Safeguarding Curriculum

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Children on a bench

PSHE (2021-2022)

  • Thematic approach
  • Relationships
  • Health and Wellbeing
  • Living in the wider world


The statutory guidance on safeguarding for children in schools and colleges requires schools to ‘ensure that children are taught about safeguarding, including online safety. Schools should consider this as part of providing a broad and balanced curriculum’. Effective PSHE education supports safeguarding by delivering protective learning opportunities on a range of potential safeguarding issues identified by Ofsted in the guidance Inspecting Safeguarding in Early Years, Education and Skills Settings, including:

  • Neglect
  • Physical abuse
  • Sexual abuse
  • Emotional abuse
  • Bullying, including online bullying and prejudice-based bullying
  • Racist, disability and homophobic or transphobic abuse
  • Gender-based violence/violence against women and girls
  • Peer-on-peer abuse, such as sexual violence and harassment radicalisation and/or extremist behaviour
  • Risks linked to using technology and social media, including online bullying; the risks of being groomed online for exploitation or radicalisation; and risks of accessing and generating inappropriate content, for example ‘sexting’
  • Substance misuse
  • Domestic abuse
  • Female genital mutilation
  • Forced marriage
  • Poor parenting


  • Although PSHE and Citizenship are statutory subjects for maintained schools, the National Curriculum Framework states that all state schools ‘should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. All schools have an obligation to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs, all of which fall within the non-statutory Programme of Study for Citizenship at KS1 and KS2.
  • The 2019 Guidance for Personal, Social, Health and Economic (PSHE) education states that ‘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’.


  • NHPS – Our PSHE and Citizenship scheme of work aims to equip children with essential skills for life. It aims to develop the whole child through carefully planned and resourced lessons that develop the knowledge, skills and attributes children need to protect and enhance their wellbeing. Through these lessons, children will learn how to stay safe and healthy, build and maintain successful relationships and become active citizens, responsibly participating in society around them. Successful PSHE curriculum coverage is a vital tool in preparing children for life in society now and in the future. Lessons in this scheme of work have their foundations in seeing each and everybody’s value in society, from appreciation of others in units such as British Values, to promoting strong and positive views of self. Our thematic units aim to cover a wide range of the social and emotional aspects of learning, enabling children to develop their identity and self-esteem as active, confident citizens. The themes and topics support social, moral, spiritual and cultural development and provide children with protective teaching on essential safeguarding issues, developing the knowledge of when and how children can ask for help.
  • Our plans are fully in line with the Learning Outcomes and Core Themes provided by the PSHE Association Programme of Study which is widely used by schools in England and is recommended and referred to by the DfE in all key documentation relating to PSHE provision in schools. This scheme of work covers all of the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. The scheme of work fulfills the requirements of 2020 Statutory Relationships and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum.


  • Our scheme of work is designed to be taught in thematic units, with regular assessment opportunities which will be evidenced in pupils’ books. The units are designed for delivery in a creative manner, using many approaches such as role-play, discussion and games in groupings of various sizes. These activities enable children to build confidence and resilience.
  • Assessment for learning opportunities are built into each lesson and enable self-evaluation and reflective learning and allow teachers to evaluate and assess progress. Each lesson begins with a discussion of children’s existing knowledge and experience, providing an opportunity for baseline assessment. Each lesson ends with an opportunity to consolidate and reflect upon learning.
  • Tools are provided for summative assessment, allowing progress to be recorded and tracked.


  • Our PSHE scheme of work provides pupils with an effective curriculum for wellbeing. Children are enabled to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when and how they can seek the support of others. They will apply their understanding of society to their interactions within communities, from the classroom to the wider community of which they are a part. Our scheme of work supports the active development of a school culture that prioritises physical and mental health and wellbeing, providing children with skills to evaluate and understand their own wellbeing needs, practice self-care and contribute positively to the wellbeing of those around them.
  • Successful PSHE education can have a positive impact on the whole child, including their academic development and progress, by mitigating any social and emotional barriers to learning and building confidence and self-esteem. Evidence suggests that successful PSHE education also helps disadvantaged and vulnerable children achieve to a greater extent by raising aspirations and empowering them with skills to overcome barriers they face.
  • Our aim is that this scheme of work can be used as a whole-school approach to positively impact wellbeing, safeguarding and SMSC outcomes. This can ensure that all children can develop the knowledge, skills and attributes they need to succeed at school and in the wider world.