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A range of our diverse texts and books shared across school  celebrating our differences. 

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Each year group hosts their own class assembly. The children love to share and showcase their learning and achievements with others and their parents too! They show great pride and confidence to talk and present in front of an audience.

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Year 4 have been thinking about all our differences and how we are all unique and special, by designing odd socks to express their uniqueness.

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Year 3 have worked in groups to design a garden. They have assigned different roles within the group, considered who their garden will be for and tried to stay within the budget given. They presented their ideas at the end of the project.

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Year 2 have been working collaboratively to create imaginative birds for "A garden of Hopes and Dreams."

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We were pleased to welcome Loti from Milk Education and the Make Life Kind Charity to speak about how to stay safe online and give us lots of useful tips of how to stay safe.#StopCloseTell

Great engagement by all and thanks Loti for enhancing our knowledge of the dangers of going online and also empowering us to stay in control by reporting and making accounts private.

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Year 3 have been learning about and understanding that everybody’s family is different and important to them.

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Golden Art have been thinking about our mental wellbeing and created a piece of artwork to share and reflect our feelings and remind us we are not alone and how important it is to reach out and speak out!

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Year 1

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Year 3 have been thinking about how to make their school community a better place by understanding why rules are needed and how they relate to rights and responsibilities, and how we can make responsible choices.

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A selection of our diverse books and texts in our library area.

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Our 'Bring and Buy' a Bear tombola stall was a huge success. We raised an incredible  £420!

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Celebrating and supporting BBC Children in Need - our 'Bring and Buy' Bear Stall', initiated and run by our School Councillors.

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Enjoying 'connecting' together .. sharing a story. #Let'sConnect #Children'sMentalHealthWeek

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Our 'Connect  Corner' #Lets Connect #ChildrensMentalHealthWeek

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Our 'Connect  Corner' #Lets Connect #ChildrensMentalHealthWeek

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In PSHE we learn about all kinds of bullying, like physical bullying, mental bullying..and on line bullying. We know  to tell someone if it is happening." (Year 4)

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"We talk about our feelings and if you have a worry, it's good to share them. You can talk to a teacher, or a friend or you can put it in the Worry Box". (Year 4)

"We do our Zones of Regulation every morning.. that tells everyone how we are feeling.. the teacher checks we are ok every day."
(Year 3)

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"We learn to look after our mental health in our PSHE lessons. We do calm me time..it helps us feel less stressed.. we close our eyes and think about what makes us feel happy..or we might take some deep breaths. It  helps us calm down after break time or lunch or if the work is really stressful.. we all really love it! (Year 3)

"I love putting our hands on our tummies, feeling our tummies go in and out with our breaths!" (Year 3)

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"In our PSHE we learn about  being healthy and keeping safe, that's really important..we learn about smoking and the impact it can have on our health...it's really bad for you you know!"
"You need a balanced diet..we need protein, lots of fruit and vegetables, and some carbohydrates. Now and again you can have some unhealthy things like sugar and fat, but not too much."
(Year 5)

"We have visitors into school  who  come and talk to us and help us to keep safe, like we had the police in to talk to us about online safety and the NSPCC came in to tell us about being aware and knowing when some thing isn't right and how we must speak out and get help if we need it." (Year 6)

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Year 1 worked with a partner to try to think of a goal that they both wanted to achieve. They then worked as a team to design their welly.

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Out of school wider curriculum opportunities to further our personal development and support our mental health and well being.

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Year 5 - our dreams and goals for the future

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Year 5 - our dreams and goals for the future

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Year 1  - setting goals and achieving together!

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Year 1  - setting goals and achieving together!

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Dreams and Goals  -setting our  new year learning goals

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Dreams and Goals  -setting our  new year learning goals

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Year 6 have been thinking about the steps of success they need to take to reach their learning goals.

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Year 4  have been thinking about what is special about me? Appreciating, respecting  and valuing the ways which make them  each unique.

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Parenting can be rewarding, but it can also be challenging. NSPCC has lots of parenting tips for all stages of your child's life, as well as advice on how to deal with difficult situations.

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The NSPCC is the UK's leading children's charity, preventing abuse and helping those affected to recover. Help us be here for children. Please donate now.

