PSHE
Why do we teach PSHE?
We teach PSHE (Personal, Social, Health and Economic Education) because it equips our pupils with the knowledge, skills and cultural capital they need to stay healthy, safe, and prepared for life and work in modern Britain. PSHE is central to our pupils’ personal development, enabling them to become confident, responsible and active members of society.
Intent
Our PSHE curriculum is designed to provide a broad, balanced and ambitious curriculum that supports pupils to develop the knowledge, skills and attributes needed to manage their lives now and in the future. It is carefully sequenced and progressive, ensuring learning builds over time.
We prioritise the development of emotional literacy, resilience, self-esteem and self-worth, enabling pupils to regulate their emotions and engage positively in learning and social situations. Through our curriculum, pupils gain the skills to manage friendships, relationships, wellbeing and change, supporting strong outcomes in both personal development and behaviour.
Our curriculum promotes a strong sense of identity, belonging and inclusion, ensuring pupils understand diversity and equality and are prepared for life in modern Britain, including the promotion of British values and SMSC development.
PSHE plays a key role in safeguarding. Pupils learn how to recognise risk, including unhealthy relationships and unsafe situations, and develop the confidence to seek help. We explicitly teach pupils how, when and where to access support, and how to support others in a safe and respectful environment.
Implementation
At Vale of Evesham School, we are a trauma-informed school, and this approach underpins our PSHE provision. We recognise that pupils may have experienced adversity, and therefore our delivery is adaptive, responsive and inclusive, ensuring all pupils can access learning.
Our PSHE curriculum is:
- Well-sequenced and spiralised, in line with statutory DfE guidance
- Knowledge-rich and skills-focused, supporting long-term learning
- Adapted to meet the individual needs and starting points of pupils
We understand that progress is not always linear. Our flexible approach ensures that learning is revisited and reinforced, supporting deep understanding and retention over time.
PSHE is delivered through both the formal and informal curriculum. High-quality learning opportunities arise through:
- Timetabled lessons
- Learning outside the classroom (LOTC)
- Practical activities (e.g. cooking, life skills)
- Social times such as lunch and unstructured periods
All staff are trained to provide consistent, accurate and sensitive responses, addressing misconceptions in real time. This ensures that learning is meaningful, contextualised and supports positive behaviour and attitudes.
Impact
We recognise that measuring impact in PSHE can be complex; however, we evaluate impact through pupils’ knowledge, understanding, behaviours and attitudes over time.
As a result of our PSHE curriculum, pupils:
- Demonstrate improved self-awareness, resilience and emotional regulation
- Develop and sustain positive relationships
- Make safe, informed choices
- Understand risk and how to keep themselves safe
- Know how to seek help and support
- Show respect for others, reflecting British values and inclusive attitudes
Ultimately, pupils leave Vale of Evesham School with the cultural capital, confidence and life skills needed to successfully navigate the next stage of their education and adult life.
Collin and Watts (1996) define careers as ‘the individual’s development in learning and work throughout life.’ At Vale of Evesham School our ‘Learning for Life’ careers provision is tailored to meet the needs of learner groups and individuals across all pathways. Our curriculum consists of learning, advice and experiences across:
• Careers
• The World of Work
• Enterprise
• Life Skills
• Preparation for Adulthood
We understand that for students at the Vale, everyone’s learning for life journey will be different and aim to ensure they have opportunities to engage in meaningful and relevant experiences to broaden their horizons and ensure they have the tools they need to engage in society at their level. In Complex classes, Careers and PfA are experienced through our community sessions, and the development of Communication and Problem-Solving Skills. In Semi and Formal classes below Year 7, Careers is taught through relevant PSHE and Cross-Curricular encounters, where students are encouraged to link experiences and skills. In Year 7 onwards, Semi and Formal students have additional discrete Careers Sessions, linking to the PFA strands, Gatsby Benchmarks and local Labour Market Information. Learners are encouraged, where it is meaningful and appropriate; to run enterprise projects, linking with advisors and local businesses to triangulate their experiences and running school events where appropriate. We also provide the opportunity for students to gain work experience (where meaningful and appropriate) to build confidence, broaden their horizons, and transfer skills.
In addition, all learners from EYFS to KS5 are invited to participate in our whole school ‘Inclusive Careers Week’ annually and can access sessions and support from our impartial Careers Advisor.
Preparation for Adulthood (PFA)
The Special Educational Needs and Disability Code of Practice (2018) describe preparing for adulthood as preparing for:
Education, Training and/or Employment– Courses learners might like to study and where, what type of work they might want to do, either paid or volunteering, and about how to get a job.
Participating in Society- Having friends and supportive relationships and being part of the local community, also things to do in your spare time and keeping safe.
Being as Healthy as Possible in Adult Life– Who and what is there to help you stay healthy.
Independent Living– Living as independently as you are able (doesn’t mean living on your own).
Current provision at The Vale of Evesham School
Teaching staff contribute to the delivery of careers guidance through:
- Timetabled PSHE, Community, PfA, MPITW, Careers and Enterprise Events
- Employability and Enterprise lessons.
- Employer and transition visits and workshops across the curriculum
- PFA skills and ‘job focus’ learning across the curriculum
- Assemblies and group discussions.
- Making all encounters meaningful
- Modern Work Experience (Y7 upwards- where meaningful)
- Engaging with Social Care and Support providers to support the wider lives of our learners and their families
- Providing opportunities to engage with ALL Post-16 options, not just traditional EET options
- Discussion with parents, pupils and Careers Advisor at Annual Reviews, Parents
Evenings, transition events as appropriate throughout the year.
- Learners who are supported additionally by Blossom House Residential Provision:
- Promotion of independent living skills through daily routines (cooking, shopping, personal care, household tasks)
- Community visits
- Self-advocacy
Local Employers contribute to the delivery of careers guidance through:
- Workplace visits and virtual meetings
- Modern Work Experience
- Workshops
- Attendance at careers fairs
- Supporting classroom learning
- Supporting enterprise activity
- Engaging with learners at all levels and phases
Parents and Carers contribute to the delivery of careers guidance through:
- Attending careers and transition events within school and at colleges and providers
- Support in attending interviews, transition visits and inductions
- Supporting Enterprise Events
- Contribution to Annual Review
- Engaging with Careers Advisor
- Supporting our classroom careers learning e.g. talking to a class about their own job role and experiences
For further details, please see our Careers Strategy
