EVIDENCE-INFORMED STRATEGIES TO CREATE A CULTURE OF IN SCHOOLS BELONGING
BUILDING FINANCIAL LITERACY: INSIGHTS FROM JUST FINANCE FOUNDATION
THE IMPORTANCE OF A DIVERSE RE CURRICULUM EXPANDING WORLDVIEWS:
I am thrilled to introduce The Bigger Picture, the very first edition of Jigsaw Education Group’s magazine. This publication is a celebration of all that defines Jigsaw, the incredible work you, our schools, are doing every day, and the expertise we continue to develop in PSHE and RE. We have designed this magazine not just as a resource, but as an opportunity to share knowledge, insights, and ideas that support and enhance the work that matters most, helping our children grow, learn, and succeed.
Now the busyness of Christmas and the start of a new term has passed, I have had a chance to reflect on 2024 at Jigsaw. Not only was it a year of change and development for Jigsaw, it was a year where we continued to demonstrate our unwavering dedication to schools, teachers and most importantly the children we serve. Both our PSHE and RE programmes have continued to flourish, with over 1,000 schools now benefitting from the positive impact of Jigsaw RE, and we were proud to be recognised with the BESA Award for Outstanding Support Service. This achievement is a testament to the dedication of our team and the collaborative relationships we have built with schools both in the UK and Internationally.
As we move forward, our child-centred ethos, our commitment to evidenceinformed pedagogy, and our focus on up-to-date, quality resources remain steadfast. The values and vision that have guided us from the beginning continue to shape our work today. We understand the trust you place in us, and we are more determined than ever to ensure that we remain by your side in your schools and classrooms.
Looking ahead to 2025, there is much to anticipate and prepare for: the upcoming Curriculum and Assessment Review, the new Ofsted framework, Children’s Well-being and Schools bill and next steps with the RSHE consultation. Education is always evolving, and we will ensure that our resources remain not only compliant but also relevant and impactful for the children and young people you serve. Our commitment is to stay agile and responsive, working alongside you to provide the tools and support you need to navigate these changes with confidence.
In closing, I want to reiterate Jigsaw’s unwavering commitment to being a trusted partner to schools. We are here listen, and that work is made easier, enabling you to environment where every child can thrive.
I look forward to all that 2025 has in store and to continuing this journey together with you.
ElanieAdem
Programmes Director
Jigsaw Education Group
We are more determined than er to ensure that e remain by your e in your schools and classrooms.
Unlock the potential of play to enhance learning, mental health, and social skills in children
Play is a fundamental right of all children, as recognised by Article 31 of the UN Convention on the Rights of the Child. Play is essential for mental health, well-being and the holistic development of all children and young people. Developing Personal, Social, Health, and Economic (PSHE) skills is essential throughout childhood. However, this isn’t always recognised in all schools or settings, nor is it emphasised in official guidance beyond the Early Years.
What do we mean by ‘play’?
Play is described as voluntary, intrinsically motivated, and enjoyable. It allows children to explore their world, express themselves, and make sense of their experiences. It is suggested that there are up to 16 types of play, including imaginative, physical, constructive and exploratory[i]. Play means doing something for fun, rather than for practical reasons with no one set way to play. It is versatile and can mean different things to different people. For some people, it’s building a rocket. For others, it could be chasing a ball, writing or painting a picture.
Play is often misunderstood, or seen as an activity, break or reserved for the youngest children:
Play is a very misused adult word. To a child it is a way of life. To an adult it often means unimportant recreational things we do when we are not working.
Jean-Jacques Rousseau
Instead, it is a complex, purposeful process that supports cognitive, emotional, and social growth. Research by several sources including UNICEF [ii] have found that play is especially important during the first 8 years of a child’s life because this is the period a when their brain develops most rapidly[iii].
Yet opportunities to play have been declining in schools. In the UK, it has been poorly researched in education and is often associated with only the early years. There is also a significant decline in the amount of time children have for playing at school, with a noticeable reduction in afternoon breaks and shortening of lunchtimes[iv]. The impact of this is significant on children and their mental health and well-being. Play is important to children. A report found that 93% of children aged 5 to 12 across nine countries report feeling happier when they have had the opportunity to play[v].
Play is important for all children’s PSHE. It provides a sense of joy, belonging, and purpose. It offers children a way to decompress, process their emotions, and connect with others. Through play, children are able to have the opportunity to explore and experiment in an open-ended and unstructured way. Play is not separate from learning – it is learning. Through play, children acquire foundational PSHE skills that are essential for navigating the complexities of life. Imaginative play helps children to explore feelings in a safe environment, supporting their emotional regulation. The development of a sense of self through play can influence children’s ability to cope with stress. It gives children opportunities to develop their social skills, which builds skills of
empathy, teamwork and conflict resolution. Language and communication skills can also be developed through play, as children have the space to practise communication and expand their vocabulary. Active play promotes physical health, reduces stress, and improves mood.
Language and communication skills can also be developed through play, as children have the space to practise communication and expand their vocabulary.
Play Schemas: The Building Blocks of Development
Schematic play happens when babies, toddlers and young children are involved in repeated actions or certain behaviours as they explore the world around them and try to find out how things work, such as the act of tipping and pouring or moving and sorting. There are many different types of play schemas, all referring to repeated patterns of behaviour through which children explore and learn about the world. This is a key cognitive process through which they construct knowledge and actively make meaning of the world around them.
groundwork for understanding more abstract concepts and skills. For older children, these evolve into more sophisticated play, such as building detailed and thought through structures or thinking of strategies in team sports. These activities support the development of PSHE skills, such as teamwork, resilience and critical thinking.
Children who do not have opportunities to explore and play may not develop play schemas during their early childhood, and this has been shown to have an impact on development, specifically on a child’s cognitive, emotional and social skills. Children may then find it difficult to form relationships, work in teams and communicate effectively, which can have a
Therearemanydifferent typesofplayschemas
While these are often discussed in the context of toddlers, schemas remain relevant for older children, as they lay the
Play is the universal language of childhood. It is a cornerstone of mental health, wellbeing and PSHE development for all children. Through play, children learn to navigate their world with confidence, creativity, and resilience –qualities that will serve them well into adulthood. By fostering opportunities for play in schools, homes and communities, we are investing in a healthier, happier future for all.
[i] Hughes, B. (2006). A Playworker's Taxonomy of Play Types. United Kingdom: Playlink.
LEARN MORE ABOUT JIGSAW OUTDOORS lasting impact on their lives.
[ii] Unicef (2018). Learning Through Play.
[iii] Plan Action International (2024). Why Play?
[iv] Baines, E. and Blatchford, P. (2023). The decline in breaktimes and lunchtimes in primary and secondary schools in England: Results from three national surveys spanning 25years.
[v] Lego (2018). Play Well Report.
Amy Jones is a qualified primary school teacher with over 10 years of experience, including 6.5 years specialising in EYFS as a Reception teacher. She holds a First-Class BA (Hons) degree in Education from Bath Spa University, as well as a Foundation Degree in Early Childhood Studies. Amy is passionate about learning through play and connecting children with nature. She is a strong advocate for outdoor learning and the consistent teaching of PSHE to support children’s emotional well-being and mental health. Amy is Programme Lead for Jigsaw Outdoors and Games as well as an EYFS PSHE Specialist at Jigsaw Education Group. Outside of work, Amy enjoys gardening, wildlife and reading.
In this issue, we spotlight a curated selection of recommended books from last year's Interfaith Week. These books, suitable across all primary age groups, offer opportunities to explore interdisciplinary skills in Religious Education, with a focus on Interfaith themes We encourage you to explore these recommendations and see which ones resonate with you and your class!
Audience: Early Years Foundation Stage Using accurate terminology, phonetic pronunciations and bright, beautiful imagery, ‘Hats of Faith’ introduces readers to the shared custom of head covering.
Available here
Audience: Key Stage 1
The book reveals versions of the Golden Rule found in many cultures and religions, including Christianity, Judaism, Buddhism, and Islam.
Available here
Love Is Zonderkidz Books
Audience: Early Years Foundation Stage & Key Stage 1
‘Love Is’ shares imaginative, thought-provoking depictions of the concepts found in 1 Corinthians 13, presenting opportunities for thoughtful conversations about love, selflessness, trust, hope and perseverance.
Available here
Audience: Key Stage 2
This is a visual celebration of festivals from across the globe, exploring celebrations of food and drink, nature, culture, religion and history, plus ways to mark the passing of the year.
Available here
Audience: Key Stage 2
When Neetu and Sanjay hear that Grandpa Chatterji is coming to stay with them, they try to imagine what he will be like. They could never have imagined the Grandpa who arrives. He wears a dhoti, stands on his head and makes the most delicious pakoras.
Available here
Most People
Michael Leannah
Audience: Early Years Foundation Stage & Key Stage 1
Michael Leannah wrote ‘Most People’ as an antidote to the scary words and images kids hear and see every day. Jennifer Morris’ emotive, diverting characters provide the perfect complement to Leannah’s words, leading us through the crowded streets of an urban day in the company of two pairs of siblings.
Available here
What is Humanism? How do you live without a god? And Other Big Questions for Kids
Michael Rosen & Annemarie Young
Audience: Key Stage 2 & Key Stage 3
This book examines how humanists respond to fundamental questions about morals and ethics, the origins of life, religion and the state. The book includes contributions from a number of prominent humanists, such as Stephen Fry, Camila Batmanghelidjh, Philip Pullman, who explain their own philosophy and tell us what is important to them.
Available here
Amazing Muslims Who Changed the World
Burhana Islam
Audience: Key Stage 2
Do you think you know who first thought of the theory of evolution? Have you ever wondered who created the oldest university in the world? Is Joan of Arc the only rebel girl who led an army that you've heard of? If so, then you need this stunningly illustrated treasure trove of iconic and hidden amazing Muslim heroes! There are so many amazing Muslim men and women who have changed our world, from pirate queens to athletes, to warriors and mathematicians. Who will your next hero be?
Available here
Audience: Early Years Foundation Stage & Key Stage 1
Through lively illustrations and playful dialogue, children engage with Jewish wisdom as they share in welcoming new friends, forgiving mistakes, and more.
Available here
Audience: Early Years Foundation Stage & Key Stage 1
Harpreet's journey explores the importance of embracing cultural diversity and individuality as he learns to accept his heritage while navigating the challenges of being different.
Available here
Audience: Key Stage 2
In 1912, Abdu’l-Bahá visited New York. This story is about an encounter He had with a child who was racially different from the group of children who met with Him.
Available here
Audience: All Primary Ages
A wise and colourful collection of ten Buddhist fables, this modern telling of ancient Indian stories centres around animals and nature and teaches vibrant and timeless life lessons. Available here
What is the Just Finance Foundation?
Just Finance Foundation is a national charity working with schools, families, and changemakers to build financially resilient communities where everyone has an equal opportunity to thrive. They believe that education is key to improving financial equality over the long-term. Recognising that financial education is most effective when delivered by people that families trust, they work to upskill teachers, parents, and community leaders. We spoke to Hayley Coyne, Financial Education Delivery Manager, to find out more...
What inspired the creation of Just Finance Foundation?
Just Finance Foundation was founded in 2017 to tackle growing financial inequality across the UK by ensuring everyone can access fair financial services and trustworthy information. While financial inequality is complex, education is a powerful tool for change. So, we focus on teaching young children financial skills and critical thinking early, when it matters most.
I’m passionate about financial education because it’s not just about money - it’s about giving young people the tools to build brighter futures. Working with schools and teachers is especially rewarding, as they play a vital role in shaping these life-changing lessons for the next generation.
Your mission focuses on building financially resilient communities. What does a financially resilient community look like to you?
A financially resilient community is one where people not only understand money but can apply that knowledge in their daily lives. Education is vital - teaching children early how to manage money and understand their feelings about money, so they can make informed choices. But we also understand that knowledge alone isn’t enough. Communities need the tools, opportunities, and support systems to help people put what they’ve learned into action. For JFF, it’s about breaking down barriers and creating an environment where everyone can achieve financial
well-being, not just for themselves, but for their families and the wider community.
Why is it so important to focus on financial education at a young age?
By age 7, children are already forming attitudes and habits around money, so starting early helps them build confidence, understand their emotions about money, and make informed decisions. These skills are essential for their future well-being.
Teachers are so busy and school resources are stretched. We work closely with primary schools to make financial education practical and simple to deliver. Our free resources include training for teachers, flexible lesson plans and classroom activities, all designed to fit the existing curriculum. Using real-world examples, we engage children in discussion and help them relate to what they learn.
It’s not just about money - it’s about giving young people the tools to build brighter futures.
Your work emphasises that financial education is more than just maths. How do you integrate critical thinking and emotional awareness into your programmes?
At JFF, we strongly believe that financial
education is more than numbers, although numbers are important! It’s about helping children develop the critical thinking and emotional awareness to make informed decisions that are right for them. As children grow, they will encounter complex decisions about money that are rarely just about using maths skills. They’re tied to questions around ethics, social impact, emotions and values.
That’s why our LifeSavers approach goes beyond counting coins and budgeting. We help children explore the ‘why’ behind financial choices.
What kind of impact does the JFF have on families, schools, and the wider community?
We’re so proud to have launched financial education resources that are tailored to children with additional learning needs. These resources are backed by research and developed in consultation with teachers and children in Alternative Provision (AP settings). It’s inspiring to be part of an organisation that is making financial education accessible, engaging, and tailored to the unique abilities of all children. Hearing stories from teachers about how these resources are engaging pupils who are often left out is just amazing.
It’s proof that financial education can truly be for everyone, and it motivates us to keep adapting and improving so every child, no matter their circumstances, can build the skills they need for life. All our resources and lessons integrate four core values – generosity, justice, wisdom and
thankfulness – encouraging children to reflect on how money decisions affect their own lives, as well as the people around them. For teachers, our resources help guide these discussions about values in the classroom, making financial education inclusive, practical and impactful.
How can helping children develop a healthy relationship with money make a difference in their life?
LifeSavers helps support children as they learn to relate to and use money. One of our LifeSavers teachers shared how students from challenging backgrounds, some with no prior concept of saving or spending, are learning to become more confident.
Another said that teaching children to distinguish between wants and needs can help reduce financial pressures for families, leading to happier home environments. These lessons extend beyond the classroom, building critical thinking and thoughtful decision-making that help children prepare for life after school. It’s incredible to see the ripple effect of these skills in their lives.
Financial education isn’t compulsory in the primary curriculum, so it’s often deprioritised amongst packed schedules and assessment pressures.
You work to upskill teachers, parents, and community leaders. How do you ensure these groups feel confident and equipped to deliver financial education?
We focus on building confidence with accredited training, ongoing support from our financial education experts, and easyto-use guides. For teachers, we provide lesson plans and activities that are easy to adapt and training sessions to build confidence to deliver financial learning in the classroom. Parents can access practical tools and conversation starters to continue the learning at home,
understanding and skills. And we are always learning from the teachers we work with, who provide invaluable feedback and expertise to help us continually adapt and improve.
What role do values and emotions play in financial decision-making?
Money, values and emotions are intrinsically linked because our personal values and
As we discussed earlier, LifeSavers connects financial decisions to values like generosity, justice, wisdom, and thankfulness. Using real-world scenarios, we help children explore the emotional and ethical sides of money choices. This empowers them to make decisions that align with their values while considering the impact on their own lives - as well as the people and the world around them.
while our Money Help Hub highlights resources for the wider community. It’s about making sure the people children trust have everything they need to guide young learners toward better financial
the choices they are making and use money intentionally and with confidence.
With the way the world it is, you must have faced challenges on the way?
A big challenge, in England in particular, is that financial education isn’t compulsory in the primary curriculum, so it’s often deprioritised amongst packed schedules and assessment pressures. Teachers already work incredibly hard, so adding extra topics can be impossible.
To help, we’ve designed accessible, practical resources that fit seamlessly into existing subjects like PSHE or maths. This, along with our free training, can help reduce the planning burden and make financial education easy to deliver. We also advocate nationally for life skills like financial education to be better prioritised, collaborating with schools and policymakers towards a future where no child misses out on this essential part of their learning and development.
With financial education not being compulsory in England’s primary curriculum, everyone’s abilities and comprehension of finance must vary greatly, especially between adults and
children. How do you manage those different needs in communities?
We know every child has a different experience with money and different learning needs, so we’ve made our resources adaptable and inclusive. Teachers receive training and ongoing support to tailor lessons to the unique needs in their classrooms. We also make learning creative and engaging.
For example, our Milo’s Money book and toy uses storytelling to teach money in a fun, relatable way, and Moneybox Productions brings lessons to life through drama and role-play. These approaches let children explore financial education through conversation and play, not just written worksheets. By offering varied tools and methods, we always aim to ensure financial education connects with every child.
Milo is an adorable little dinosaur! Can you tell us more about him and his story?
One of our most popular resources is Milo’s Money. It’s a storybook for young children, aged 5-7 years old or at that learning ability, that uses a relatable character, Milo, to explore key money concepts like saving, spending, and making choices. The story and colourful illustrations make it easy for children to understand, no matter their level of financial knowledge.
Milo’s Money also includes an online game and plenty of classroom resources to explore. Teachers love it because it starts conversations about money in a fun and engaging way. It’s a powerful resource that not only teaches financial literacy but also encourages children to reflect on their own decisions.
That sounds amazing. So, how do you ensure that these resources resonate with children from diverse backgrounds and communities?
Not every child learns the same way or has the same experience with money, so we include different characters, scenarios, and perspectives in our materials. For example, in Milo’s Money, Milo asks for advice from different people, with different priorities and jobs, on how to spend his pocket money.
Our assembly resources also showcase a variety of different real-world situations and role models. Our resources never assume that every child in the classroom is having the same experience at home. This helps children see themselves in the content, encouraging them to think critically about their decisions and expand their understanding of the world around them.
What’s your long-term vision for Just Finance Foundation? Are there any new
projects or initiatives you’re particularly excited about?
Our long-term vision is that every child in the UK, no matter where they live or how they learn, can access quality financial
the primary curriculum, with real support for teachers to deliver it effectively. Right now, it's often deprioritised because of competing demands, and many teachers don’t feel fully equipped because they are not adequately supported with quality
If we could change one thing, it would be to make financial education a core part of the primary curriculum.
education that helps them develop and maintain financial well-being for life.
We’re especially excited about expanding our work further in Scotland, Wales, and Northern Ireland. In 2025, we’ll be launching a Welsh version of Milo’s Money, so children in Wales can engage in financial education in their first or home language. We’re also rolling out our Alternative Provision resources to hundreds of mainstream school settings, ensuring that more children with diverse learning needs access the financial education they deserve.
If you could achieve one major change in how financial education is approached in schools, what would it be?
If we could change one thing, it would be to make financial education a core part of
Hayley Coyne Financial Education Delivery Manager
resources and training. By working with teachers to achieve this, we’d make sure every child gains the essential skills to build financial well-being from a young age.
What do you wish more people understood about the importance of financial education?
Hayley has spent over a decade involved in a Global Schools Programme with a specific focus on international collaboration between schools in the UK and South Asia. Before joining Just Finance Foundation, Hayley project managed an international schools project co-funded by the Organising Committee for the Commonwealth Games. Outside of work, Hayley has a passion for creating and crafting and regularly attends artisan makers markets.
Key upcoming dates to note to provide further enrichment for your school Keep an eye out for the Jigsaw sticker indicating where we have provided free resources to support your teaching
19th World Religion Day
26-28th RSPB Big Garden Bird Watch
29th Lunar New Year
26-28th RSPB Big Garden Bird Watch
1st-31st Women’s History Month
3rd World Wildlife Day
6th World Book Day
7th-16th British Science Week
13th Young Carers Day
20th International Day of Happiness
6th World Book Day
1st-30th Stress Awareness Month
2nd World Autism Awareness Day
22nd Earth Day
9-15th Random Acts of Kindness Week
National Children’s Dental Health Month
3rd-9th Children’s Mental Health Week
9th-15th Random Acts of Kindness Week
11th Safer Internet Day International Day of Women & Girls in Science
17th Random Acts of Kindness Day
28th International Stand Up to Bullying Day
22nd Earth Day
How are the Jigsaw Flagships leading the way in inspiring education?
LeverEdgePrimarySchoolexemplifiesexcellenceineducationandcare,focusing ondevelopingresilience,well-being,andmindfulnessinitspupils Skilledand dedicatedstaffdeliverengaginglessonsthatinspireconfidence,kindness,and teamwork Parentalinvolvementiscentraltotheschool’sapproach,withactive participationininitiativessuchasMentalHealthAwarenessWeekand Anti-BullyingWeek Pupils’achievementsarecelebratedthroughvibrantdisplays, assemblies,andevents,fosteringapositiveandinclusivecommunity Recognised foritsoutstandingworkinpersonaldevelopment,thisschoolproudlyleadsasa Flagship,inspiringsuccessforitspupils,families,andthewidercommunity
ParkgateHouseSchoolisashiningexampleofhowtonurture happy,confident,andresilientlearners Withovereightyears usingJigsawPSHE,theschoolhelpspupilsdevelopessentiallife skillsthroughcreativelessons,mindfulnessactivities,and engagingassemblies Staffarewell-trainedtodeliverhigh-quality PSHE,andpupilsbenefitfromtailoredsupporttomeettheir needs Parentalinvolvementandcollaborationwithother schoolsfurtherenhanceitspositiveimpact Frompromoting kindnesstoencouragingpersonalgrowth,ParkgateHouseis proudtoinspireitspupilsandleadthewayasaFlagshipschool
UnstoneSchoolsFederationstandoutasaFlagshipSchoolthankstotheirunwavering commitmenttoJigsawPSHE Forsevenyears,Jigsawhasbeenembeddedintotheschool’s culture,withweeklylessonsfromNurserytoYear6 Thisdedicationenhancespersonal development,safeguarding,andmentalhealth.Thestaffreceivecontinuoustraining,ensuring excellentPSHEdelivery Leadershipandmonitoringarethorough,withadesignatedleaderand regularoversight Mindfulnessisacorefocus,supportingemotionalregulationandmentalhealth Pupils’voices areheard,andtheirprogressismeticulouslytracked Theschoolalsoengagesparentsthroughvariousplatforms, fosteringastrongschoolcommunity
Congratulations to the following schools for becoming Jigsaw Flagships last term, we’re excited to see how you continue to inspire us and others with Jigsaw!
ALPLeicester | AshbrowSchool | BricknellPrimarySchool | BrimingtonJuniorSchool | CamrosePrimarySchool | CedarsParkPrimarySchool | ChilternPrimarySchool | ClenchwartonPrimarySchool | CranbornePrimarySchool | CreswellJuniorSchool | DenlaBritishSchool | Downshall Primary School | Epsom Downs Community School | Eynsham Community Primary School | Gaywood Community Primary School | Greystoke PrimarySchool | HardyMillPrimarySchool | HeachamInfantsSchool | HeachamJuniorSchool | HollyfastPrimarySchool | ImperialAvenueInfant School | John Hampden Primary School | Kirkby C of E Primary School | Lever Edge Primary School | Longvernal Primary School | Mary Exton PrimarySchool | NewingtonAcademy | OakCottagePrimarySchool | ParkgateHouseSchool | PlaceFarmPrimaryAcademy | RavenscoteJunior School | SidmouthPrimarySchool | SnettishamPrimarySchool|SpringfieldHouseSchool | StepneyPrimarySchool | SwingatePrimarySchool | The Cathedral School | The Godolphin Junior Academy | Ty Isaf Infants & Nursery School | Unstone Federation | Walpole Cross Keys Primary | WatersidePrimarySchool | WestLynnPrimarySchool | WheatfieldPrimarySchool | WitneyCommunityPrimarySchool | WoodsettonSchool
WANT TO BECOME A JIGSAW FLAGSHIP?
We're not just teaching RE - we're helping to build a more understanding and inclusive future.
both Primary and Secondary education. She has a master's degree in education and has held several leadership positions, including Religious Education, Music and Collective Worship Lead, Wider Curriculum Lead and Governor. Laura is passionate about meaningful, diverse, and inclusive education, and supporting the well-being of the entire school community. Outside of work she enjoys time with her family, baking, music and the arts.
As primary school teachers, we're all juggling multiple initiatives and curriculum changes. Two important
conversations are happening in RE right now: diversifying the curriculum and adopting a 'Religion and Worldviews' approach.
In a workshop at the Diverse Educators ‘Diversifying the Curriculum Conference’ in November 2024, I explored how we can consider bringing these two threads together. By highlighting where these conversations align and how they can complement each other, we can (hopefully) work smarter, not harder in developing an inclusive, impactful RE curriculum for our learners.
In our increasingly connected world, RE needs to do more than just teach about major religions. Our pupils need to understand the rich tapestry of beliefs and perspectives they'll encounter in modern Britain. Not only does this support crucial work for SMSC development and British Values – it prepares our children to thrive in a diverse society.
Similarly, Ofsted recommend intentional planning to incorporate diversity into subject content, ensuring that the curriculum celebrates multiculturalism and prepares students for life in a diverse society (Ofsted’s Equality Objectives 20232027 and Education Inspection Framework). A diverse and representative RE curriculum is the perfect opportunity to showcase this.
Supporting this, the new Religion and Worldviews approach, discussed in detail in Stephen Pett’s recent work, encourages us to help pupils explore how different beliefs and backgrounds shape people's views of the world. Think about your own classroomeach child brings their unique experiences, cultural background, and family beliefs. This approach helps them understand not just what others believe, but why they believe it, making RE more relevant and engaging for everyone.
education for all pupils, irrespective of their background or personal worldview. It puts the pupils’ educational outcomes at the centre of RE.” — Stephen Pett (2024) ‘Developing a Religion and Worldviews approach in Religious Education’.
How Can We Achieve This?
1. Embrace Continuous Self-Reflection
With any new approach, it is important to begin by considering our own perspectives and encouraging self-reflection through implementation. An empowering first step for this can be achieved by drawing on the fantastic animation from Theo’s Think Tank, “Nobody Stands Nowhere”, which is a helpful tool in encouraging us, as educators,
Such an approach offers an inclusive experience of religious education for all pupils, irrespective of their background or personal worldview. It puts the pupils’ educational outcomes at the centre of RE.
Stephen Pett (2024) ‘Developing a Religion and Worldviews approach in Religious Education’
to reflect on our own worldviews. This creates a foundation of self-reflection that can underpin our curriculum development.
2. Identify your Key Principles
Representation: Look carefully at who and what you teach about – the stories you use, the voices you include, and the images you show. Think of your curriculum as providing mirrors (where children see themselves), windows (where they see others), and sliding doors (opportunities to step into different perspectives).
LEARN MORE ABOUT JIGSAW RE
“This vision seeks to engage all pupils in a personally relevant and engaging study of influential religious and non-religious worldviews in a way that enables them to embrace an academically rigorous understanding of their own personal worldview development. Such an approach offers an inclusive experience of religious
Lived Experience: Move beyond textbook descriptions to show how people actually live their faiths and beliefs. Real stories and experiences help challenge stereotypes and bring beliefs to life.
Use of Language: Choose terminology that respects different
religions and worldviews. Use words like 'some', 'many', and 'most' instead of 'all' when discussing beliefs – this shows pupils that religions aren't uniform.
Safe Spaces: Create an environment where pupils feel secure sharing their own beliefs and asking questions. This is essential for meaningful dialogue and learning.
3. Be strategic
This is important, ongoing work. It cannot all be done manageably at once (much like most of our curriculum development) so should be introduced, supported and embedded in a strategic and mindful way. Plan what your actions will be carefully, considering other school improvement areas, and ensure this work is given adequate and appropriate time, space and focus to be manageable and sustainable.
Curriculum Review: Choose one area of focus based on your key principles. Perhaps start with one year group or one unit of work.
Collaborate: Reach out to local faith communities and families willing to share their experiences. These connections bring authenticity to your teaching.
Remember, this isn't about adding more to your workload - it's about making RE more meaningful for our pupils. Start small, perhaps with one unit or year group, and build from there. Share ideas with colleagues, attend RE network meetings, and don't be afraid to ask questions.
In our diverse schools, helping children understand and respect different beliefs and perspectives is more important than ever.
This approach to RE might look different in every school: what matters is taking those first steps toward making RE more relevant, and engaging for all our pupils. By taking this approach, we're not just teaching RE - we're helping to build a more understanding and inclusive future.
How can Jigsaw RE help?