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It's Not Okay - Parents (itsnotokay.co.uk)

Child exploitation can be hard to detect and abusers are very clever in their manipulation. Some young people won’t even be aware that it is happening to them.
Worried about your child? Lots of useful information, help and advice for parents and carers.

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It’s not okay for someone to make or manipulate you into doing sexual things for the benefit or enjoyment of others. Real stories from real victims It’s not okay for someone

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We celebrated Odd Socks day to show how we are all different and unique, and respect each other’s individuality.

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We had a week celebrating Anti Bullying thinking about something positive to counter the harm and hurt that bullying can cause.
As part of our learning across school we explored ways we can 'reach out',  and to whom, brainstorming our ideas  how we can reach out to others and show each other the support we may need.
We spent time reflecting on our own behaviour, helping others and making sure we set positive examples and create a kinder community.

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We walked and talked for Children in Need! 

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We enjoyed pairing up with other year groups to walk and talk. A great afternoon supporting one another, as well as benefitting our physical and mental wellbeing.

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 An exciting start to the day with BBC Look North! Doing our bit for Children in Need - loom bands sale. Great initiative boys; well done! 

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"When we do  PSHE we do a 'starter'  like an activity at the beginning, so we remember what we done before..  like last week.. ”  (Yr2)

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"We do our 'Zones'  when we come in every day.. it helps us to show how we are feeling.." (Yr2)

"If we change our feelings we can re do them….if you are in the red, yellow or blue zones the teacher comes over to your desk and speaks to you see if you ok.." (Yr1)

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"We like to play the games in PSHE, they’re really good fun, recently we played this drama game and we had to solve the problem and work out what to do..what the right thing to do is.. it helps you in real life then." (Yr3)

"We really love doing the ’Calm Me’ time because  it helps us to feel happy and relaxed." (Yr3)

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"I love Jigsaw time..my favourite bit is when I cuddle Jigsaw Jenie and I tell him something!"

"I love it when we close our eyes and do the 'chime'.. it makes me feel happy." (Nursery)

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"I love doing PSHE  because  when we do our Jigsaw Chime in 'Calm Me' time it always calms me down when I’m feeling stressed”  (Yr2)

"If you are worried about something,  you can go to your parents, or grandparents, or teachers. If  your teacher is not in, then if you see a teacher you know, then you can tell them about it and they will tell your teacher."   (Yr2)

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"We learn PSHE to keep our body and brain healthy and to be a good person.." (Yr1)

"What I  like about PSHE.. makes me  like really ahead of everyone, ..'cos I'm learning things to help me grow up so I know what to do when I'm grown up." (Yr1)

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We regularly hold pupil discussions to discover the children’s thoughts and feelings about their PSHE learning and to ensure our curriculum meets the needs of our pupils.

Here's what some children had to say:

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What do our pupils’ say about their PSHE learning at Woodlesford?

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What do our pupils’ say about their PSHE learning at Woodlesford?

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Year 6 - Problems in the world that concern me.  

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Year 6 - Problems in the world that concern me.  

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Nursery class meet their  new Jigsaw friends, 'Jigsaw Jenie' and 'Jerrie cat'!

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Reception class being creative.. decorating their class  friend 'Jigsaw Jenie'!

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Year 1 meet their Jigsaw friend 'Jigsaw Jack'

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Our curriculum will have a positive impact on pupils’ learning and development, and as a result of this they will become healthy, independent and responsible members of society who understand and value how they fit into and contribute to the world. They will be able to utilise their learning within their daily lives, giving them resilience, confidence to tackle many of the moral, social and cultural issues that are part of growing up and make healthy choices, also knowing where and how to get help if needed.  The positive results of pupils’ learning will be evidenced in their overall potential and the standards they achieve.

To be confident in the impact of PSHE we will monitor the subject effectively using pupil voice, assessment, scrutiny, use of data (through MHMS survey) and moderation of outcomes to ensure that our curriculum is needs led and pupils are building on their skills and knowledge over time so that they know more, remember more and understand more.

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Jigsaw RHSE ~ Information for Parents and Carers

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Jigsaw RHSE ~ Information for Parents and Carers

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Advice and guidance for parents and carers to help support children and young peoples mental health and wellbeing.

