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Rushy Meadow Primary Academy
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Rushy Meadow Primary Academy
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Pupils, families, community:
learning and working together





We are committed in promoting positive mental health and wellbeing for our whole school community (children, staff, parents and carers), and recognise how important mental health and emotional wellbeing is to our lives in just the same way as physical health. We recognise that our parents are our most valuable way to learn about our pupils, who have the opportunity to express their views, including input into their child’s educational journey and feel supported throughout their time with us.


We recognise that children’s mental health is a crucial factor in their overall wellbeing and can affect their learning and achievement. We believe having a mentally healthy community is not about being happy all the time, but about working together through the challenges and sharing the celebrations; feeling supported, heard, accepted, valued and empowered. We endeavour to ensure that children are able to manage times of change and stress and aim to ensure that they are supported to reach their potential or to access help when they need it.


 We know that our staff are our most important resource and are valued, supported and encouraged to develop personally and professionally within a caring, purposeful school community.



The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will become healthy, independent and responsible members of a society who understand how they are developing personally and socially, and give them confidence to tackle many of the moral, social and cultural issues that are part of growing up. 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.


Through our whole-school approach to PSHE, it is our belief that excellence in these areas will lead to excellence across the curriculum and beyond in later life. PSHE is taught across the school from Early Years- Year 6 on a weekly basis and as a school, we follow the Jigsaw PSHE scheme. Our PSHE curriculum equips children with relevant and meaningful content, which is supported through a strong emphasis on emotional literacy, building resilience and nurturing mental and

physical health.



Children have a new theme each half term that is followed by the whole school. At the beginning of each new theme the children are asked what they think this means, what they already know about it and what kind of things they think we might be learning about. Teachers can use this opportunity to address any misconceptions that may come up as well explaining and going into more detail about an idea a child may have. Teachers will also introduce a Jigsaw scroll each week that focuses on a specific learning objective for that week that allows them to nominate children that have met that objective e.g. taking part in physical activity. The weekly objective is also used as a circle time focus.

PSHE lessons allow children to feel confident in speaking about specific themes that may come up but also knowing they are free to ask questions to develop their understanding. This opportunity during PSHE lessons and circle time sessions encourage children to discuss what they know, what they want to know and particular things they want to know more about. Teachers always recap previous learning at the beginning of each lesson and allow discussion to take place to allow children to ask more questions if they want to. The weekly circle time opportunities for children based enquiry is followed from Early Years through to Year 6.

Children are given opportunities throughout the half termly theme to explore the different objectives. They take part in a variety of tasks that can be independent or group tasks that allow them to explore with their peers. Children are exposed to a variety of key, age-appropriate vocabulary which is displayed on every lesson slide and on displays. Teachers formatively evaluate the children’s learning from the beginning to the end of the lesson and children take part in self-assessment at the end of each lesson.

Children are encouraged to share their knowledge with constant questioning throughout and also when sharing their ideas with their peers during group work. Teachers allow the discussions to be child lead and equally focus on what the children want to know as well as what they need to know.

At the end of each lesson teachers and children assess the learning to see if they have met, partially met or not met or understood the learning objective. Teachers can assess misconceptions throughout the lesson and address these when they come up as well as any gaps that need to be revisited that year or next.

There are opportunities for children take part in workshops e.g. the Yoga workshop that promoted wellbeing and mindfulness, that gave children strategies to support their mental health. Children are excited by the wellbeing events arranged that they can take part in e.g. Anti-Bullying Week and Children’s Mental Health Week. Children are empowered by taking part in the Pupil Parliament that has a wellbeing strand which allows children to share and discuss ideas with their peers.




Following the implementation of the broad and balanced PSHE curriculum, children will be respectful, independent, responsible and confident members of society and the wider world. They will be equipped with tools to maintain healthy and positive lifestyles with regard to relationships, diet and their own personal identity. As they become more confident throughout the areas of PSHE and progress in the related skills, children will understand their personal role in society. The most significant impact that we want for our pupils is the development of respect for themselves and others. The subject can be monitored and evaluated by looking in the PSHE folders for work, observing circle time and PSHE sessions, pupil voice and looking through children’s self-assessments.

Click on the documents below to see the learning journey our pupils take in their Personal, Social Health and Emotional [PSHE] curriculum.

Rushy Meadow Primary Academy

Pupils, families, community: learning and working together

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Rushy Meadow Primary Academy