You may want to investigate the following Jigsaw RE resources to help you get started or continue your journey with embedding these practices:
1. In our ‘Introducing and Embedding a Worldview’s Approach’ Webinar we offer an example of an exercise that can be used in staff meetings to encourage staff to selfreflect on their own worldview.
2. Our Welcome to Worldviews series running throughout the Spring Term may be helpful for expanding staff’s knowledge about a wide variety of worldviews.
Enquiry approaches: Encourage pupils to explore and question different worldviews, developing their critical thinking skills.
CPD: Stay connected with other RE teachers, attend workshops, and keep learning. This work is a journey, not a destination.
3. You may wish to use our Subject Leader’s Audit document to help you identify strengths and weaknesses of your RE curriculum, allowing you to establish priority areas to focus on first.
4. Jigsaw RE schools may wish to join our Facebook Group to share tips and ideas.
Trusted education expert, Dave, offers thoughtful advice and guidance on a range of educational and pastoral challenges. With years of experience as a pastoral head, Dave believes that "happy children learn," and his responses highlight the importance of supporting students’ well-being to help them thrive both in and out of the classroom.
AWhere can I find information on which documents I can put on my school website?
There are many documents and articles available online designed to help schools with a variety of
issues. For Jigsaw PSHE, there is an area of the portal which you may find helpful, which can be found here:
Here, you can find a guidance document on what can be shared with parents and carers, as some content should not be available for the public to access and needs to be password protected if you wish parents and carers to be able to access this. In addition to this, there is a section called 'Public Documents', which shows the group of documents that are suitable for free and open general use on your school website to indicate to parents/carers the curriculum content that Jigsaw covers.
For Jigsaw RE there is some helpful information for parents and carers that you are able to share on your school's website that can be found here:
This includes information for parents about Jigsaw RE, as well as a sample script that you are able to amend and put on your school website.
I teach PSHE with mixed age classes. Is there anything on the portal that can help me structure these?
At Jigsaw we are always keen to hear about how our schools are getting on – through this we are
able to provide guidance on a range of issues that we may not originally have considered. We are increasingly aware of mixed age classes being taught so have provided some documents to help schools use the Jigsaw materials in these situations. There is an area of the portal which will be helpful to you when using Jigsaw PSHE with mixed age classes,
which can be found here:
Here, you can find documents on Adapting Jigsaw and Composite Classes. There is a webinar recording on composite classes, which may also be helpful to watch:
For those using Jigsaw RE with composite classes an updated article has been written recently to help and can be found in the community area:
Where can I find mapping documents for Jigsaw RE?
At Jigsaw RE we love a mapping document! We have provided Jigsaw RE Overviews by worldview and age-
phase to support schools in making an appropriate selection of worldviews and progression for their setting. Please check these against the requirements of your locally agreed RE syllabus. These overview mapping documents can be found in the 'Getting Started' section of the Jigsaw RE Materials:
However, you can also find an Editable Curriculum Map as well as an Editable Skills Ladder in the Mapping Documents section of the Community area:
Help, Dave! There are too many RE enquiries I cannot cover them all!
Do not worry – there are deliberately too many enquiries! This has been done as there are over 150 different
RE syllabi currently in use in England and they differ hugely. In some syllabi certain worldviews need to be taught earlier than in others so we have created many enquiries for up to nine different worldviews – these cannot all be covered in full during the
primary phase. Schools need to check what their local syllabus says and bear in mind their context before deciding which worldviews to cover. The excellent Jigsaw RE advisors can help with curriculum mapping on request.
What is Jigsaw RE’s approach to my locally agreed RE syllabus?
At Jigsaw RE we are always keen to make schools aware of their locally agreed syllabus. This document
sets out your RE requirements. As we recognise how important the syllabus is we offer a free mapping service which aims to show how Jigsaw RE could be the vehicle to cover the majority of the syllabus. We also try to make schools aware that no mapping service can offer total coverage and encourage schools to add to our materials in order to ensure compliance.
A local syllabus has a five-year cycle so when it is renewed, please let us know and we will map to the newest document. When a new syllabus is released, there is often some really helpful training arranged to accompany it, so it is always worth checking out the situation with your local SACRE.
Got a question for Dave? Overwhelmed with lesson plans? Need advice on how to support your students? Get in touch at:
Simply take a picture of you and your class participating in a ‘Mindful Moment’!
You can take some inspiration from our own Mindful Moment section later on in the Magazine (page 33).
Post the picture, make sure you follow us and tag us on social media with the #JigsawMindfulMoment OR Submit your entry to schoolsupport@jigsaweducationgroup.com with the Subject Line: #JigsawMindfulMoment will be announced Friday 4th April! Good luck!
The roots of Jigsaw emerged as early as 2010, when Jan Lever MBE was working as an education consultant in Poole Local Education Authority. Teachers loved the innovative and progressive syllabus that was taught at the time, but wanted help writing the lesson plans. A medium-term scheme of work came to fruition, that removed the mental load of having to calculate what aspects of each worldview to cover every year, a welcome resource for many teachers who even today still don’t receive a lot of training in Religious Education. It became so popular, that soon it had reached between 60 and 80 schools in Poole and Bournemouth, and requests were coming in from across the country, to have this scheme or work adapted for their own Locally Agreed Syllabus. The programme was revised, it was mapped to 150 agreed syllabi across the country, and Discovery RE was born.
A year after publishing Discovery RE, Jan set out to create Jigsaw, the mindful approach to PSHE, designed for children aged 3-12. Drawing on her deep understanding of education, child development, and emotional well-being, she aimed to craft a comprehensive, progressive scheme that not only met curriculum requirements but also nurtured children's personal, social, and emotional growth. By integrating mindfulness, Jigsaw was conceptualised as a unique, holistic approach to PSHE, supporting both teachers and pupils in developing resilience, emotional literacy, and a strong sense of self.
In 2015, Jigsaw Families was launched as a one-of-a-kind programme designed to extend the impact of Jigsaw PSHE beyond the classroom and into the wider community. Recognising that children thrive when their support networks are strong, the programme equips parents and carers with the knowledge, skills, and confidence to build healthy, loving relationships based on psychology and attachment theory. Delivered in an informal and friendly setting, Jigsaw Families provides a safe space to explore the challenges of parenting, offering practical strategies to meet families’ needs while fostering stronger connections with schools and the wider community.
In 2013, Jigsaw, the mindful approach to PSHE, launched as a complete, structured programme for primary schools, providing a progressive and engaging curriculum for children aged 3-12. Designed to be easy to use for teachers while meeting statutory requirements, the programme quickly gained recognition for its holistic approach, helping pupils develop resilience, selfawareness, and essential life skills in an inclusive and supportive learning environment.
As Jigsaw, the mindful approach to PSHE, gained recognition across the UK, its impact began to extend internationally. Schools around the world saw the value, leading to its adoption in diverse educational settings. With adaptations to suit different cultures and curricula, Jigsaw has continued to support children’s well-being and resilience on a global scale, reinforcing its mission to nurture confident, compassionate, and emotionally literate young people wherever they learn.
In 2021, Jigsaw took a major step forward with the development of the Jigsaw Portal and a new membership model for schools, enhancing access to high-quality PSHE resources and support. This digital platform provided teachers with an intuitive, central hub for lesson materials, training, and ongoing updates, making delivery even more seamless and effective. Alongside this innovation, the Jigsaw team expanded, bringing in new expertise to further support schools and ensure that the programme continued to evolve in response to the changing needs of educators and pupils.
The launch of Jigsaw PSHE 11-16 marked a significant expansion of the programme, bringing its mindful, progressive approach to secondary education. With a strong focus on supporting students through the challenges of adolescence, the programme quickly gained traction reaching 133 schools across the UK and six international schools. By equipping young people with essential life skills, emotional resilience, and a deeper understanding of themselves and the world around them, Jigsaw PSHE 11-16 continues to make a meaningful impact on both students and educators.
Looking ahead to 2025, Jigsaw is committed to evolving and staying ahead of the curve. As we continue to reach more schools and support even more children, educators, and families, we’ll remain firmly focused on ensuring our programmes stay compliant with statutory guidance, no matter what changes arise. With the growing emphasis on well-being in education, Jigsaw is well-placed to adapt to new challenges, expand our digital resources, strengthen our international presence, and adapt to the changing landscape of education. We remain dedicated to supporting schools in fostering the knowledge, skills, and resilience young people need to navigate life with confidence, now and in the future.
In this article, Becky Peckham, Training Co-ordinator, delves into the significance of CPD for teachers, how it impacts mental health and well-being and the benefits it has on the young people we teach.
Intheever-evolvinglandscapeofeducation,theroleof teachersisbecomingincreasinglycomplexanddemanding. Tonavigatethesechallengeseffectively,teachersneed
accesstocontinuouslearningopportunitiesthathelpthem enhancetheirskills,stayupdatedwitheducationaltrends,and maintaintheirenthusiasmforteaching.Thisiswhere ContinuingProfessionalDevelopment(CPD)comesintoplay. CPDisnotjustavaluabletoolforimprovingteachingpractices; itisalsocrucialforretainingdedicatededucatorsinthe professionandsupportingwell-being.Butworkload,time constraintsandeaseofaccesscanmeanitdropsdownthe prioritylist.
Inmy18yearsasateacher,IfrequentlyquestionedwhetherI stillhadthepassionandenthusiasmtogetupeachmorning andgointoschoolanddothethingthatIlovethemost. Changesinleadership,inspections,observations,planningand apackedtimetablewouldoftenleavemefeelingstressed.But whatkeptmeintheprofessionforsolongwastheyoung peoplethatItaught.
