PSHCE (Personal Social Health Citizenship Education) is such an important subject for all children and there are many links to each of the other curriculum subjects. At Melbourn Primary School we follow the Cambridgeshire Primary Personal Development Programme which provides a wealth of resources, support, consultancy and information to help us educate our children in these areas and help them develop not just academically but holistically.

We provide opportunities for children to have their voices heard and discuss topics relevant and essential for them. Each Monday morning we start the week off by having a class circle time and we also meet in our school houses to discuss our values each term. This gives the children an opportunity to discuss not only with their classmates but have a sense of community with those in other year groups.

Throughout their time at Melbourn Primary School they will cover topics such as:

My Emotions

Family and Friends

Drug Education

Diversity ad Communities

Managing Risk

Personal Safety

Working Together

Relationship and Sex Education

Healthy Lifestyle

Financial Capabilities

Safety Contexts



All of the above are carefully planned for each year group and the age of the children.

Autumn 2016

The whole school is working through the unit of Myself and My Relationships this term. We have already had our first PSHCE day of the year, during which we explored new beginnings and the feelings that these can evoke. Our second PSHCE day will take place during Anti-bullying week. Have a look and see what your children will be learning in PSHCE.


In this unit your child will learn how they are special and that everyone has a unique identity.They will examine and learn to value and respect similarities and differences between themselves and other children in the class.They will explore and learn to appreciate their own needs.They will learn to respect the needs of others and appreciate that everyone has different needs.They will consider new things that they would like to learn to do and explore steps to achieving their goals.They will examine the needs of new children joining the class and explore ways of supporting and being kind to new children.They will learn to share, take turns, help others and communicate positively with others in the class and at school.They will learn to understand what fair and unfair behaviour looks like and consider the effects of their behaviour on others.They will learn when it is necessary and how to say ‘sorry’.They will learn to appreciate the need for rules in order to protect their own and other people’s rights and needs.They will help to develop the classroom rules and learn how to follow them.

Year 1/2

As this unit will usually take place at the start of the school year, the children will take part in developing the class ground rules, and in activities that help to build positive relationships in the class. Children will have the opportunity to consider what it feels like to be in a new situation and how to cope with that, and to develop strategies for helping people who arrive new to the school. They will develop their own ‘Safety Circle’, identifying trusted adults at home and at school whom they can ask for help and support.


Year 3/4

In this unit, children will have the opportunity to contribute to creating a safe and happy classroom through developing ground rules. They will also experience activities designed to build positive relationships in the class. At this age, children are experiencing a wider range of new situations, including joining clubs and meeting new people in and out of school. They will explore what it feels like to be in new situations, how to cope if they are new, and how to welcome others who are new to their class and school. They will identify their own support networks of people they can trust to help them if they are worried or upset, including people in different contexts in their lives. They will develop skills to enable them to access help and support and to help others.


Year 5/6

At this age, children are experiencing a wider range of situations in which they meet new people, for example through clubs and as they approach the transition to secondary school. In this unit of work, they will be learning about how to cope in new situations they may find themselves in now and in the future. This includes developing approaches to making the classroom a safe and happy place to learn, and knowing how to make new people feel welcome and to build positive relationships. They will also be developing their ‘support networks’, identifying trusted adults they can approach for help at home, at school and beyond. They will also be considering how they can provide support to their friends.



Personal, Social, Health and Citizenship Education (PSHCE) at Melbourn Primary School follows the Cambridgeshire Primary Personal Development Programme. The programme is a comprehensive resource and planning tool for all aspects of delivering PSHCE. It is a “spiral” curriculum where children build on their previously learned skills, including dealing with emotional and physical changes, friendships, financial capability, personal safety, diversity and citizenship. Use of this programme ensures we work alongside the Cambridgeshire PSHE Service who provide guidance, consultancy, training and resources to enhance the health and wellbeing of our children.

The programme is weblinked and guaranteed to keep up to date as needs and priorities evolve and change. It also includes a system for the assessment of children’s learning and simple but proven resources to enable whole school review and policy development. With this provision it is also possible to monitor and report on curriculum provision against key national drivers and priorities such as Spiritual, Social, Moral and Cultural Development (SMSC) and the National Curriculum Programmes of Study.

As we have mixed year age groups, we work on a 2 year rolling programme. The only exception is that SRE (Sex and Relationships Education) in Years 5 and 6 are taught in discrete year groups. This is to ensure that what is taught is age appropriate.

We place pastoral care at the heart of our community. Every child starts the week with Circle Time which gives the children the opportunity to share and discuss their wonders and woes in a safe environment. It often involves games, songs and topical discussion.

We have a House system where every member of our school is part of a House team. Merits are awarded for hard work, kindness to others and being a “good citizen.” These merits translate into “tokens” which get added to their House tally. At the end of every half term the House which has amassed the highest number of tokens wins the Rainbow Cup. Additionally, House Circle Times take place in these groups once a month. The meetings are run by the House captains and vice captains. During these meetings children are invited to discuss matters which affect the whole school:

  • Is the football/ adventure playground rota working?
  • Does the marking and feedback they get help them and how can teachers improve it?
  • Do they feel that work is set at the correct level of challenge for them?

These sessions are important because they give every child a voice and decision are taken and changes implemented directly as a result of what the children say.

We have a behaviour system which is well understood and liked by the children, parents and staff. Each day the children start the day on the “sunshine.” At regular intervals children who have managed to stay on the sunshine receive a “sunshine treat.” These activities have ranged from cookie baking, smoothie making to “Big Art” activities and the visit of the Ice Cream Van at the end of the summer term. Children work really hard to ensure that their behaviour keeps them “walking on sunshine.” As a result, we believe that our school is a happy, exciting and vibrant place in which to learn.

Examples of PSHCE in the classroom: