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Fox Hill

Primary School

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PSHE at Fox Hill 




PSHE, including SRE, is not only a statutory requirement, but a moral obligation to our pupils. It is important that we arm them with the knowledge, skills and understanding necessary to face the challenges that they are likely to meet in their lives both in and out of school. Our pupils are navigating their way through this complex world and it is important that we provide them with the skills to cope, adapt and also to feel empathy towards those around them, in short, to become successful citizens in society.  


At Fox Hill Primary School, we:

  • Have the belief that all pupils can achieve
  • Aim to deliver a curriculum that enables pupils to feel confident in themselves and the world around them, valuing themselves as individuals, family members and members of society
  • Strive to deliver a PSHE curriculum that is diverse, inclusive, and empowering
  • Aim to immerse pupils in in-depth discussions and debates
  • Support pupils in developing knowledge, vocabulary and confidence to be able to communicate any safeguarding issues, and to develop an understanding of previous or potential life experiences
  • Provide the knowledge, skills and attributes that pupils require in order to make safe decisions now and in the future


Aim to equip pupils with the necessary knowledge and skills to manage many of the most critical opportunities, challenges and responsibilities they will face as they grow up.



At Fox Hill, we deliver high-quality PSHE lessons through the 1decision learning programme.

Within the programme, the following topics are covered:



What might you typically see?

  • Interactive and engaging lessons, rich in discussions involving all pupils
  • High quality lesson slides and videos used to support learning and promote discussions
  • Videos that are diverse, inclusive and relatable to the pupils of Fox Hill
  • Pupils able to share their opinions and make decisions in a safe, supportive environment
  • Misconceptions being addressed to the whole class promptly
  • Support staff may be deployed to pre-teach or reinforce learning as and when necessary or appropriate
  • Peer support and open, inclusive discussions which enable all pupils to be involved as much or as little as they feel confident


What won’t you see?

Passive learning, with teaching staff talking ‘at’ pupils, about a topic or theme that some individuals without personal experience may struggle to fully comprehend. 



The model of assessment that is most meaningful in PSHE education is ipsative assessment. Ipsative assessment compares where a pupil is at the end of a lesson or series of lessons against where they were before the lesson(s). So the benchmark against which progress is measured is the pupil’s own starting point, not the performance of others or the requirements of a formal assessment.

Formative assessment

  • Two-way dialogue between staff and pupils allows for immediate feedback and teachers can intervene swiftly to help pupils having difficulties or address misconceptions that arise
  • Peer to peer feedback where appropriate
  • Discussion notes from sessions

Summative assessment

  • Self-assessment at both the beginning and end of each unit
  • Written pieces of work as evidence