At Villa Real School we aim to create a happy, purposeful and supportive environment where children are enabled to become successful learners, develop their full potential and achieve the highest educational standards they can. Our vision statement reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils and students in partnership with parents, therapists and the local community.


Personal, Social, Health and Citizenship Education (PSHCE) equips children with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices, and in achieving economic wellbeing. A critical component of PSHCE education is providing opportunities for children to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.


The overarching aim for PSHCE education is to provide pupils/students with:

  • Accurate and relevant knowledge

  • Opportunities to turn that knowledge into personal understanding

  • Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities

  • The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives



Across the Key Stages we offer learning within six areas; 

  • Self-Awareness; Me, who I am, my likes, dislikes, talents and interests 

  • Self-care, support and safety; Looking after myself, and keeping safe, this includes aspects of Relationship and Sex Education 

  • Relationships: Managing Feelings; Understanding feelings, and that how I feel and how others feel affects choices and behaviour, his includes aspects of Relationship and Sex education 

  • Relationships: Changing and Growing; How I see others are changing, new opportunities and responsibilities, this includes aspects of Relationship and Sex education 

  • Healthy lifestyles; Being and keeping healthy on the ‘outside’ and on the ‘inside’ 

  • The World I live in; Living confidently in the wider world 


PSHCE education is taught as a planned, developmental programme of learning through which children acquire the knowledge, understanding and skills they need to manage their lives now and in the future. Pupils/students work at their own pace, at a level suitable to each pupil. Main methods of delivery are kinaesthetic with visual and auditory prompts, to support learning and progression in a safe and controlled environment.

As part of a whole-school approach, PSHCE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Further it can help reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. Teachers provide learning opportunities matched to the needs of children. PSHCE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural development, their behaviour and safety, and to their emotional wellbeing.


PSHCE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

The curriculum is mapped via a progression model to develop knowledge, skills and understanding, however in rare cases some complex pupils including those with degenerative conditions, may have planning which aims to sustain.


Assessment in PSHCE education should be active and participatory, helping children to recognise the progress they are making in developing and taking part, as well as in their knowledge and understanding. In PSHCE the various forms of assessment are built in as an integral part of learning. Children should learn to reflect on their experiences, ask questions, make judgements about their strengths and needs, and begin to plan how to make progress and set personal targets. Teachers ensure regular opportunities to reflect on and identify what students have learnt, what needs to be learnt next and what they need to do to continue their learning. Teachers assess children’s work in PSHCE education by making informal judgements as they observe them during lessons and at other times during the school day. Some aspects of learning in PSHCE lend themselves more easily to formal assessment than others. Baseline assessment, in order to understand pupils’ prior learning, is essential to ensure new learning is relevant and progress can be assessed. Assessment should encompass teacher, peer and self-assessment. Progress in PSHCE education should be recorded and reported to parents as part of the child’s annual school report.


Judgements will be made on the extent to which pupils are:

  • Developing confidence and responsibility and making the most of their abilities

  • Learning to play an active role as citizens

  • Developing a healthy, safer lifestyle

  • Developing good relationships and respecting the differences between people