For information about our Mental Health work, please click on the Mental Health and Well Being page under the Key Information tab.

PSHE (Personal, Social and Health Education)

RSHE (Relationships, Sex and Health Education)


At NFJI, the personal development of all our pupils is at the heart of what we do.  This involves developing the knowledge, attitudes, skills, relationships and behaviour that our pupils can utilise in and outside the classroom.  We achieve this through our curriculum and wider mental health and development work which supports learners in building character- this includes their resilience, confidence and independence as well as helping them to understand how to keep physically active and mentally healthy.  In addition to the focus on pupils personal, social and health education, we also have a strong focus on their SMSC (spiritual, moral, social and cultural) development including and an understanding of the fundamental British values. We aim to support our pupils to be responsible, respectful citizens who contribute positively to society.


We use a resource called Jigsaw to support our PSHE, including RSE, curriculum. It is used in all year groups in school from nursery to year 6.


Jigsaw is sequential. The six puzzles (units) starting with 'Being Me in My World' (BM) at the beginning of the school year and working through to Changing Me the end of the academic year:

BM (Being Me in My World)
'Who am I and how do I fit?'

CD (Celebrating Difference)
Respect for similarity and difference. Anti-bullying and being unique

DG (Dreams and Goals)
Aspirations, how to achieve goals and understanding the emotions that go with this

HM (Healthy Me)
Being and keeping safe and healthy

RL (Relationships)
Building positive, healthy relationships

CM (Changing Me)
Coping positively with change

For more information, see our progression map for PSHE below:

pshe-progression-map-2022---2023.docx .docx

Jigsaw, the mindful approach to PSHE/HWB, brings together Personal, Social, Health Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. A lesson a week with the teaching resources included, helps teachers to focus on tailoring the lessons to their children’s needs and to enjoy building the relationship with their class, getting to know them better as unique human beings.

Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.


By using the Jigsaw Friend, children feel more able to express themselves and to share their concerns. The Friends are also characters in many of the Jigsaw stories contained within the lesson resources.

Shown below are the different colours and names representing each age-group:

  • Jenie: Ages 3-4 (Nursery/Preschool) and Ages 4-5 (Reception)
  • Jack: Ages 5-6
  • Jo: Ages 6-7
  • Jino: Ages 7-8
  • Jaz: Ages 8-9
  • Jez: Ages 9-10
  • Jem: Ages 10-11
  • Jello: Ages 11-12

The Friends are gender non-specific, and it is up to the class to decide on each Friend’s persona and characteristics. 

Our children celebrating their work with Jigsaw Jack

Examples of our Big Books
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Examples of how we promote British values:



We ensure that children are given a voice. They are empowered by being given opportunities to make choices about things that they believe are important. We also use the School Council as an opportunity to experience representation through a voting process.


Rule of Law:

We involve pupils in setting codes of behaviour, helping pupils to make decisions and choices that are acceptable to the school community and society at large. We help pupils learn to manage their behaviour and take responsibility for their actions. We teach them to recognise right from wrong and why we have rules in school and society.


Individual Liberty:

Pupils at NFJI, are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. Some pupils will be able to take responsibility for particular roles, such as Librarians, Playtime buddies, School Council representatives, Digital Leaders and Mental Health representatives. They understand that with certain rights comes a level of responsibility.


Mutual Respect:

We promote each pupil’s inclusion in a range of activities, settings and locations. Our pupils go into the community to meet with a range of people in a variety of situations which include sports events, community events and shared participation with other schools. It is important for our school to be part of the community as the pupils, families and staff have much to offer in the development of community cohesion.



As we live in a multi-faith society, NFJI promotes the belief that each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and development forms part of our curriculum. We celebrate faiths throughout the year with assemblies, workshops and educational visits. We celebrate our differences and pupils are mutually respectful of these.