Day, Children’s Mental Health Week, Odd Socks Day, Internet Safety Week. These events raise awareness, help promote help-seeking behaviours and emotional wellbeing practices, as well as enable the whole school community to work together. To further support children's understanding of the wider world, we also follow the No Outsiders programme. 

 

No Outsiders is an inclusive education programme for primary schools created by Andrew Moffat MBE, aimed at teaching diversity, equality, and community cohesion. Using age-appropriate picture books and lessons, it aims to teach children about the Equality Act 2010—covering race, religion, sexual orientation, gender, and disability. To embed the philosophy here at Roebuck, we have a programme of books chosen specifically for each year group to explore in a fun and engaging way. The lessons they take from these books help to foster a sense of acceptance and endeavour to prevent bullying, while further preparing children for life in a diverse society. The list of books can be found below.

 

Statutory Relationships and Health Education

Since September 2020, the Department for Education has made Relationships and Health Education compulsory in all primary schools. However, parents’ maintain the right to withdraw a child from SRE (Section 405 of the Education Act 1996 enables parents to withdraw their children from sex education other than the sex education that is in the National Curriculum, such as the biological aspects of human growth and reproduction that are essential elements of National Curriculum Science). Please note SRE lessons are taught in Year 5 and 6 only.

At Roebuck Academy, we teach Relationships, Sex and Health Education through our Kapow scheme of work, fulfilling DfE statutory requirements. Relationships Education, Relationships and Sex Education (RSE) and Health Education (for introduction 1 September 2026)

Below you will find the ‘Parents information guide’ which explains what each year group will cover in SRE. If you wish to discuss this further, please do not hesitate to speak to your class teacher or a member of the PSHE team. 

Impact

At Roebuck Academy, we will know children are successful in the understanding of PSHE when they foster well-being and develop resilience and character to be happy, successful and productive members of society. Pupils will have met the objectives set out within the Relationships and Health Education statutory guidance and will be able to utilise their learning within their daily lives, from dealing with friendship issues to making healthy choices and knowing where and how to get help when needed.  As teachers, we will monitor each child’s progress termly and subsequently modify teaching where necessary. Results are analysed and fed back to teachers, SLT and governors. Actions are fed into the annual PSHE action plan.