Jigsaw
Jigsaw is a scheme of well thought out lessons which build on children’s ability to know, value and understand themselves, their friendships and their relationships with others in an ever changing world.
It incorporates key elements of personal, social and health education, emotional literacy, social skills and spiritual development.
Jigsaw allows children to explore their thoughts and feelings and become better equipped to regulate them with taught strategies and interventions. Being mindful of their feelings and how to positively react to them can lead to reduced behaviour, enhanced concentration and lesson both stress and anxiety.
It also empowers children to be proud of uniqueness and difference within themselves and to accept these qualities in other people they meet.
Jigsaw is a whole school approach and all children cover the same topics which are tailored to be year group appropriate.
Further information
| Term | Puzzle name | Content |
|---|---|---|
| Autumn 1 | Being Me in My World | Includes understanding my place in the class, school and global community as well as devising Learning Charters |
| Autumn 2 | Celebrating Difference | Includes anti-bullying (cyber and homophobic bullying included) and diversity work |
| Spring 1 | Dreams and Goals | Includes goal-setting, aspirations and resilience building |
| Spring 2 | Healthy Me | Includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices |
| Summer 1 | Relationships | Includes understanding friendship, family and other relationships, conflict resolution and communication skills |
| Summer 2 | Changing Me | Includes Sex and Relationship Education in the context of looking at and managing change |
“Whitehouse Pupil Referral Unit is a calm and friendly environment where pupils are happy and feel safe.”
“Staff know the pupils well, and pupils respond positively to these strong relationships.”
“Parents comment that their children’s behaviour improves significantly after joining the school.”
“Pupils listen carefully to their teachers and to each other, creating a calm and focused learning environment.”
“By the time a pupil leaves the school, they are well prepared for either mainstream school or specialist provision.”
“Teachers have high aspirations for their pupils, and pupils work hard to achieve them.”
“Leaders, staff, and governors are ambitious for pupils to achieve their full potential.”
“Teachers skilfully support pupils’ specific special educational needs and disabilities (SEND).”
“Pupils learn to read with confidence and can explain past events and infer what might happen next in a story.”
“Pupils enjoy a wide range of activities that broaden their learning, including drama, cheerleading, and school trips.”
“The school has systems in place to track individual pupils’ progress, ensuring they are continually challenged.”
“Classrooms and corridors are calm, with pupils showing respect to their peers, teachers, and visitors.”
“Teachers help pupils anticipate when they might become angry, improving their ability to manage their emotions.”
“Staff feel valued and proud to work at the school, receiving strong support from senior leaders.”
“The governing body and the wider academy trust are ambitious for the school, ensuring both staff and pupils are well-supported.”