Teachingisavocation,awayoflife,itbecomespartofyour personality.Keepingchildrenattheheartofeverythingwedo becomesourdrivingforcetocontinuallyprogressforthe youngpeopleinfrontofuseveryday.Wemustcontinueto evolveandcan’tstandstill.CPDplaysabigroleinthisbutit cannotbecomesomethingelseonourtodolist.Inanalready packedtimetable,schoolsmustmakeprofessional developmentapriority,asithassomanybenefitsforteachers andourpupils.
TeacherswhoengageinCPDoftenreporthigherlevelsofjob satisfaction;itprovidesthemwiththetoolstoovercome classroomchallenges,leadingtoasenseofaccomplishment andprofessionalgrowth.Rajendranetal.(2023)highlighthow ‘engagedparticipationinwell-designedCPDinitiatives positivelycorrelateswithincreasedteacherjobsatisfaction, heightenedinstructionalefficacy,andagreaterlikelihoodof remainingwithintheprofession.’[i]
CPDcanhelpmitigateburnoutbyofferingsupportand strategiesformanagingstress.Forexample,mindfulness
[i] Rajendran, J., Santhi V., J. & Chauhan, R.K., Singh, L. (2023). The Impact of Continuous Professional Development on Teacher Retention and Performance. Harbin Gongcheng Daxue Xuebao/Journal of Harbin Engineering University. 44 No. 8. 1348-1356.
trainingandresilience-buildingworkshops canequipteacherswithtechniquesto maintaintheirwell-beingandcopewiththe demandsoftheirjob.OnMarch182025, award-winningLiggyWebbwillbedelivering alivewebinarwithJigsawonhowtoprevent burnoutinteaching.Sheisrecognisedasa thoughtleaderworkingwithawiderangeof organisationsincludingtheNHS,United Nations,DisneyandMacmillian,helping peopletobemoreresilient,agileand healthyinavolatile,uncertainandhighly complexworld.
CPDofteninvolvescollaborativelearning experiences,suchasworkshops,peer observationsandprofessionallearning communities.Theseinteractionsfostera senseofcamaraderieandmutualsupport amongeducators.Feelingpartofa supportiveprofessionalnetworkcan significantlyenhanceteachers'commitment totheirschoolsandtheprofession.Jigsaw providesnetworkmeetingswhereschools canmeetvirtuallytodiscussPSHEandRE topics,shareissueswithintheirsetting, highlightsuccessstoriesanddevelopbest practiceapproaches.
TailoredCPDprogrammesthataddress specificareasofimprovementorinterest canmaketeachersfeelthattheir professionalneedsarebeingmet.This personalisedapproachnotonlyenhances theirskillsbutalsodemonstratesthatthe institutionvaluestheirgrowthand development,furtherboostingtheirloyalty. AMay2024Ofstedpaperonprofessional developmentinschools[ii]statedthatthere isno‘onesizefitsall’solutionforteacher
development.Inschoolswithastrongteacher developmentoffer,leadersprovidedstaffwith avarietyofopportunities,bothinternally deliveredandexternallysourced.Jigsawoffers bespoketrainingpackagesthatcanmeetyour needs,includingrefreshersoncurrent guidance,practicalwaysofteachingRSHEor howtoteachaworldviewsapproachtoRE. Followthelinktofindoutmore.
TeacherswhoengageinCPDarebetter equippedtoprovidehigh-qualityinstruction, whichleadstoimprovedstudentoutcomes. Whenteachersseethepositiveimpactoftheir effortsonstudentlearningandsuccess,it reinforcestheirsenseofpurposeand fulfilmentintheirroles,makingthemmore likelytostayintheprofession.Robinsonetal’s research(2007)highlightsthatthemost effectivewaythatleaderscanimprove outcomesforyoungpeopleistofocuson professionaldevelopment[iii].Itmaybe surprisingbutfocussingonthisratherthanon thequalityofteachingalonebringsgreater improvementforlearneroutcomes(Teacher DevelopmentTrust,2024)[iv].
Allofthisrequiresschoolstoringfencetimein theschoolweektoengageinmeaningful professionaldevelopmentmeetingswhich focusonenhancingindividualskillsets. Investinginteachersisgoingtocreatea positivechangearoundmorale,confidence
[ii] Ofsted. (2024). Independent review of teachers’ professional development in schools: phase 2 findingsGOV.UK
[iii] Robinson, V.M.J., Lloyd, C., & Rowe, K.J. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership type. Educational Administration Quarterly, 44(5)635-674
[iv] Teacher Development Trust. (2024). Why is CPD so important? - Teacher Development Trust
andjobsatisfaction,eventuallyimproving retention.LiggyWebbsays,‘Investinginyour workforceisnotjustastrategy;it'sa commitmenttobuildingapositiveand sustainableculture.Whenyouinvestinyour people,youinvestinyourfuturesuccess’.[v]
AtJigsaw,weareawareofthesepressures andhavecreatedbite-sizedwebinarsthat teacherscanwatchanytime,givingthem flexibilitybutalsocreatingtopicsthatwill enhanceyourpracticeandfurtheryour subjectknowledge.Thesecanbewatched duringstaffmeetings,departmentalorphase planningtimeorwhileyouarecookingdinner athome.
ContinuingProfessionalDevelopment(CPD) isapowerfultoolforenhancingteachers' skills,boostingtheirjobsatisfaction,and ultimatelyensuringhighqualityeducationfor youngpeople.ATeacherTappsurvey(2021) highlightedthat93%ofteachersbelievethat CPDwouldmakethemabetterteacher[vi]. Thisdemonstratesthestrengthoffeelingthat professionaldevelopmentiscrucialfor teachers’growthandeffectivenessinthe classroom.
ByinvestinginCPD,schoolscancreatea supportiveanddynamicteaching environmentthatencourageseducatorsto stayintheprofession.Asthedemandson teacherscontinuetoevolve,theimportance ofCPDinfosteringaresilientandeffective teachingworkforcecannotbeoverstated.By prioritisingprofessionaldevelopment,wecan ensurethatteachersremainpassionate, knowledgeable,andcommittedtoshapingthe futureofeducation.
[v] Webb, L. (2024). [vi] Ford I. (2021). Research: What do teachers really think of CPD? Teacher Tapp and Schools Week.
Becky Peckham has been teaching in Primary schools for 18 years with experience of KS1 and KS2. She has a passion for teaching PSHE and developing a whole school approach and believes this is the key to a happy school environment where children ultimately thrive. She currently works for Jigsaw as the Families Lead and Training Co-ordinator. When Becky isn’t working she can be found on walks with her dog or standing on the side lines of a rugby or football pitch cheering on her teenage boys.
We are proud to be partnered with the charity World Book Day® to celebrate the fun of reading and inspire imaginative outdoor learning to support social and emotional learning in PSHE. We have created an engaging pack of FREE resources for Primary and Secondary settings as an extension of the Jigsaw Outdoors programme, combining reading, play, and nature to bring books to life in innovative and inclusive ways using sticks, shadows, and other natural materials.
3-12RESOURCES 11-16RESOURCES
Tuesday 4th March, 3:45pm
Join our Jigsaw PSHE 3-12 network meeting, led by Sarah Brough. This interactive session offers teachers a chance to share ideas, questions, and experiences in using Jigsaw to develop best practice. Discuss topical issues around PSHE/RSE and explore how Jigsaw can support your school's needs. You'll also have the opportunity to provide feedback on resources and suggest improvements. Open to all Jigsaw PSHE schools, both in the UK and internationally.
REGISTER
Explore how worldviews teach kindness with Jigsaw RE's exciting resources. Each day focuses on kindness through animations, reflection questions, a Random Acts of Kindness Challenge, a digital game, and a class activity. Students will practise kindness in a supportive environment, building confidence to spread it further. Wrap up the week by awarding your class a certificate for their acts of kindness! Mark your calendar: Random Acts of Kindness Week runs February 9th-15th! Welcome to Worldviews Webinar Series
It’s Children’s Dental Health Month in February!
Our new Jigsaw Outdoors Winter Assembly, 'Making a Choice', is now available on the portal for all our Jigsaw PSHE 3-11/12 schools and can be used to enhance the Dreams and Goals Puzzle. Our four new Jigsaw Outdoors assemblies for this academic year are designed to enhance teaching and learning in PSHE, whilst encouraging children to connect with the natural world throughout the year.
Jigsaw is supporting February's Children's Dental Health Month, with interactive and engaging lessons focusing on essential habits such as proper brushing, smart food choices and regular dental visits - skills that build the foundation for lifelong healthy smiles. Whilst Jigsaw PSHE already integrates age-appropriate dental health education into its Healthy Me lessons, these optional standalone lessons for KS2 and KS3 offer extra support for schools during this month.
Join us for our live webinars running throughout the Spring term. Can’t make it? Don’t worry! Recordings are be available for you to catch up anytime.
REGISTER CATCHUP
Our new Healthy Me assemblies are now ready for you to use in your school to further support the Healthy Me learning that is happening across the school. The weekly assemblies tie directly into the optional Weekly Celebration themes, so you can use them to really encourage pupils to look for the positive attitudes and behaviours that they learn about in Jigsaw lessons.
Keeping teachers up-to-date with key events and happenings in the academic calendar Here, you'll find a list of upcoming dates that are important for schools, along with any events where Jigsaw has created free resources to support your teaching It's your go-to spot to stay informed and access helpful materials to enhance your lessons
Children’s Mental Health Week
ACCESSRESOURCES
Children’s Mental Health Week 2025, with the theme "Know Yourself, Grow Yourself", was a fantastic opportunity for schools and families to focus on emotional expression. Place2Be’s free resources were packed with practical tips and activities that helped schools guide children and young people in exploring and expressing their emotions. If you missed out, it's never too late to revisit these invaluable resources and continue supporting your students' mental well-being.
