Brightside Nursery Infant School

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PSHE and PSED Statement of Intent

At Brightside School our PSHE, PSED and Relationships curriculum is designed to provide knowledge and skills through a wide range of experiences and provision. Across and beyond the curriculum we intend for pupils to gain practical knowledge and skills to help them live healthily and deal with the spiritual, moral, social, cultural, mental and physical issues they may face. Our PSHE, PSED and Relationships curriculum plan to provide pupils with the opportunity to reflect on their feelings, experiences and how they are developing. Our aim is to help children to understand and manage responsibly, a wide range of relationships as they mature, and to develop respect for the differences between people in our culturally diverse society. We strive to develop pupils' well-being and self-esteem, encouraging a belief in their ability to succeed and enabling them to take responsibility for their learning and future choice of courses and career.  In developing respect for self and others and learning about responsibilities we aim to lay the foundations for further PSHE and RSE work at Key Stage 2.


Children leave Brightside with the knowledge, skills and understanding they need to lead confident, healthy, independent lives and become, informed, active and responsible citizens.


PSHE and PSED Implementation 

PSHE is highly valued throughout school.  Aspects of PSHE, spiritual, moral, social and cultural education (SMSC) and preparing children for Modern Britain form part of every lesson and are observed and reflected on in all Teaching and Learning observations. Pupils learn from direct focused teaching during planned units of work, circle times, visits, speaking and listening activities, Philosophy for Children (P4C) sessions and dedicated days and weeks such as Positive Behaviour, online safety and community weeks.


We believe that the best way to learn PSHE is by building on prior knowledge of personal experiences, feelings, exploring scenarios and finding possible solutions whilst acknowledging that people may have different feelings and opinions to others which we must value and respect. These learning experiences cater for visual, kinaesthetic and auditory learning styles and provide pupils with opportunities to apply what they have learnt to different situations with increased ease and confidence. Sessions are taught weekly through whole class, small groups, pairs and independent activities.


In the EYFS, activities are planned so that children can make progress against the development matters stages identified in the curriculum, which helps the children to achieve the skills, knowledge, understanding and attitude to attain the Early learning Goals at the end of the EYFS.

 PSHE will also be taught within other curriculum areas. For example:

  • Science: Y1 topic What makes me who I am? ; Y2 explain why exercise and a balanced diet are important to humans
  • D&T: Y1 design and make a healthy salad; Y2 designing and making a healthy sandwich
  • E.: Y1 learning about different religious beliefs; Y2 discussing and recognising some of the things that people of a religion do and why it is important to some people and their community
  • History: Y1 considering how the great fire of London changed the lives of people in the past; Y2 explain what is meant by a democracy and why it is a good thing.


 Residential experiences, visitors, visits and special days in school provide opportunities for pupils to plan & work together. It allows them to maintain relationships under different circumstances and to develop new qualities and characteristics through participation. 

Activities and school events include:

  • Visits out of school such as the local church, Tropical Butterfly house, Victorian classroom, fire station museum and local area walks
  • Special days in school such as Harvest breakfasts, Family Breakfasts, Community Week, Eid and Chinese New Year celebrations.
  • Visitors into school such as the school nurse, local Iman and local vicar to discuss their roles, River stewards to help children become aware or the wildlife in the surrounding area and how they can help to protect it.
  • Residential visit to Whirlow Hall Farm in Y2
  • Recycling bins in staff room, hall and compost bin in school garden.
  • Lunch time activities such as: gardening club, cooking club and Arches activities at lunchtime.
  • School rabbits for children to contribute to their care and needs


In the EYFS personal, social and emotional development is cross-curricular, focusing on dispositions and attitudes, confidence and self-esteem, making relationships, behaviour and self control, self care and sense of community. 

All teachers develop a repertoire of flexible, active learning methods which include:

  • effective starting strategies
  • use of plenaries and class reflection time in order to apply skills learnt and assess learning
  • open ended questioning skills
  • developing ground rules for behaviour, speaking and listening
  • working together
  • problem solving
  • helping children to understand that people may have another point of view
  • working with feelings and imagination
  • reflection, review and evaluation
  • circle time
  • Assessment for Learning (AfL) strategies to move learning forward
  • drama and role-play
  • group discussion
  • talk partners
  • Visual, Auditory, Kinesthetic (VAK) strategies
  • targeting of responses to encourage achievement by specific groups e.g. boys, English as an additional language (EAL) learners


PSHE & RSE Progression Overview

PSHE&RSE Knowledge and skills 

PSHE&RSE Language progression

PSHE&RSE EYFS Language progression 

EYFS assessment points 


Below are the parent information booklets on termly themes taught in PSHE.

RSE Parent information leaflet 

Autumn 1 theme parent booklet 

Autumn 2 theme parent booklet

Spring 1 theme parent booklet

Spring 2 theme parent booklet

Summer 1 theme parent booklet 

Summer 2 theme parent booklet