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Parents and Carers | Advice and Guidance | Anna Freud Centre

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Advice and guidance for parents and carers to help them support a child or a young person experiencing poor mental health or wellbeing.

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Childline ~online, on the phone, anytime! How are you feeling? Information, advice and support.

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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Nursery Acorn Class made a 'Heart of Kindness' and thought about ways  we can show kindness.

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Anti Bullying week Nursery ~Our heart kindness.JPG

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DfE Statutory Relationships Education and Sex Education and Health education (DfE2019) Curriculum objectives resume

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DfE Statutory Relationships Education and Sex Education and Health education (DfE2019) Curriculum objectives resume

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Statutory aspects of RHSE  DfE (2019) resume

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Helping gender-diverse children and young people, providing support, information and guidance for young people and their families.

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A useful site which provides professionals and parents with information and resources to help educate young people about keeping safe and making responsible choices.

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This information provides parents, carers and guardians with advice and support relating to youth related sexual harassment and assault as part of our commitment to working in partnership to keep children and young people safe.

Recognising the importance of linking children's learning at school and among their friends into their life at home, it is recommended you speak to your son/daughter about sexual behaviour (within a similar age group) to help them understand when certain actions or comments could cause harm and could be seen as harassment/assault.

Education and awareness raising can prevent your child being involved in sexual offences as they grow up, either as an offender or as a victim.

Talking to them provides an opportunity for you to:

What is Teen Sexual Harm?
"Any behaviour of a sexual nature, between under 18s, of any gender, which causes harassment or assault to another child or group of children".
When referring to 'behaviour of a sexual nature', this can include a wide range of actions which can often be unintentional, mistaken or excused by young people as 'a bit of a joke' or 'banter', but their actions can have a huge effect on the those they target.

Typical behaviours can include but are not limited to:

As well as sexual or physical, other forms of abuse include, but not limited to:

simulating sexual acts

deliberately brushing against someone

interfering with someone's personal space and appropriate boundaries

displaying pictures, photo or videos of a sexual nature (pornography)

groping and inappropriate touching

forceful or aggressive sexual behaviour

Online sexual harassment

What are the risks to my child?

There are concerns nationally about an increase in sexualised behaviour and offences being committed among under 18s both in school and in their social life. The number of reported sexual offences by under 18s against other under 18s in England and Wales rose by 71% between 2013 and 2017, and the number of sexual offences on school premises also increased by 138% from 386 to 922 offences.

Therefore any child can be at risk of this kind of sexual harm; these can include:

Being a victim or offender

The risk to young people becoming a victim, or an offender is present in most of their social situations; from being in school or college, 'hanging out' or attending parties.

The risk of becoming an offender depends on the sexual behaviour towards their friends; having fun and being curious is a natural part of growing up, but it is important to know boundaries and the 'line' which shouldn't be crossed - being clear on when 'a bit of fun' could be degrading, offensive or upsetting for the person involved.

The risk of becoming a victim is often related to peer pressure, feeling that they 'have to go along with it' to stay part of the crowd, it's expected in a relationship or they have seen others doing the same and accept it as 'normal' and not say anything to challenge it.

Knowing what 'the line' is can be confusing and unclear for both/all young people involved, often lacking understanding or consideration about what it is harmful, inappropriate or the consequences it can have.

The situations and behaviours commonly associated to sexual offences which young people need to be aware of can include but are not limited to:

House/Prom parties/social media parties
Influence of alcohol/drugs affecting ability to consent
Peer/group pressure
Sexting/filming of act

Out socialising/parks/social clubs
In school/college/classroom
On public transport/travelling
Grabbing/groping/pinching
Sexual touching

Making inappropriate suggestions
Showing/sending sexual content
Sexual pestering - in person or online

Effects on Mental Health and Wellbeing

The impact sexual harm can have on a person's physical and mental wellbeing is huge. Victims often find themselves feeling isolated, lost, weak, scared, helpless and worthless, often leading to severe anxiety, depression, self-harm and in extreme cases suicide.

