At Hellingly Communty Primary school we teach Personal, Social, Health and Economic (P.S.H.E.) education using the Kapow scheme of learning. This aims to give children the knowledge, skills, and attitudes that they need to effectively navigate the complexities of life in the 21st Century.
Children’s learning through this scheme will significantly contribute to their personal development as set out in the Ofsted Inspection Framework and promotes the four fundamental British values which reflect life in modern Britain: democracy; rule of law; respect and tolerance and individual liberty. Quality PSHE teaching is an important element in helping us carry out our duty of care with regards to safeguarding. Our curriculum introduces and revisits ideas of personal boundaries, consent and communicating our boundaries with others. This prepares pupils for the challenges and responsibilities they will face in the future.
The Kapow Primary scheme is a whole school approach that consists of three areas of learning in E.Y.F.S. (Reception) (to match the EYFS Personal, social and emotional development prime area) and five areas of learning across Key Stage 1 (Years 1-2) and Key Stage 2 (Years 3-6).
E.Y.F.S. (Reception):
- Self-regulation
- Building relationships
- Managing self
Key stage 1 and 2 (Years 1-6):
- My Healthy Self
- Connecting with Others
- The Online World
- Citizenship
- Growing Up
- Staying Safe
Each area is revisited to allow children to build on prior learning. The lessons also provide a progressive programme. The lessons are based upon the statutory requirements for Relationships and Health Education (R.H.E.), but where our lessons go beyond these requirements (primarily in the Citizenship and Economic wellbeing areas) they refer to the P.S.H.E. Association Programme of Study which is recommended by the DfE.
The scheme supports the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons.
PSHE/ RSHE Long-Term Plan 2026-27
| Year Group | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| EYFS | Self-regulation: Listening and following instructions | Building relationships: Special relationships | Managing self: Taking on challenges | Self-regulation: Listening and following instructions | Building relationships: My family and friends | Managing self: My wellbeing |
| Year 1 | My Healthy SelfHow can we look after our feelings? | Connecting with othersHow can I help myself and others feel happy and safe? | The Online WorldHow do we spend time online? | CitizenshipHow can I help others and the environment? | Connecting with OthersHow can I protect myself and others in daily life? | Staying SafeHow can I stay safe? |
| Year 2 | My Healthy SelfHow can we look after our bodies? | Connecting with othersHow can I build safe, kind and caring relationships with others? | The Online WorldHow are things shared online? | CitizenshipHow do people belong to a community and earn money? | Growing UpHow can we look after and respect our bodies as we grow? | Staying SafeHow can I make safe choices in different places? |
| Year 3 | My Healthy SelfHow can I take care of my mind and body | Connecting with othersWhat helps us feel safe and included? | The Online WorldHow should we communicate online? | CitizenshipWhat rights and responsibilities do we have? | Healthy protectionHow can we prevent illness and injury and respond if they happen? | CitizenshipWhat careers do people choose and why? |
| Year 4 | My Healthy SelfHow can I make healthy choices? | Connecting with othersHow can we respect each other? | The Online WorldHow can I evaluate what I see online? | CitizenshipHow can I spend my money wisely? | Growing Up How will my body and emotions change as I grow up? | Staying SafeWhat signs help me recognise what is safe or unsafe? |
| Year 5 | My Healthy SelfHow can I support my mind and body as I grow? | Connecting with othersWhy are healthy relationships important? | The Online WorldHow am I influenced by what I see online? | CitizenshipHow can we make a difference in our communities and beyond? | Growing UpHow can I manage the changes to my body and emotions as I grow up? | CitizenshipHow can we be in control of our money? |
| Year 6 | My Healthy SelfHow do my choices today shape my future wellbeing? | Connecting with othersWhat does it mean to stand up for myself and others? | The Online WorldHow do I feel about being online? | CitizenshipHow can we protect everyone’s rights? | Staying SafeHow can I stay safe as I grow up? | Sex EducationHow do people become parents and carers? |
The vast majority of RSHE is compulsory. There is no right to withdraw from Relationships Education or Health Education.
Parents and carers are only able to request that their child is excused from Sex Education, taught outside of the national curriculum for science. If a parent wishes their child to be excused from some or all of the non-statutory Sex Education, they should discuss this with the Head of School, making clear which aspects of the programme they do not wish their child to participate in.
The Kapow Primary scheme of work includes a unit in |Term 6 in Year 6 which parents have the opportunity to withdraw their children from: Sex Education: How do people become parents and carers? Parents of children in Year 6 will be notified in advance of when these lessons will take place and given the opportunity to withdraw their child from these lessons should they wish to.
The Head of School will outline to parents/carers the benefits of receiving this important education and any detrimental effects that withdrawal might have on the child. This could include any social and emotional effects of being excluded as well as the likelihood of the child hearing their peers’ version of what was said in the classes rather than what was directly said by the teacher (although detrimental effects may be mitigated if the parents/carers propose to deliver sex education to their child at home instead).
Once a decision has been made, parents/carers must inform the school in writing stating their reasons as to why they would like their child withdrawn. Once these discussions have taken place, except in exceptional circumstances, our school will respect a parent/carers’ request to have their child excused from non-statutory sex education up to and until three terms before the child turns 16. After that point, if the child wishes to receive sex education, rather than be withdrawn, the school should make arrangements to provide the child with sex education during one of those terms. The school will document this process.