PSHE 2021 - 2022

Mrs Cookson

PSHE at St Stephen's

"For we are the handiwork of God, born in Christ Jesus to do good works that God has preplanned for us to do" Ephesians 2:10 


Through personal, social, health, and economic education we aim to develop pupils’ knowledge of different people in the
world, in modern Britain, in the local area and in the school. The programmes of study have been built to increase pupils’
understanding of diversity as well as an understanding how to build relationships. High-quality PSHE education is vital to
give pupils they skills need to be active citizens in the future. 


In EYFS at St Stephen’s we value PSED as the foundation of all other learning. PSED teaching weaves through everything we do. Our provision positively contributes to the personal development of the children by equipping our children with attributes, skills and knowledge they require to support physical, mental and emotional well-being in school and beyond. They develop independence, the ability to express their thoughts, feelings and ideas and to work collaboratively. Our curriculum offer in EYFS starts with our children at the heart when they begin their journey in Nursery. Our curriculum is our breathing ethos. We develop the attributes, skills and knowledge they need to be ready for their learning in Year 1. We aim to expose children new and accurate vocabulary. We encourage children to develop their vocabulary by gaining confidence to ask questions, use their own experiences to support their learning, express their ideas and opinions and put what they have learned into practice in their own lives.



The teaching of PSED at St Stephen’s is based upon the EYFS PSED programme of study (EYFS 2021) ensuring that we have built upon and developed this to meet the needs of our children and our school. Our PSED offer follows two paths; our daily path and discrete path. Our daily path starts from the moment the children start their school day. We explicitly teach core emotions (happy, sad, fear, anger, calm and love) and related vocabulary from the first day by using "The Colour Monster" by Anna Lleynas as a base text for this. Each day, children check in with their teacher to register their emotion upon entry to the setting. Adults regard this check in and it is reviewed during the day. Key worker time is implemented to ensure children form a close bond with their key worker. Children have daily meetings with their key worker. Children’s emotional, social, physical and mental wellbeing is supported and developed throughout the day using a restorative approach underpinned by the Characteristics of Effective Learning (EYFS 2021). We explicitly teach the Characteristics of Effective Learning - they are then referred to daily and children are encouraged to identify when they are using them, for example, "I tried to do this by myself and then I asked a friend for help". We use dinosaurs to convey the characteristics to the children (Thinkasaurus, Explorasaurus and Tryasaurus). Each classroom has a wellbeing area for children to access during continuous provision. Staff sensitively respond to children’s needs.

We also teach discrete PSED sessions where children build their foundational learning across the year ready for their Year 1 learning. They cover a wide range of units from money management to sun safety. All units are designed to meet the needs of our children.



Within our PSED curriculum, we strive to enrich the children’s learning experience and to help prepare students for life and work by developing ‘skills for life’. Children are enabled to develop their vocabulary and confidence needed to clearly articulate their thoughts and feelings openly, trust and respect, apply skills learnt to manage and recognise own well-being needs and know how and when they can seek the support of others. We aim to positively impact any social and emotional barriers to learning by building confidence and self-esteem.

Equality & Diversity

Access for All



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Aspire to Greatness