Aligning the Children’s Commissioner Business Plan 2018-19 to Jigsaw, the mindful approach to PSHE April 2018 The views and interests of children in England influence all the work that the Children’s Commissioner’s Office (CCO) undertakes. To inform the CCO’s business planning for 2018/19, the CCO consulted children, to understand … Continue reading →

The Department of Education statement about British Values reads: ‘We want to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’ Jigsaw … Continue reading →

Advice for governing bodies, proprietors, head teachers, principals, senior leadership teams and designated leads. Addressing the issues of sexual violence and sexual harassment between children. Recent advice provided by the Department for Education (DfE) focused on sexual violence and sexual harassment between children at school and college. For the purposes … Continue reading →

Personal, social, health and economic (PSHE) education: a review of impact and effective practice How does Jigsaw deliver the document’s recommendations about effective practice? The Department for Education published in March 2015 a review of the impact of PSHE and what effective PSHE practice looks like. It was intended as … Continue reading →

Digital Literacy and Jigsaw Digital literacy, a term that has been in use since the 1990s, refers to a set of competencies required for full participation in a knowledge society.

How do Jigsaw Programmes (including Jigsaw, the mindful approach to PSHE 3-16, Resilience and Engagement Scale and Toolkit and Jigsaw Families) support the 2018 SIAMS inspection framework? From September 2018, a new schedule for the “Statutory Inspection of Anglican and Methodist Schools” (SIAMS) came into effect. This article details how … Continue reading →

Does Jigsaw, the mindful approach to PSHE work? – The Sheffield Hallam University Report After 2 years of exceptionally positive feedback from schools using Jigsaw as their chosen PSHE programme, I was very eager to see if the outcomes could be measured in an objective way. The Sheffield Hallam Centre … Continue reading →

The Equality Act and Jigsaw The Equality Act came into force from October 2010 providing a modern, single legal framework with clear, streamlined law to more effectively tackle disadvantage and discrimination. It stated that it is against the law (UK) to discriminate against anyone because of: age being or becoming … Continue reading →

So, how does Jigsaw, the mindful approach to PSHE, fulfil the expectations of: the Church of England with regards to Relationship and Sex Education (RSE)? the Church of England’s Vision for Education the PSHE Association’s Programmes of Study relating to RSE In March 2017, Right Honourable Justine Greening, Secretary of … Continue reading →

FGM and Jigsaw PSHE Domestic violence, sexual exploitation, forced marriage, FGM Jigsaw does not cover the concepts discretely, particularly using these terms. That’s not to say that children won’t be experiencing them, but we focus instead on how to create healthier relationships, what to do if you’re worried about something, … Continue reading →

How can Jigsaw, the mindful approach to PSHE, and Discovery RE support providers in fulfilling the Well-being of Future Generations (Wales) Act 2015 ? The Wellbeing of Future Generations (Wales) Act 2015 is legislation requiring public bodies such as local authorities, health boards and other organisations such as Arts and … Continue reading →

Jigsaw PSHE supports the learning outcomes of the Global Learning Programme (GLP) Jigsaw, the mindful approach to PSHE (Personal, Social, Health Education) shares the aims and values set out by the Global Learning Programme. Jigsaw, a comprehensive Primary school programme, offers full lesson plans and resources all the way from Foundation Stage to … Continue reading →

How does Jigsaw address the issues underpinning gambling behaviours? Key terms: building self-esteem, aspiration, resilience, independence, internal treasure chest, risk-taking, achieving goals, intrinsic and extrinsic reward   The creation of Jigsaw is motivated by the genuine belief that if attention is paid to supporting children’s personal development in a structured … Continue reading →

How Jigsaw PSHE Helps Challenge Radicalisation and Extremism In recent years, events on both the national and the international stage have given rise to concerns, widely expressed by politicians and in the media, about the threat posed to our national life by radicalisation and the promulgation of extremist – particularly … Continue reading →

How can Jigsaw, the mindful approach to PSHE and Discovery RE support schools in implementing the recommendations and findings of the “Bold Beginnings” report, 2017? In January 2017, Her Majesty’s Chief Inspector (HMCI) commissioned an Ofsted-wide review of the curriculum. Its aim was to provide fresh insight into leaders’ curriculum … Continue reading →

Many of our international schools, and some of those in the UK, are following the International Primary Curriculum (IPC). To support these schools in integrating Jigsaw PSHE into their wider curriculum and thus support both programmes in becoming embedded in the whole school ethos, we have mapped the IPC personal … Continue reading →

Celebrating Difference, equality, diversity and LGBT+ (LGBTQI) in Jigsaw PSHE LGBTQI… “I know what the first four stand for. Isn’t QI that TV programme that used to be hosted by Stephen Fry?” Indeed. But if we’re talking about sexuality and gender identity, what do the Q and the I stand … Continue reading →

Foresight’s Mental Capital and Well-being Project has drawn on state-of-the-art research from across the world to consider how to improve everyone’s mental capital and mental well-being through life. Evidence suggests that a small improvement in well-being can help to decrease some mental health problems and also help people to flourish. … Continue reading →

Jigsaw and the Ofsted guidance (2016) on safeguarding Ofsted published an updated briefing (August 2016) that captures overarching points relating to the inspection of safeguarding. It states that schools and colleges should be safe environments where children1 and young people can learn. Within inspections, inspectors should consider how well leaders … Continue reading →

We have prepared a set of mapping grids showing where Jigsaw PSHE supports the PSHE Association Programme of Study 2017 (These replace and augment the 2013 version previously given on this site). PSHE Association Core Theme 1 – Health and Well-being In Key Stages 1 & 2, pupils should be … Continue reading →

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Jigsaw PSHE and Discovery RE: How they contribute to an Ofsted ‘outstanding’ judgement in relation to the draft Ofsted School Inspection Framework, January 2019 This document sets out how Jigsaw, the mindful approach to PSHE, and the Discovery RE programmes can contribute significantly to an ‘outstanding’

Jigsaw PSHE fulfils statutory requirements for Relationships, RSE and Health Education “So, you have nothing to worry about!” Important Announcement from Jan Lever 27th February 2019 The statutory guidance for Relationships and Health Education for primary schools and RSE and Health Education for secondary schools, was published on 26th February after … Continue reading →

Meeting Expectations: How Jigsaw, the mindful approach to PSHE, delivers the DfE 2018 draft RSE and Health Education Guidance for 11-16 year-olds due in schools by 2020 The document (Meeting Expectations) sets out how Jigsaw, the mindful approach to PSHE, fully meets the expectations of the recommended ‘planned and sequenced’ … Continue reading →

Meeting Expectations: How Jigsaw, the mindful approach to PSHE, delivers the DfE 2018 draft RSE and Health Education Guidance due in schools by 2020 The document (Meeting Expectations) sets out how Jigsaw, the mindful approach to PSHE, fully meets the expectations of the recommended ‘planned and sequenced’ RSE and Health … Continue reading →

Mindful Nation UK: Report by the Mindfulness All-Party Parliamentary Group (MAPPG) October 2015 This report, published in October 2015, is the culmination of over a year of research and inquiry, including eight hearings in Parliament when members of the Mindfulness All-Party Parliamentary Group were able to hear first-hand and question … Continue reading →

Message from Jan Lever, Director of Jigsaw At Jigsaw, we are always keen to keep abreast of developments in the academic world and the world of research that impacts on education, and particularly on children’s well-being and learning. We are passionate about playing our part to support schools to empower … Continue reading →

Jigsaw PSHE Promoting Healthy, not Violent Relationships The Jigsaw Approach is one of mindfulness and positivity, teaching children about the benefits of positive relationships, positive mindsets and positive interactions, and growing their self-awareness and self-worth so they believe they deserve to be respected, as do others. As such, there is … Continue reading →

How Jigsaw looks at same-sex relationships and homophobia Celebrating Difference – Jigsaw PSHE The concept of ‘difference’ is covered throughout Jigsaw in all of the Puzzles, consistently encouraging children to examine how they are similar and how they are different from those around them – and how to accept everyone’s … Continue reading →

SMSC and Emotional Literacy Domains in Jigsaw lessons Jigsaw is more than a PSHE Scheme of Work. It provides a structured programme of personal development to nurture the ‘whole child’ and increase learning capacity, underpinned by mindfulness philosophy and practice. Every Jigsaw lesson from EYFS to Year 6 offers opportunities … Continue reading →

    The Prevent Duty Guidance, published by the Government in 2011, is part of the overall counter- terrorism strategy, CONTEST. The aim of the Prevent strategy is to reduce the threat to the UK from terrorism by stopping people becoming terrorists or supporting terrorism. In the Act this has … Continue reading →

  Using Jigsaw, the mindful approach to PSHE with Composite Classes Guidance and Supporting Documentation The following guidance and supporting documents have been developed to support schools where there are a range of ages being taught in one or more classes throughout the school.

How Jigsaw can help you and your school: Message from Jan Lever, Director of Jigsaw PSHE At Jigsaw PSHE, we are always keen to keep abreast of developments in the academic world and the world of research that impacts on education, and particularly on children’s well-being and learning. We are … Continue reading →