Clover Hill Primary School


Subject Overview

Long Term Memory We use themes from the statutory RHSE curriculum as well as the wider PSHE curriculum and build on these year on year to enable children to embed skills to help them long term in their everyday life.
Real Life Relevance We feel that the work we do in PSHE and RHSE are essential for life. We want the children at Clover Hill to have the knowledge, understanding and emotions to be able to play an active role in today’s society long term.
Enquiry-Based Learning Children are encouraged to be open and honest, engage in discussions and ask questions about aspects of their own lives and those of others.


At Clover Hill we believe PSHE and within this the statutory elements of Relationships Health and Sex Education are an important and necessary part of our curriculum. Our intention is that, when children leave Clover Hill, they do so with the knowledge, understanding and emotions to be able to play an active role in today’s society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it.

We want our pupils to

  • Develop a confidence in sharing their own thoughts and opinions with others
  • Develop an attitude of a responsible global citizen
  • Show tolerance of others beliefs, religions and life choices.
  • Be able to have a positive contribution to the society in which they live

With regard to Relationships Education we want our pupils to

  • Recognise positive relationships, with particular reference to friendships, family relationships, and relationships with other children and adults.
  • Know how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy.
  • Understand differences and respect themselves and others
  • Understand how they live as a part of a family , group or wider community
  • Recognise how positive relationships can support mental wellbeing

With regard to Health Education we want our pupils to

  • Understand how to make healthy choices both for physical and emotional wellbeing.
    Know how to keep themselves health and safe.

With regard to Sex Education

  • Girls in Years 5 and 6 have a specific periods lesson
  • Year 6 pupils have a puberty lesson
  • Sex education in relation to appropriate lessons about our bodies and respect for each other is covered from Year 1 – Y6.


At Clover Hill he PSHE curriculum is delivered in the following ways

  • Through the Espresso Health and Relationships scheme
  • Zippy’s friends in Year 1 and Apple’s Friends in Year 4
  • Circle time
  • Assemblies
  • Visitors and workshops ( NSPCC, School nurse)
  • Linked with other subjects – Computing (e safety), Science / PE ( keeping healthy), RE- other cultures
  • Focussed events – Anti bullying week / mental health month
  • Incidental discussions/ lessons brought about by a need in a particular class


We believe that a meaningful PSHE curriculum is the key to children becoming confident, tolerant and well-rounded adults.

  • Children can approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life.
  • From exposure to a range of global issues and problems, children can build up tolerance and a sense of responsibility of being a global citizen.
  • Children can understand the different lifestyles that people may live and be respectful and tolerant of those leading different lives to themselves.
  • Children recognise and are able to form successful and nurturing relationships. They recognise when a relationship is harmful.
  • Children can lead healthy lifestyles.


All provision for pupils with SEND is in line with the school’s SEND Policy.

Equal Opportunities

At Clover Hill Primary School, the curriculum for French will develop enjoyment of and commitment to stimulating the best possible progress and the highest attainment for all our pupils irrespective of social background, culture, race, gender, differences in ability and disabilities. All our pupils have a secured entitlement to participate in the French Curriculum and our teaching approaches ensure the avoidance of stereotyping when planning work or organising groups. All the teaching staff agree that when using reference materials, they should reflect social and cultural diversity and provide positive images of race, gender and disability.