ACCESSHERE
Thank you to all the schools that entered the competition to be the new Voice of Jigsaw. Our panel of judges have listened carefully to every entry and are pleased to announce that the winner is St Thomas More Catholic Primary School!
BWRESOURCES
They will have the privilege of recording the new set of Jigsaw songs with our song composer Ryan Hanlon, and will feature in our programmes and inspire schools across the Jigsaw community. We can’t wait to hear your amazing voices on the Portal soon!
International Stand Up to Bullying Day
International Stand Up to Bullying Day is a powerful reminder of the importance of creating supportive, inclusive environments where everyone feels valued. If you’re looking for resources to help your students understand bullying and how to stand up against it, take a look at our AntiBullying Week materials from last year. They’re filled with valuable activities and guidance to help you make a positive impact and encourage your students to speak out for kindness and inclusion.
ACCESSHERE
‘Healthy Me’ content for EYFS - NOW Available!
We have updated Lesson plans for Ages 3-4 and 4-5 in Jigsaw PSHE including: 'Let Me Play' overview for the puzzle, supporting learning through play
New resources
Home learning
Slides for F2
ACCESSHERE
REGISTER
UK Safer Internet Centre have created a range of resources to help you deliver sessions for Safer Internet Day. These educational resources have been specifically designed to support educators in delivering messages about their campaign theme of scams online. They have created free resources for use with 3-7, 7-11, 11-14 and 14-18 year olds, with each resource pack containing presentation slides, activities and also an assembly for the whole school. Also available in Welsh and Irish Language.
ACCESSRESOURCES
A community page for Jigsaw PSHE Schools and Teachers to share their experiences, thoughts, good practice and openly discuss teaching, well-being and PSHE.
Stay updated with the latest insights, best practice, connect with fellow educators and professionals.
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A vibrant and supportive community of educators, parents, and school leaders. We share inspiring content, useful tips, and free resources.
Connect with us on social media for the latest insights, updates, and a supportive community of like-minded educators. Follow Jigsaw Education to stay informed and be inspired!
A community page for Jigsaw PSHE Schools and Teachers to share their experiences, thoughts, good practice and openly discuss teaching, well-being and PSHE.
Stay connected with our growing community!
A go-to hub for free webinars and training videos designed to support your professional development.
very day, millions of children walk through school gates asking themselves the same unspoken question: "Do I belong here?" The answer shapes not only their academic success but their entire developmental journey.
When children feel they belong, they grow into confident learners who contribute positively to their communities Yet for many young people, finding this sense of belonging remains a daily challenge
From Maslow’s (1954) research to more recent social safety theorists such as Slavich (2020), a clear correlation can be determined between belonging and human development The evidence supports the notion that when children feel they belong, they:
Develop emotional security that enables confident learning
Show greater agency in their educational journey.
Contribute more actively to their learning communities
The National Children's Bureau's (NCB) ‘Belonging Matters’ review (2024) also presents a wide range of robust evidence showing that those schools fostering inclusive environments see measurable improvements in pupil outcomes Likewise, international partnerships, such as the Building Belonging Project, help us to understand the science of belonging within a global context, bringing experts from
different fields together to help educators bring about positive and inclusive change Therefore, there is broad agreement on the importance of belonging and creating school environments where children feel valued, accepted, and secure
However, PISA (2022) data reported that only 63% of pupils in England felt like they ‘belong’ in their school compared to 75% on average across other OECD countries, as well as highlighting that the UK’s 15-year-olds have the lowest life satisfaction in Europe So, there is clearly more that we need to do to create belonging in our schools
Research demonstrates multiple interconnected factors that have an impact on pupils’ sense of belonging However, there are two key areas for us to focus on:
Strong teacher-pupil relationships correlate significantly with improved academic outcomes and pupil well-being, with studies demonstrating how positive relationships with both peers and
adults in school strengthen pupils' connection to their learning community (NCB, 2024) This connection is also seen
Only 63% of pupils in England felt like they ‘belong’ in their school.
PISA (2022) data
to relate directly to enhanced academic performance and personal development beyond the classroom
Educational institutions must actively work to nurture cultural differences and create positive intergroup dynamics, including curriculum design that reflects diverse identities Research demonstrates how children from minority ethnic backgrounds face additional challenges in developing a sense of belonging through encountering stereotyping and social stigmatisation that impedes their connection to school (Kuttner, 2023)
So what are the evidence-based strategies for building a sense of belonging?
Research points to several key approaches that schools can implement:
Strong teacher-pupil relationships correlate significantly with improved academic outcomes and pupil well-being, with studies demonstrating how positive relationships with both peers and adults in school strengthen pupils' connection to
their learning community (NCB, 2024) This connection is also seen to relate directly to enhanced academic performance and personal development beyond the classroom
Physical safety provides the foundation, but emotional safety transforms educational environments Pupils require spaces where they can express thoughts and feelings without judgement This necessitates consistent policies, active supervision of common areas, and structured opportunities for open dialogue including through dedicated time for high-quality PSHE
Research reveals that schools embracing diverse pupil populations foster stronger belonging across all demographic groups (Graham et al , 2022) When pupils see positive representations of differences - whether in race, culture, ability, sexuality or other aspects of identity - it enhances their sense of agency and engagement with the school environment.
Research consistently shows that effective belonging strategies must work for all children, regardless of their background, abilities, or circumstances
The NCB's ‘Belonging Matters’ review emphasises that universal approaches, when thoughtfully implemented, benefit every child while particularly supporting those who might otherwise feel marginalised
Jigsaw PSHE translates these research findings into practical, inclusive strategies that support belonging for every member of the school community in the following ways
Emotional security and literacy underpin belonging (NCB, 2024) and can be developed through:
Structured mindfulness practices that are accessible to those with different learning needs
Evidence-based activities with carefully planned distancing techniques that create safe spaces for all pupils to explore identity, share experiences, and develop self-awareness
A comprehensive resilience toolkit enabling early identification of pupils needing additional support, whilst building resilience across the whole school community
Genuine inclusion requires structured opportunities for meaningful interaction (Graham et al , 2022), for example through:
Carefully planned discussions where diverse perspectives enrich collective learning
Regular opportunities for every child to contribute in a range of different ways e g individual reflection, paired work, group discussion, use of miniwhiteboards
Connect Us activities that are designed to include children of all abilities
and backgrounds
Teaching strategies and lesson structures that build an inclusive and safe learning environment
Resources representing diverse families, cultures and experiences
Periods of change are particularly challenging for vulnerable children and can significantly impact their feelings of belonging (Mays, Jindal-Snape and Boyle, 2020). They can be supported through:
A spiral curriculum providing consistent themes that support all pupils through transitions
Flexible discussions accommodating different rates of development and understanding
Clear progression allowing every child to build on previous learning at their own pace, in a safe and supportive lesson structure that enables pupils to feel in control of what they share and when, including the right to pass
Belonging must extend beyond classroom walls (NCB, 2024) which can be supported by:
Providing editable resources to allow schools to reflect families from all
backgrounds
Offering materials that celebrate different cultures, traditions and ways of life
Including additional opportunities for drawing together whole school learning and reflection through assemblies, songs, weekly celebrations, games and end of unit shared products
Additional content that extends learning into the outdoors and in partnership with families
Children who understand and value diversity develop stronger belonging (Grey et al , 2018) which can be supported through:
Explicit teaching about difference and inclusion
of diverse identities and experiences
Activities that help children recognise and challenge stereotypes
Creating schools where every child belongs requires whole-school, systematic implementation of evidence-based practices
Through structured support, consistent approaches, and practical tools, schools can build environments where children thrive The evidence-base highlights clear strategies that can be adapted for each and every school, to reflect the diversity of the communities they serve.
2
1 Graham et al (2022) Do I Fit in: Race/ethnicity and feelings of belonging at school
3
Department for Education (2023) PISA 2022 National Report for England PISA 2022: national report for England - GOV UK
Kuttner P J (2023) The Right to Belong in School: A Critical, Transdisciplinary Conceptualization of School Belonging AERA Open, 9
Maslow, A H (1954) Motivation and personality Harpers 4
5
Mays, D , Jindal-Snape, D and Boyle, C (2020) Transitions of Children with Additional Support Needs across Stages Sense Publishers
6
National Childhood Bureau (2024) School Belonging - A Literature Review 2024 2 pdf (ncb org uk)
8
Slavich, G (2020) Social Safety Theory: A Biologically Based Evolutionary Perspective on Life Stress, Health, and Behaviour Annu Rev Clin Psychol 2020 May 7;16:265-295
7 The Building Belonging Project Building Belonging Project – Helping teachers understand the importance of belonging
Sarah Brough is a qualified primary school teacher who moved into advisory work, supporting PSHE and Healthy Schools initiatives across two local authorities. She brings extensive experience in primary education and PSHE development to her current role as Programme Lead for Jigsaw PSHE 3-11/12 at Jigsaw Education Group. Sarah's expertise spans the primary phase, with a particular focus on delivering highquality PSHE education and supporting other educators through the Jigsaw 3-11 programme. Outside of work, Sarah enjoys walking her dog, discovering board games with her family, attempts to keep fit while dreaming of future travels, and can occasionally be found embracing karaoke.
In today's rapidly evolving digital landscape, supporting young people's understanding of online safety and pornography has never been more crucial.
