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North Scarle Primary School

North Scarle Primary School

Personal Development

Intent – what do we expect our children to learn?

Our Personal Development provision supports the development of skills, attitudes, values and behaviour, which enable pupils to: have a sense of purpose, value themselves and others, form healthy relationships, make and act on informed decisions, communicate effectively, work with others, respond positively to challenges and change, be active partners in their own learning, be active citizens within the local community, explore issues related to living in a democratic society and become healthy and fulfilled individuals.

Core Units

  • Being Me in My World

understanding my place in the class, school and global community as well as devising Learning Charters

  • Celebrating Differences

anti-bullying (cyber and homophobic bullying included) and diversity work

  • Dreams and Goals

goal-setting, aspirations and resilience building

  • Healthy Me

drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices both on and off-line

  • Relationships

understanding friendship, family and other relationships, conflict resolution and communication skills.

  • Changing Me

Sex and Relationship Education in the context of looking at and managing change.

You can view the subject content that your child will be taught each term by viewing each classes curriculum overview.

Implementation – how do we expect them to learn?

Personal Development plays an important role in our curriculum at North Scarle, in Reception and Year 1, children build on their learning from EYFS- Personal, Social and Emotional Development. We follow ‘Jigsaw’ which is a fantastic breadth of work designed to cover all areas of Personal, Social, Health, British Values, Mental health and Relationships. Spiritual, Moral, Social and Cultural development contributes to each session alongside opportunities for reflection – ‘pause’, ‘mindfulness’ and ‘calm me’ time. Children have shown real confidence and maturity in these sessions and have used a lot of techniques and learning across all aspects of their learning, during play and lunch times, family group times and out in the community.

There is a strong safeguarding focus, particularly in the Relationships and Changing Me concepts. Cultural capital is at the heart of EVERY session, helping students to understand and navigate a rapidly changing 21st Century world. Citizenship, at school, community, national and global levels are integral to the programme.


We see our daily, whole school gathering, during assembly time as a superb opportunity to address and discuss many topical issues and news further supporting and developing our children's wider knowledge and understanding of the world and their place in it. Additional to staff led assemblies, we have visitors in school to share the experience and expertise, many of which go on to provide additional support or time in classrooms in the form of workshops. Some of our recent guests have been parents, sharing their experiences of their 'Amazing Jobs', whilst others have been the local PCSO and NSPCC, specialising in assemblies to keep our children safe!

To enable us to fulfil the statutory requirements, we have chosen a high-quality resource to deliver the PSHE requirements. We use this to set our termly themes for Assemblies beginning with a 'Launch' assembly and finishing with a 'Celebration' assembly, highlighting and consolidating the learning experiences from the term.



“Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.” (from Website)

The website with further information can be viewed by clicking on the link below:

Impact –

We monitor the impact of children’s learning through:

  • A reflection and evaluation of standards against the teaching content
  • Children will self-assess against the key knowledge that they have been taught. 
  • Teachers will assess against the key knowledge and skills, which creates an overview of whether the children are working at age related expectations or not. 
  • Pupil discussions