It is important that young people are aware that their behaviour can create an atmosphere that, if not challenged, can normalise inappropriate behaviours and provide an environment that may lead to sexual offending.

Teen sexual harm - if not addressed during teenage years, can be linked to adult offending such as domestic abuse, rape and other serious sexual offences.

What is the Law?

Police Investigation
In cases where teen sexual harm is reported the priority is to safeguard all young persons involved, above criminalisation, using a multi-agency response to educate and protect from further harm. Police will always seek to resolve reported cases without a formal sanction, which can impact a young person's future. However, in serious cases this may not be avoidable.

Charges and convictions
In cases where formal action is necessary, it is important young people know that being charged with an offence will result in having a criminal record which can impact their future, and this is also disclosable in a DBS vetting check, and can limit certain opportunities such as travel abroad, and working with children.

If the young person investigated is not charged, the crime will still be recorded and details will be held on police record, this is not a criminal record, however, young people need to know that enhanced levels of vetting may still disclose details of their involvement in a case to future employers or travel departments.

When should I be concerned?
It's normal for children and young people to display sexual behaviours as they grow up, but sometimes they may behave in ways inappropriate for their age and stage of development - this is referred to as 'Harmful Sexual Behaviour', which can take place at school, at home, at social events and online

In a recent report by NSPCC ("Is this sexual abuse?" NSPCC helplines report 2018), they mention contact from parents concerned about their child/another child displaying sexualised behaviour which they did not feel confident to decide was normal or harmful, and weren't sure of the best way to respond to it.

Parents will have to take a common sense approach to deciding this - is a young child just exploring or does an older child have an unhealthy attitude towards sex and relationships?

Below are some indicators and concerns which may assist you, but if you're unsure about your child's sexual behaviour, talk to the NSPCC, your child's teacher or a health professional for further advice.

In the same report, the NSPCC state that calls to their helpline were mostly about children U11 years - given younger children lack knowledge of sex and sexuality due to their age, this makes it more difficult for them and others to recognise sexual assault.

The most common behaviours reported to the NSPCC are:

using sexually explicit language inappropriate for their age

sexualised role-play/games

exposing private parts to other children

inappropriate sexual touching

simulating sexual acts

older children involving younger children to perform/watch sexual acts

creating and sharing sexually explicit images

Sexual assault, including rape.

When questioned, many children referred to another, often older, child they had spent time with, whose behaviour they said they were copying, or that the other child had encouraged them into sexual activities - not always having a clear understanding of why the actions are inappropriate.

For primary aged children, peer sexual assault was more likely to be a one-off incident taking place in school, for example being touched inappropriately by another child or seeing another child expose themselves in the changing rooms or toilets; in the playground; on school buses; and in classrooms.

Those who display harmful sexual behaviour may not recognise they're doing so, and those who experience it may realise it makes them feel unhappy or unsafe, but they aren't always clear about how to deal with it as often the person may be a friend; boyfriend or girlfriend; ex-partner; or another young person U18 not related to them.

This conflict is not helped by the confusion and misunderstanding caused by puberty as relationships and feelings change and can lead to offences and harm.

Older children report that they experience peer sexual assault at school over longer periods of time, as well as in public spaces, such as parks; at other young people's houses; at parties (alcohol); and online.

The most common complaints include:

Consent is a big issue relating to sexual assault - many young people say they are confused about consent, often worried about jeopardising their relationships if they don't agree to sex/sexual activity - some say there is an assumption that, consent is automatically given in a relationship.

Young people who have been sexually assaulted by a partner often talk about other types of abuse, such as emotional and physical abuse including behaviours which are controlling, manipulating, threatening, jealous, violent, aggressive, coercive and insulting.

It is important to ensure your child is aware of consent and what behaviour is healthy in a relationship - this can help them avoid being a victim or offender now or in their future.

What can I do as a parent?

It is crucial to discuss with children so they are aware of what is and is not acceptable behaviour - both in terms of being offender and/or victim.

We know it is not easy to discuss topics such as sexual harassment or sexual assault with your child, but there a numerous benefits of openly talking to them about this issue which include educating and empowering them to develop skills needed to make safe and responsible choices growing up. It is important that schools and colleges consider sexual harassment in broad terms. Sexual harassment (as set out earlier) creates an atmosphere that, if not challenged, can normalise inappropriate behaviours and provide an environment that may lead to sexual violence.