Recent findings from the Children's Commissioner's Office (2023) presents compelling evidence about young people's experiences online. Their research, drawing from focus groups with teenagers aged 13-19 and a survey of 1,000 young people aged 1621, revealed that 64% had encountered online pornography. Perhaps most concerningly, the average age of first exposure was just 13 years old, with statistics showing 10% had seen it by age nine, and 27% by age eleven.
Research by the British Board of Film Classification (BBFC) also found a significant disconnect between parental awareness and reality: 75% of parents believed their child had not seen pornography, while in fact, over 50% had. Parents often underestimate both access to and impact of inappropriate online content. Many believe online content is like traditional ‘off the shelf’ magazine-style
The reality is that young people can be exposed to content that is much more aggressive and explicit in nature.
pornography, when the reality is that young people can be exposed to content that is much more aggressive and explicit in nature.
Research indicates that early exposure to inappropriate content can increase risks of:
Sexual, relational and body dissatisfaction
Relationship difficulties
Distorted perceptions about relationships
Sexual coercion and aggression
Wider unethical behaviour and passive
bystanding
Sexism and objectification
The digital landscape our students navigate daily is complex and often overwhelming. Through early educational intervention, we can equip young people with the critical thinking skills they need to make informed decisions about their online activities. More importantly, we can help them develop healthy relationships, both with themselves and others, while understanding the crucial difference between media representations and reality.
What makes the Jigsaw PSHE programme particularly effective is its carefully structured
spiral approach. Beginning in Year 7, students explore fundamental concepts like online safety and healthy relationships, gradually building their understanding through ageappropriate content and discussions.
By Year 9, they're ready to engage with more complex topics, including critical analysis of online content and the importance of consent. As students progress into Years 10 and 11, the programme develops their understanding further, incorporating discussions about legal frameworks, self-worth, and managing peer pressure. This careful advancement ensures that students build their knowledge and confidence steadily, with each year building upon previous learning.
One of the most challenging aspects of teaching sensitive topics is creating an environment where students feel safe to learn and discuss. The key lies in establishing clear boundaries while maintaining an inclusive atmosphere. To enable this, it is important that a shared charter or ‘ground rules’ are discussed, agreed and co-owned at the beginning of each lesson. Rather than using shock tactics or fear-based approaches, the focus should be on prevention, protection, and positive psychology.
Many teachers understandably feel apprehensive about addressing sensitive topics. The Jigsaw programme provides practical solutions, such as using question boxes for difficult queries and pre-planning responses to challenging questions. Remember, it's perfectly acceptable to acknowledge when you don't know an answer - in fact, this models important behaviour for students.
Parental engagement is crucial for successful PSHE education. By keeping parents informed about curriculum content and providing a guidance for home discussions, we can create a supportive network around our students. This partnership approach helps reinforce learning and ensures consistency in messaging. We recommend that this is built throughout the year not just when sensitive topics are being taught or discussed in a classroom.
Rather than focusing solely on problems, it’s important to emphasise solutions and positive outcomes. This approach helps students develop resilience, critical thinking skills, and the ability to make informed choices about their online and offline lives. The emphasis on core values and ethical relationships creates a foundation for healthy decision-making. Exploring topics such as features of a positive, stable and balanced relationship, how to deal with unwanted images and the importance of a relationship with self (self-worth), are just some examples.
It's perfectly acceptable to acknowledge when you don't know an answer - in fact, this models important behaviour for students.
Success in PSHE education isn't always easily quantifiable, but we see it in the growing confidence of our students, their improved understanding of key concepts, their ability to make informed choices, their increased critical thinking skills and digital literacy. A range of assessment strategies are important to build in to PSHE including knowledge-based retrieval, formative assessment and skill-based observations.
At its heart, this educational approach is about supporting student well-being. By helping students develop healthy relationships with technology, build positive self-image, and understand concepts like consent and boundaries, we're equipping them with life skills that extend far beyond the classroom.
What
can you expect to find within a Jigsaw lesson that specifically addresses topics such as pornography?
When addressing topics such as pornography and digital safety in the classroom, our lessons always approach with sensitivity and
professional awareness. The focus is on supporting young people as potential victims of algorithms and industry, rather than assuming universal exposure or promoting shame-based responses.
Teaching about these topics requires careful consideration of several key factors:
Distancing Techniques: We create safe discussion spaces using case studies and scenarios that allow students to engage with the topic without personal disclosure. This maintains professional boundaries while enabling meaningful learning.
Factual Information: We provide clear, age-appropriate information about risks and harms, focusing on building critical thinking skills rather than using shock tactics or fear-based approaches.
Supporting Disclosure
school. Teachers should make clear what confidentiality means and when information might need to be shared with safeguarding
As we continue to navigate the challenges of teaching sensitive topics in secondary schools, it's crucial to remember that we're not alone. With structured support from programmes like Jigsaw PSHE, we can approach these important conversations with confidence, knowing we're helping our students develop the skills and understanding they need for their future.
The reality is that our students are growing up in an increasingly complex digital world. By providing comprehensive, ageappropriate education about online safety and relationships, we're not just fulfilling our curriculum requirementswe're helping to shape informed, confident, and resilient young people who are better equipped to navigate the challenges of modern life. Remember, our goal isn’t to shock or frighten but to inform and empower.
How are you approaching these topics in your classroom? What challenges have you faced? What successes have you celebrated?
Explore how Jigsaw PSHE can you support you in handling sensitive topics in the classroom with confidence.
while maintaining professional boundaries. Using appropriate terminology and avoiding assumptions about student experiences helps create a respectful, professional atmosphere where learning can flourish.
Bethan Hall has over 14 years of teaching experience in primary and secondary schools. As Programme Lead for Jigsaw 11-16 PSHE, she holds a strong belief that children and young people should always be central to PSHE education. She began her career as a Secondary PE teacher, becoming the PSHE lead and designing curriculum materials across key stages. As Head of PE at an Independent Primary School and Deputy DSL, she gained insights into PSHE curriculum needs across different age groups and how a strong PSHE curriculum can safeguard students. Bethan has also worked at Bishop Grosseteste University as a visiting tutor and is passionate about supporting teachers. Outside of education, Bethan teaches ballet, plays netball, and enjoys family time.
Transitions can be busy and distracting, so take a short pause between lessons. A deep breath, a quiet moment, or a quick stretch can help reset the mind and body, making it easier to move into the next task with focus and clarity
A space where mindfulness takes centre stage. At Jigsaw, we believe in the power of mindfulness to enrich both our lives and the lives of our students. Whether you’re looking to add some clarity and awareness to your own day or share mindful practices with your class, why not try them yourself or share them with your class to bring a little more mindfulness to your school day?
Before diving into lessons, take a moment as a class to sit quietly, take three deep breaths, and set a positive intention for the day. Whether it's staying focused, being kind, or simply enjoying learning, this small ritual helps everyone feel more present and ready
Before heading home, take a moment to reflect on something positive from the day whether it's a kind word, a lesson enjoyed, or a small success Teachers and pupils can share their thoughts or write them down This simple practice helps to end the day on a calm and positive note
How do you practise mindfulness? Any ideas that can help your fellow educators?
From the teaching community at Jigsaw, and fellow educators across the world, we share what has helped us to help our students.
The pupils who challenge you the most are often the ones who remember you the longest Staying patient, fair, and compassionate even when it feels like you’re making no progress can have a lasting impact Keep showing up, keep supporting, and trust that your consistency makes a difference.
Challenging behaviour can stem from feeling overwhelmed Reduce cognitive overload by breaking instructions into smaller steps and offering clear, manageable tasks Praise progress along the way to build confidence and engagement
Dysregulated emotions can escalate behaviour Embed mindful strategies like Jigsaw Pause Points or Calm Me techniques into your lessons, whether for the whole class, small groups, or individual pupils A short moment of calm can help refocus and reset.
Connection before correction build trust and positive relationships with all pupils, especially those who struggle with behaviour Feeling seen, heard, and understood helps children develop the selfregulation skills they need over time.
Consistency is key set clear expectations, follow through fairly, and remain positive. Children need to know that boundaries are firm, but also that they are supported and valued, no matter their challenges.
Behaviour change takes time, so acknowledge even the smallest improvements A quiet "Well done for settling quickly today" or a nod of recognition can reinforce positive behaviour Consistent encouragement helps pupils feel seen and motivates them to keep trying.
Boost Your Skills with Upcoming CPD & Events
In the Ofsted Research Review in RE (2021), Ofsted emphasised the need for improved Continuing Professional Development (CPD) in Religious Education (RE) to ensure effective and highquality teaching.
It was observed that teachers need substantial support to develop deep and accurate subject knowledge, as understanding religious and non-religious traditions is complex. Regular training and resources to support teachers with this, enabling them to reach a shared consistent understanding of the subject and empower them to create engaging lessons that reflect the diversity and fluidity of worldviews, was therefore recommended.
However, in the Ofsted report "Deep and Meaningful? The Religious Education Subject Report" (2024), the need for better teacher CPD in Religious Education (RE) was still emphasised as a significant need. They found significant gaps in professional development, with over 60% of teachers having not received specific CPD in RE. They also highlighted how many teachers felt unsure about the concepts they were expected to teach and lacked confidence in their subject knowledge. This often led to misconceptions in lessons, such as oversimplified or inaccurate representations of religious and non-religious traditions. Most CPD they did see occurred sporadically, such as during the launch of a new syllabus or curriculum, but lacked systematic planning or follow-through. Schools often did not prioritise RE in their professional development plans, leaving subject leaders without adequate tools to address systemic issues in RE teaching
Within the RE community, teaching Religious Education using a religions and worldviews approach has been identified as a fundamental area for development within RE teaching for several key reasons:
Holistic Development
It supports students' personal, social, and spiritual growth by exploring diverse beliefs.
