PSHE and Citizenship



Learning about PSHE and citizenship helps children develop as individuals in a wider society.

At Manor School, PSHE plays an integral and crucial part in our school life. It is viewed as a core component of the curriculum and is delivered across the curriculum, in specific PSHE lessons and throughout every school day. There are many natural links with other areas of learning. Children’s personal growth is enhanced by the development of language skills in communication, physical and mathematic skills and social, emotional and moral development. We use the National Curriculum framework to plan, teach and deliver lessons that are differentiated to meet the needs of every pupil as an individual. We set realistic and challenging targets for our pupils and support and guide them in developing PSHE skills.

The experiences we offer our pupils help build an understanding of who they are and what they can achieve and so begin a journey of personal development.

In the Reception and KS1 children start to learn about themselves as individuals and as part of a larger group. PSHE topics such as ‘Knowing myself’, ‘People around me’ and ‘Looking after our environment’ are covered. We teach key PSHE skills such as sharing, playing together, taking turns, listening to each other, looking after our own and others property and respect for each other.

Later on in KS2, children learn more about themselves as growing and changing individuals and are encouraged to think about and become aware of their own skills and attributes. Topics include ‘Valuing money’, ‘Medicine and Drugs’, ‘Road Safety’, ‘Recycling’ and ‘Healthy Choices’. Our children are supported in developing skills to keep them safe in the community as they grow up. As part our safeguarding policy, we work in collaboration with the local police running workshops on ‘Stranger Danger’ and ‘Safety on Public Transport’.

In year 5 and Year 6, children have the opportunity to take part in Growing Up workshops. Topics such as personal hygiene, body changes and personal safety and the right to say no are explored alongside rights and choices and respecting privacy.

At Manor School, we strive to develop independence in all areas of self-help. We allow our children time to learn and practice new skills and that by doing so will experience a sense of achievement and pride.

To achieve the above we need parents and carers to consistently work with us in developing the personal independent skills of our children, such as, using the toilet, showering and washing, dressing and undressing, eating. These basic skills can motivate and inspire our pupils. The more children can do for themselves the more positive they will feel about other areas of learning.

The augmentative methods used in school to support children in developing independence and organisational skills include verbal and visual cues which support engagement in learning and in the school day.

At Manor School, we provide our pupils with many real life experiences, going to cafés, theatres and museums, on trains, tubes and buses and lots more. We value that in doing so we are supporting our children to become aware and recognise their place as citizens in society. We want our children to have a clear understanding of the physical, emotional and social aspects of being a citizen within a multicultural society.

Across all key stages children at Manor School are taught about how to keep healthy and look after themselves by eating the right foods and exercising regularly. We use the SEAL curriculum to teach about the five domains of social and emotional aspects of learning: empathy, self awareness, managing feelings, social skills and motivation. Whole school themes such as ‘Good to be Me’, ‘Relationships’ or ‘Going for Goals’ promote self-esteem, independence and confidence.


A range of practices are employed by Manor School to support children’s transitions to secondary school including:

  • sharing of information between schools
  • visits to schools by prospective teachers
  • visits to schools by children and their parents
  • distribution of booklets
  • talks at the schools
  • taster days.

We welcome teachers from other schools to observe transitioning pupils in a familiar environment. We support the organisation of visits by our pupils and their parents to schools. We organise and hold meetings with parents of transitioning pupils and representatives of secondary schools and distribute literature and booklets.