Talking provides an opportunity to help them understand what makes a safe and loving relationship, and to know what makes it unsafe and unhealthy. If no one helps them understand the difference, they will find it difficult to develop the skills to know if they are a victim or an offender.

Educate
When talking to your child about these issues, it is important to include information about risks, consequences, and the law (as provided in the above sections).

Reassure
It is so important your child knows you are always there to support them in life if ever they find themselves worried or pressured by anyone or any situation; this gives confidence when it's needed, to come to you at any time without fear of being judged, knowing they can confide in you and have your support in any risky or challenging situation.
For parents concerned about their child's sexualised behaviour
https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/harmful-sexual-behaviour/signs-symptoms-effects/
Support Services

Hampshire PoliceTel: 101 for non-emergency assistance
If your child is in immediate danger call 999

Victim Support
Tel: 0845 30 30 900 8am - 8pm Mon-Fri; 9am - 7pm weekends; 9am - 5pm bank holidays

Share Aware: nspcc.org.uk/shareaware gives parents the skills and confidence to talk to their children about staying safe online.

: net-aware.org.uk is a guide to the social networks children use, giving parents advice about features like privacy settings, safety, and reporting problems.

The NSPCC website offers advice to parents about healthy sexual behaviour and talking about difficult topics. nspcc.org.uk/healthy-sexual-behaviour
nspcc.org.uk/talkingtips

Online and telephone support for young people on a variety of topics.

Radio One
Advice and information on a variety of topics for young people.

Services for young people

The Survivors Trust
Tel 0808 801 0818. (Mon-Thurs 10am-4pm & 6pm-8pm/Fri 10am-4pm)
The Survivors Trust (TST) is a UK-wide national umbrella agency for 130 specialist organisations for support for the impact of rape, sexual violence and childhood sexual abuse throughout the UK and Ireland.

Childline
Free confidential service for young people under 19, provided by NSPCC
Tel: 0800 11 11

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Cyberbullying can be one of the toughest types of bullying to cope with. Smartphones and other devices mean there is no escaping it and so it can continue to happen around the clock. Words and images are preserved online for others to see which can contribute to more people joining in on bullying.

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Relationships, Sex and Health education parental consultation feedback letter

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Parental Consultation Survey

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Statutory Relationships Education (RSE) and Health Education for Primary Schools

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Statutory RSHE Overview Long Term plan map

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Statutory RSHE Overview Long Term plan map

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Curriculum Content Overview Long term plan

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Curriculum Content Overview Long term plan

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Primary PSHE scheme of work including statutory Relationships and Health Education

Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

Stuck at Home?
Jigsaw Learning at Home
or at School

Free stories and activities
for parents/carers at home with their children

Jigsaw REST

(Resilience and Engagement Scale and Toolkit)

Building resilience in children

Video: What children say about Jigsaw and the positive impact it has on their health and relationships

Fulfils statutory requirements
for Relationships and Health Education
Plus Ofsted guidance
Your School prepared for 2020

Jigsaw for England
Also available for other regions
Just click your flag to switch region

The full Set includes:

288 Lesson Plans complete with resources

PowerPoint® presentations, images, interactive games and activities needed to teach the lessons

Time-saving Teacher Preparation Pages (allowing teachers to quickly identify key aspects for each unit of work)

A Jigsaw Friend, Jigsaw Jerrie Cat Friend and a Jigsaw Chime for each year group
(extras are available for additional classrooms)

Launch Assemblies (with original songs; sheet music, MP3 music tracks and PowerPoint slides with embedded content)

A range of mapping documents for Subject Leaders and senior management showing how Jigsaw meets key agendas, such as DfE Relationships and Health Education guidance, Ofsted Personal Development criteria, Safeguarding, SMSC, British Values and Internet Safety.

A fully integrated assessment process allowing schools to easily track pupil progress.

Free ongoing mentor support and access to additional materials in the password-protected Jigsaw Community Area (including training materials, mapping documents, materials for parental communication and additional/optional teaching resources).

