PSHE stands for Personal, Social, Health, and Economic education.

It is designed to help young children understand their feelings, stay safe, and learn how to be a good friend.

We follow 3 core themes

• Health and Wellbeing
• Relationships
• Living in the wider world 

'Pupils’ personal development is a central part of the school’s work. The pastoral support for pupils and their families is a strength of the school. Through the school values the pupils learn to understand and respect differences. This starts with the youngest children, who learn how their life is the same and/or different to others in the world'      OFSTED Nov 2024 

PSHE Statement of Intent 

At Wootey Infant School  our intent  is to prepare children for tomorrow by giving them the mental armour they need today.

• Neuroscience for All: We intend for every child—from EYFS  to Year 2—to understand the physical workings of their brain. By meeting 'Team HAP,' our children learn the science behind their emotions, removing the fear from "big feelings" and replacing it with understanding.
• Preventative Mental Health: Our focus is proactive, not reactive. We intend to equip children with a "toolkit" of strategies—such as Happy Breathing and sensory grounding—before they face challenges, ensuring they have the resilience to bounce back from setbacks.
• Building Character through Strengths: We aim to shift the focus from what children do to who they are. By identifying and celebrating unique character strengths, we intend to build a deep, unshakable sense of self-worth in every pupil.
• Developing Mindful Citizens: We intend to nurture children who are not only happy themselves but who contribute to the happiness of others. Through the 'Relate' and 'Appreciate' modules, we foster a culture of active kindness, gratitude, and global empathy.

Implementation - PSHE Overview

Impact 

When our children leave Wootey Infant School they have empowered self-regulation.  They can spot the good in their day and are developing empathetic relationshis. They have resilience and a ‘growth mindset’.  They possess a sophisticated vocabulary for mental wellbeing and can articulate how they feel, why they feel that way, and what they can do to support themselves—a foundation that supports their transition to Junior school and beyond.