PSHE
Intent, Implementation and Impact Statement: Personal, Social, Health and Economic
Intent
At William Bellamy Primary School, our intent is for all pupils to become lifelong learners who possess the confidence, resilience and adaptability to apply their skills and understanding in new experiences, unfamiliar situations and when facing challenges.
We are committed to a shared, cohesive vision that enables pupils to understand and appreciate their place within the world, recognising both their own value and the contributions of others. Central to this is a strong emphasis on emotional wellbeing, where we actively promote resilience and support pupils’ mental and physical health.
This is achieved through a carefully planned and engaging PSHE curriculum, delivered as part of a whole-school approach. Our practice is underpinned by a trauma-informed approach, recognising the impact that adverse experiences can have on learning, behaviour and relationships. We prioritise creating safe, consistent and supportive environments, where all pupils feel secure, understood and ready to learn.
We place significant importance on nurture, investing in high-quality provision and ensuring that all pupils have access to safe, trusted adults who support their individual needs. Our staff are committed to building strong, positive relationships and responding to pupils with empathy, consistency and care.
Our approach is rooted in developing the key qualities and attributes pupils need to thrive as individuals, as members of families, as part of society and as active participants in a global community.
Nurture, diversity and inclusion underpin our overarching school ethos. These principles are embedded throughout the curriculum, ensuring it reflects our school community, with all teaching delivered through a consistent, nurturing and trauma-informed approach.
Implementation
At William Bellamy Primary School, PSHE is delivered through the Kapow scheme of work, and is carefully adapted to meet the needs of our pupils by the Mentors delivering the sessions, who are informed by pupil backgrounds and insights gained from relationships and pupil self-assessments. This ensures that learning is responsive, targeted and supportive of pupils’ social, emotional and developmental needs.
PSHE is implemented using resources carefully prepared in the Kapow scheme, which supports a consistent, whole-school approach. Progression in knowledge and skills is clearly mapped within our PSHE overviews, ensuring that learning builds sequentially across year groups.
The PSHE curriculum is delivered across the whole school through weekly lessons, where key themes are explored in depth. These themes are further reinforced across the wider curriculum, enabling pupils to make meaningful connections and apply their learning in different contexts.
Our approach is underpinned by nurturing and trauma-informed practice. We create safe, predictable and supportive learning environments where pupils feel secure and ready to engage. Staff use consistent routines, build strong relationships and respond to pupils with empathy and understanding, supporting emotional regulation and readiness to learn.
The aims of our PSHE curriculum and the Kapow programme are to provide pupils with:
- accurate, relevant and age-appropriate knowledge
- opportunities to develop personal understanding
- opportunities to explore and respectfully challenge a range of values, attitudes, beliefs, rights and responsibilities
- a range of skills and strategies to enable them to live healthy, safe, fulfilling, responsible and balanced lives
Our PSHE programme reflects the diverse beliefs, values and attitudes within our school and wider society. It supports pupils in developing self-awareness, emotional literacy and the ability to communicate their thoughts and feelings effectively.
Through the curriculum, pupils develop a secure understanding of British Values, enabling them to make sense of their experiences, value themselves, respect others and appreciate diversity. This prepares them to become confident, informed and responsible citizens.
Impact
Pupils’ emotional wellbeing is assessed across the school using the Landscapes of the Mind pupil self-assessment, to identify strengths and areas for development. This informs targeted support from Nurture Mentors, who have established, trusting relationships with pupils, ensuring provision is responsive and effective.
Our nurturing, trauma-informed approach enables pupils to feel safe, supported and ready to learn. We regularly monitor and evaluate the impact of our PSHE curriculum to ensure all pupils achieve and receive the support they need.
As a result, pupils develop the skills and understanding to become caring, respectful, responsible and confident individuals.
Curriculum overview Year 1 - 6
The Kapow Primary Scheme of work allows school to provide lessons on a spiral curriculum model; this is where key knowledge and skill are revisited and built on at a level appropriate to the pupil’s development.
| Introductory Lesson | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 | Unit 6 | |
|---|---|---|---|---|---|---|---|
| EYFS | KS1 sample lessons - New 2026 RSE scheme | Self-regulation: My feelings | Building relationships: Special relationships | Managing self: Taking on challenges | Self-regulation: Listening and following instructions | Building relationships: My family and friends | Managing Self: My wellbeing |
| Y1 | Y1 Introduction: Setting ground rules for RSE & PSHE lessons | Y1 Families and relationships | Y1 Health and Wellbeing | Y1 Safety and changing body | Y1 Citizenship | Y1 Economic Wellbeing | Y1 Transition Lesson |
| Y2 | Y2 Introduction: Setting ground rules for RSE & PSHE lessons | Y2 Families and relationships | Y2 Health and Wellbeing | Y2 Safety and changing body | Y2 Citizenship | Y2 Economic Wellbeing | Y2 Transition Lesson |
| Y3 | Introduction: Setting ground rules for RSE & PSHE lessons | Y3 Families and relationships | Y3 Health and Wellbeing | Y3 Safety and changing body | Y3 Citizenship | Y3 Economic Wellbeing | Y3 Transition Lesson |
| Y4 | Introduction: Setting ground rules for RSE & PSHE lessons | Y4 Families and relationships | Y4 Health and Wellbeing | Y4 Safety and changing body | Y4 Citizenship | Y4 Economic Wellbeing | Y4 Transition Lesson |
| Y5 | Introduction: Setting ground rules for RSE & PSHE lessons | Y5 Families and relationships | Y5 Health and Wellbeing | Y5 Safety and changing body | Y5 Citizenship | Y5 Economic Wellbeing | Y5 Transition Lesson |
| Y6 | Introduction: Setting ground rules for RSE & PSHE lessons | Y6 Families and relationships | Y6 Health and Wellbeing | Y6 Safety and changing body | Y6 Citizenship | Y6 Economic Wellbeing | Y6 Transition Lesson |
British Values
William Bellamy Primary School is committed to serving its community and reflects the diverse, multicultural and multi-faith nature of the United Kingdom. We actively promote inclusion, equality and respect, ensuring that all pupils feel valued and prepared for life in modern Britain.
As a community school, we welcome all pupils entitled to an education under British law, regardless of faith, ethnicity, gender, sexuality, disability, or socio-economic background. We are fully committed to equal opportunities and do not tolerate discrimination of any kind. We recognise our responsibility to safeguard pupils, including protecting them from radicalisation and extremism, in line with the Prevent duty.
We actively promote the fundamental British Values of:
- democracy
- the rule of law
- individual liberty
- mutual respect
- tolerance of those with different faiths and beliefs
These values are embedded across our curriculum and wider school life. Pupils are taught not only to understand these values, but to apply them in meaningful ways, developing respect for others, including those with different backgrounds and protected characteristics.
British Values are promoted through:
- The curriculum – through subjects such as PSHE, RE, history and geography, where pupils explore identity, diversity, rights, responsibilities and life in modern Britain.
- Collective worship and assemblies – which explore key themes, celebrate diversity and promote reflection, delivered in an inclusive and accessible way.
- Religious Education – following the SACRE agreed syllabus, alongside supplemented resources from Twinkl, enabling pupils to develop understanding and respect for a range of faiths and beliefs.
- Physical Education – promoting fairness, teamwork, respect, inclusion and resilience.
- Pupil voice opportunities (e.g. School Council, Rights Respecting Status) – enabling pupils to experience democracy, express their views and contribute to decision-making within the school.
Through this approach, pupils develop the knowledge, skills and attitudes needed to become respectful, responsible and active citizens who can positively contribute to life in modern Britain.