Jigsaw resources are purchased as a digital download (or with optional hard-copy folders) plus a Friend, Jerrie Cat and a Chime come with each year-group purchased. Schools may choose a Whole School Set or individual year groups. Whatever you choose, you will be equipped with colourful and up-to-date teaching resources.

Please note our digital materials are supplied as Microsoft PowerPoint (pptx), Microsoft Word (docx), Adobe (pdf), Audio (mp3) and Video (mp4) formats. Some types may be embedded into some PowerPoints and you should check that your software is properly compatible. For best results, we recommend using Microsoft Office 2016 onward on a device with suitable processing power and storage with a good internet connection.

Around 95% of Bristol Primary schools are using Jigsaw PSHE to deliver social and emotional skills in every lesson including Mindfulness, increasing focus on support around mental health and wellbeing. We were fortunate to discover the Jigsaw PSHE programme and found it gave us all we were looking for, and more!

Bristol City Council (Unitary Authority)

"Since the introduction of the Jigsaw scheme there has been a dramatic improvement of behaviour within our school. Within two academic years, incidents dropped from 158 to just 4, evidence of a huge improvement. Children now have a weekly lesson with designated time to broach difficult subjects such as sex education and how relationships develop. Throughout the [Ofsted] inspection, they spoke with the Deputy Head and the PSHE lead about the impact that the scheme had had within the school and praised the effectiveness of the scheme in improving children's welfare and preparation for the outside world."

Deputy Head & PSHE Lead - Eynsham

"We achieved outstanding in our recent OFSTED inspection for elements where Jigsaw had clearly impacted. Jigsaw has proved to be a such a valuable investment and we are compliant with compulsory Relationship and Health Education guidance. As a very small rural school with little capital and busy staff, being able to use Pupil Premium and School Sports funding to buy Jigsaw helped us supplement the funds we had already raised through our parent fundraising group. The children love Jigsaw, it's effective and we have saved the staff time, worry and energy. What's not to like?"

Governor (Cumbria)

If you have more than one class per year group, we recommend each class has its own Jigsaw Friend, Jerrie Cat and Chime. Hardcopy folders are available as an additional purchase. You can order any extras you need from our online shop

Online Shop

To find out about all the different sets and options available and how Jigsaw can best fit into your school,

contact our friendly team on +441202377193

or email steve@janlevergroup.com

Jigsaw and the PSHE Association
Quality Mark

Get access to sample materials or contact us now

Sample Materials

Free online access

See lesson plans
and introductory material

Unlimited inspection time

*Terms and Conditions apply

We may also be able to put you in touch with one of our flagship schools who would be glad to show you how Jigsaw PSHE performs and the benefits it has given their children.

You may also contact our friendly team via emailing office@janlevergroup.com, or by calling our office on +441202377193 .

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3 - 11 Primary PSHE Scheme of Work | England | Jigsaw PSHE

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Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

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Forward Leeds is the new alcohol and drug service in Leeds for adults, young people and families.
For more information https://www.forwardleeds.co.uk/

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Free confidential alcohol and drug support for people in Leeds. Helping adults, young people and their families.

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Healthy Eating ~ British Nutrition Foundation

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Healthy Eating ~ British Nutrition Foundation

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Connecting people, food and science, for better nutrition and healthier lives. "We work with experts across the nutrition and food community to provide impartial, evidence-based information, education and expertise, motivating people to adopt healthy, sustainable diets – for life" BNF 2021

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Connecting people, food and science, for better nutrition and healthier lives. We work with experts across the nutrition and food community to provide impartial, evidence-based information, education and expertise, motivating people to adopt healthy, sustainable diets - for life.

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Connecting people, food and science, for better nutrition and healthier lives. We work with experts across the nutrition and food community to provide impartial, evidence-based information, education and expertise, motivating people to adopt healthy, sustainable diets - for life.

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A good night’s rest is essential to a healthy lifestyle – protecting you physically and mentally as well as boosting your quality of living.
The Sleep Charity vision is to raise the profile of sleep as a major factor for health and wellbeing and to be recognised as the third pillar of good health alongside diet and exercise.