It avoids static stereotypes, instead reflecting the dynamic and evolving nature of beliefs.
Empathy and Respect Understanding varied worldviews fosters empathy, respect, and awareness of others' perspectives.
The approach recognises that everyone views the world through a personal lens, influencing individual decision-making.
Recordings of these Livestreams will be added to this playlist after the event has taken place:
January
16th - Sikhi
Explore professional development opportunities designed to help you teach, train, and thrive in your classroom! REGISTER CATCH UP
21st - Christianity
23rd - Islam
30th - Judaism
February
13th - Buddhism April 3rd - Baháʼí March 6th - Humanism
13th - Sanatana Dharma 20th Ethical Veganism
It is relevant to all pupils, respecting both religious and non-religious perspectives, therefore preparing students for a diverse society.
Jigsaw RE’s Welcome to Worldviews series is specifically designed to help empower teachers to teach highquality RE by addressing these two key issues. By providing free, worldview specific webinars, delivered and written by our team of specialist RE advisors, we aim to provide more teachers with the CPD they need to confidently and fully embed a range of worldviews in their RE curriculum. Children will therefore gain a broader understanding of the world around them, as well as develop their own worldview, enabling them to foster tolerance and respect in their day-to-day lives.
education, the role of technology, and the importance of mental health and well-being in schools.
Workshops & Demonstrations: Various interactive sessions will dive deeper into tools and strategies that help schools adapt to the changing educational landscape, including tailored solutions for PSHE and RE.
Networking Opportunities: Meet likeminded educators, professionals, and companies who are driving change in the sector. The networking zone will allow you to collaborate, share ideas, and build valuable connections.
Jigsaw Education is thrilled to be attending the SAAShow 2025, one of the most exciting events in the education events calendar, held at the London ExCeL Centre. This year, we can’t wait to connect with educators, innovators, and industry leaders to explore how we can work together to empower students and transform education through smart, effective, and engaging tools and resources.
The SAAShow is a fantastic opportunity for educators and industry professionals provide the education community with inspiring content, key updates and tangible solutions, to ensure they feel empowered to make positive change, navigate their most pressing challenges and improve outcomes for pupils. Whether you’re a headteacher, PSHE lead, RE lead, or any other key figure in education, this
event offers invaluable insights, innovative solutions, and networking opportunities. The day will be packed with keynotes, panel discussions, live demonstrations, and expert-led workshops, covering a wide range of topics including the latest trends in EdTech, student well-being, teacher CPD, and data-driven learning. Our team will be on hand at our stand, eager to show you how Jigsaw Education’s solutions are helping schools create a positive and impactful learning environment. Whether you’re looking to streamline your curriculum, improve student well-being, or enhance teacher CPD, Jigsaw has the tools and expertise to support your school’s needs.
The agenda for the day is bursting with opportunities to learn, explore, and innovate:
Keynote Speakers: Industry experts and thought leaders will kick off the event with inspiring talks on the future of
At Jigsaw Education, we’re particularly excited to showcase our comprehensive PSHE and RE programmes, designed to meet the needs of primary and secondary schools. Our curriculum fosters emotional resilience, critical thinking, empathy, and respect — skills that are essential for preparing students for the challenges of the modern world.
Whether you’re looking for solutions to help build a positive school culture, enhance your RE curriculum, or develop a more inclusive approach to PSHE, we have the tools you need. Our resources are designed to support teachers with easy-to-use materials, interactive activities, and CPD that builds both subject knowledge and confidence.
We’ll be on hand at our stand to chat about how Jigsaw can support your school and students further. Our team of experts are eager to discuss how our whole-school approach can transform teaching and learning in your classroom, with resources that are simple to implement, aligned to statutory guidelines, and tailored to your context.
Already a Jigsaw school? Come and say hello! We’d love to catch up and hear how your journey with us is going.
New to Jigsaw? This is your chance to see firsthand how we can help you make a real difference in your school community.
This year, we’re travelling across the country to meet passionate educators dedicated to making a positive impact on their students' lives. If you're attending, stop by and let us show you how Jigsaw can enhance your school community.
Already using Jigsaw? We’d love to catch up with you too!
Northern Education Show 26/06/2025
Bolton Stadium Hotel
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National Education Show 13/06/2025
Venue Cymru, Llandudno
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National Education Show 13/06/2025
Utilita Arena, Cardiff
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BWMATFest25 19/06/2025
Bath and Wells Showground, Shepton Mallet
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Watch this space as more dates get added later on in the year!
Festival of Education 03-04/07/2025
Wellington College, Crowthorne
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Schools North East Summit 16/10/2025
St James' Park, Newcastle
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Leeds City Council The Virtual School Leaders Conference and Exhibition 2025 06/03/2025
Leeds United Football Club
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Eastern Education Show 19/06/2025
Newmarket Racecourse
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Schools and Academies Show 15/05/2025
London Excel
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Personal, Social and Emotional Development (PSED) is a fundamental area in early childhood education, establishing essential foundations for children’s overall growth. High-quality early education in PSED is linked to later success, including academic achievement and well-being[i]
Jigsaw has become a trusted partner for Early Years providers, offering resources and approaches that align with the unique needs of this foundational stage. Whether it's through carefully sequenced lesson plans or the newly introduced 'Let Me Play' enhanced provision, Jigsaw empowers practitioners to embrace the EYFS ethos of learning through play while delivering best practice in PSHE.
1. Learning through play with ‘Let Me Play’ Jigsaw recognises that play is central to children’s development[ii]. The ‘Let Me Play’ feature introduces creative, continuous, and enhanced provision ideas, both indoors and outdoors. The ‘invitations for play’ have been carefully designed in an open and flexible way to support the lesson’s learning intentions.
2. Inclusive and Flexible Lesson Plans
Designed in partnership with teachers and practitioners, Jigsaw’s EYFS lesson plans prioritise flexibility and inclusivity. Shorter sessions allow more time for children to explore, reflect, and engage, meeting the diverse needs of young learners. The teaching approaches used in the lessons offer a balanced approach to learning with a mix of adult-led and child-led learning.
3. Engaging and Meaningful Home Learning
The programme extends beyond the classroom with meaningful, family-friendly home learning resources. These activities strengthen family connections and ensure the continuity of PSHE learning at home. Working in partnership with parents and carers is central to the early years foundation stage (EYFS)[iii] and research shows that involving parents and carers in their children’s learning is the most important factor in enabling some children to do well regardless of background[iv].
4. Environment as the Third Teacher
Jigsaw embraces the concept of the learning environment as a powerful teacher. A wellplanned enabling environment for play and learning can have a positive impact on children[v]. From ‘Talking Tins’ that are designed to spark rich conversations to
suggestedrole-playandsmall-world resources,childrenaresurroundedby opportunitiestothink,createand communicateinawaythatsupportstheir ownideasandinterests.
5.AlignmentwithEYFSFrameworkand Pedagogy
EveryelementofJigsawforEYFS,fromits lessonstoitsresources,alignswiththeEYFS Framework,reflectingthePSEDareawhile seamlesslyconnectingtootherareasand theCharacteristicsofEffectiveLearning.For learningtobeimpactful,itmustbe meaningfultoachild,enablingthemtouse whattheyhavelearnedandapplyitinnew situations[vi].Theexperienceswoveninto thelessonplansencourageexploration, activeengagement,andthinkingcritically–keyskillsthatunderpinlifelonglearning.
6.SupportingPractitionerExpertise
Jigsawprovidespractitionerswith everythingtheyneedtosucceedwiththe programme.Thisincludesdetailedteaching materials(includingslidesforages4-5), printableresources,andeditablematerials, alongwithfreetrainingandongoingsupport. Thisensuresthatteacherscanfocuson deliveringimpactfullessonsthatresonate withtheirchildren,whilemaintainingthe flexibilitytoadapttotheirspecificneeds. Jigsawiscommittedtobestpracticeand supportsEYFSprovidersindeliveringhighqualityPSEDeducationthatprioritises children’swell-beinganddevelopment.
[i] Ofsted (2017). Bold beginnings - The Reception curriculum in a sample of good and outstanding primary schools
[ii] Early Education Coalition (2024). Birth to 5 Matters. Birthto5matters.org.uk/play [iii] Early Years Alliance (2019). Involving parents in their children’s learning. www.eyalliance.org.uk/involvingparents-their-children’s-learning
[iv] Department for Education (2024). Help for early years providers : Working in partnership with parents and carers [v] Early Education (2023). Enabling environments and their impact on children's learning - Early Education
[vi] Early Education Coalition (2024). Birth to 5 Matters. Overview – Characteristics of Effective Learning, and Areas of Learning and Development – Birth To 5 Matters
LEARN MORE ABOUT JIGSAW FOR EYFS
We have found that the children are actively listening more. They are more confident.
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Little Explorers Day Nursery
Atransformativeprogrammethatempowers familieswiththetoolsandconfidenceto buildstrong,healthyrelationships,focusing onemotionalwell-beingandpositive communication.
6 engaging, evidenceinformed sessions
Designed for adult & child Family Pairs – up to 10 pairs per programme
Practical strategies for communication, managing change, belonging & more
Mindfulness moments with Jigsaw Friends, Jonty & Jonty Junior
Inclusive & accessible to all families, fostering connection & confidence
It’s always amazing to see Jigsaw come to life in classrooms, and we love celebrating the brilliant ways schools are using our resources! This page showcases just a few of the fantastic moments you’ve shared – from creative PSHE lessons to engaging RE discussions Your enthusiasm and dedication inspire us, and we’d love to see even more! Keep tagging us in your posts and sharing your Jigsaw moments!