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We are one of the leading, independent expert voices on sleep issues in the UK and we are here to help everyone get a better night's sleep. Whether it's advice, education or support for children, teenagers, adults, workplaces or professionals, we are on hand with expert knowledge, resources and accredited training.
It's time to wake up to sleep.

Sleep deprivation can have a serious impact on emotional, physical and mental health and many people who are seeking our support are approaching crisis point, whether that's adults or families.

We aim to provide access to high quality information and advice to deal with most sleep issues, and ensure everyone understands the value of a good night's sleep. We also campaign for improvements to the support available as well as providing accredited training for professionals so they can offer sleep support to the people they work with.

Our work is about helping everyone to sleep better, regardless of their age, background or ability. We do this by working collaboratively, lobbying government, investing in research, building partnerships with organisations and offering a range of services including working directly with parents, offering workshops/webinars to corporate organisations and training professionals in the NHS and other health organisations.

All our work is based on the latest research and we have a team of experts who input into our projects, training materials and courses.

How You Can Help

Without the generous donations from our supporters, we couldn't
continue to offer help and support to the people we do, so thank you.

The Wake Up Call

Our vision is to raise the profile of sleep as a major factor for health and wellbeing and to ensure that sleep becomes a key issue on the Public Health Agenda. If you're a business or organisation please consider pledging your support to the Charter for Sleep Equality

As National Sleep In Day approaches - October 29, the day the clocks go back and we all get an extra hour in bed, hurrah (for some) - we are encouraging British slumbertime with tips to help parents and young children cope with the change. While most of the nation...

Sunday October 29 is National Sleep-In Day 2023 - the day the clocks go back, and we all get to have an extra hour in bed (whoop). To make the most of your lie-in, here are our 10 top tips for getting a great night's sleep. Follow these simple rules to make the most...

Can you feel the temperature dropping? The leaves are turning colour and Autumn is in the air. But with the colder months approaching, sleep can be disrupted. During the night, temperatures are usually at their lowest in the early hours, and when it's cold outside,...

As National Sleep In Day approaches - October 29, the day the clocks go back and we all get an extra hour in bed, hurrah (for some) - we are encouraging British slumbertime with tips to help parents and young children cope with the change. While most of the nation...

Sunday October 29 is National Sleep-In Day 2023 - the day the clocks go back, and we all get to have an extra hour in bed (whoop). To make the most of your lie-in, here are our 10 top tips for getting a great night's sleep. Follow these simple rules to make the most...

Can you feel the temperature dropping? The leaves are turning colour and Autumn is in the air. But with the colder months approaching, sleep can be disrupted. During the night, temperatures are usually at their lowest in the early hours, and when it's cold outside,...

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Supporting people across all ages to improve sleep, and provides sleep training to professionals in the health, social and corporate sectors.

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Health Education ~ Health and Prevention

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Health Education ~ Health and Prevention

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https://www.kidshealth.org/
This site has sections for parents, kids and teens. It provides advice and information on a wide range of physical, emotional and behavioural issues affecting children and young people from birth onwards

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Nemours KidsHealth - the Web’s most visited site about children’s health

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KidsHealth is the #1 most-trusted source for physician-reviewed information and advice on children’s health and parenting issues. For parents, kids, teens, and educators, in English and in Spanish.

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At Woodlesford, PSHE  and RSHE is taught through a  structured, comprehensive and developmental planned programme of teaching and learning,  that holds children at its heart, and supports and enhances their learning and development, respecting and taking into account pupils’ prior learning and experiences.
Our teaching reflects the needs shared by all our children and specific needs of pupils in our school. Teaching and learning activities are varied, engaging and mindful of different learning styles and the need for differentiation. Early Years  curriculum planning is aligned to the National Early Years Framework (England).
In addition to our PSHE lessons across classes, our weekly Key Stage assemblies further support and address our curriculum themes throughout the year.
We participate in and promote national events such as: Black History Month, Children's Mental Health and Mental Health Awareness Week, Anti-Bullying Week, BNF Healthy Eating week and Internet Safety Week.
There are also meaningful opportunities for cross-curricular learning, in particular with Computing for online safety, Design and Technology for healthy eating and nutrition, and Science for the human body, growth, teeth, diet and lifestyle, puberty and reproduction.

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At Woodlesford, we intend to deliver a programme of study which will help pupils to develop the knowledge, understanding, skills, values and attitudes they need to live confident, caring, healthy, active and independent lives, now and in the future. Our PSHE and RSHE curriculum has a positive influence on the ethos, learning and relationships throughout the school and is central to our core values and school vision.
It also makes a significant contribution to our pupil’s spiritual, moral, social and cultural (SMSC) development, and promotes our British values. The subject makes a vital contribution to our school's safeguarding, in that we have a duty of care to keep our pupils safe.
We have developed a PSHE curriculum that is engaging and ambitious and designed to give all learners the knowledge and 'cultural capital' they need to succeed in life.
Our curriculum builds upon prior learning, is coherently planned and sequenced towards acquiring cumulatively sufficient knowledge and skills to support pupils to manage their own lives and prepare them for future learning.

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Safeguarding and Child Protection Policy

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Safeguarding and Child Protection Policy

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Relationships and Sex Education  (RSE) Policy

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Relationships and Sex Education  (RSE) Policy

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We have adopted the Primary ‘Jigsaw PSHE and Health and Wellbeing’ scheme.
This is a detailed and comprehensive whole school approach scheme of learning, which is a spiral, clear and progressive curriculum for ages 4-11 years which includes the statutory Relationships and Health Education.
It has a fully planned scheme of work, ‘giving children relevant learning experiences to prepare them for life and help them navigate this ever- changing world and develop positive relationships with themselves and others’.
The Jigsaw scheme also has a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, with lessons that include mindfulness allowing children to advance their emotional awareness and spiritual development.
The scheme provides consistent messages throughout the year groups including how and where to access help.
The scheme is divided into 6 different themes or ‘puzzles’:

·  Being Me In My World

·  Celebrating Difference

·  Dreams and Goals

·  Healthy Me

·  Relationships

·  Changing Me
Jigsaw is a whole school approach, with all year groups working on the same theme at the same time.
Themes  or ‘puzzles’ are taught per half term and are designed to progress in sequence from the beginning of each academic year.
Each theme or ‘puzzle’ is well structured and progressive, with age and stage appropriate ‘pieces’ or lesson plans for the different year groups. Every lesson is built upon the 'Jigsaw Charter' which aligns to our whole school values and underpins the behaviour and respect that is expected in each lesson and indeed throughout school.

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What does the National Curriculum (2014) say:

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What does the National Curriculum (2014) say:

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PSHE is a non-statutory subject and in the National Curriculum (2014) is referenced under;
The school curriculum in England

2.1 Every state-funded school must offer a curriculum which is balanced and broadly based and which:
promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

2.5 All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.
New Updated Statutory  DfE Guidance September 2021
https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education
All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study.
PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.

However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

Updated statutory guidance came into effect from September 2020.

The revised curriculum subjects are:

·  relationships education (primary)

·  health education (state-funded primary and secondary)

·  relationships and sex education (RSE) (secondary)

Relationships and sex education
Relationships and sex education (RSE) is an important part of PSHE education. Relationships education is compulsory for all primary school pupils.

(DfE September 2021)

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Why teach Personal, Social, Health, Economic (PSHE) Education?

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Why teach Personal, Social, Health, Economic (PSHE) Education?

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Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education (DfE 2021). PSHE education helps children and young people develop the knowledge, skills and characteristics they need in order to make safe and healthy decisions about their lives.

At Woodlesford we want all children to successfully develop the qualities, skills and attributes they need to thrive as happy children and feel valued as individuals. PSHE education prepares our children to manage many of the most important opportunities, experiences and difficult decisions they will face growing up. They learn how to develop resilience, empathy, self-esteem, a sense of self worth, confidence and a responsibility for their actions and behaviour, as well as, how to maintain a safe and healthy lifestyle, – both physically and mentally. All of which, are vital in order to face life's challenges and responsibilities and to be a positive member of our diverse and multicultural society.

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Year 5 have using The Boy, The Fox, The Mole and The Horse as cross curricular inspiration.

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Each class has their own check in station where the children are able to express how they are feeling.

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An example of one of our Zone of Regulation Class emotional check in points.