No, Go, Tell! PSHE lesson plan
No, Go, Tell! is a ready-to-teach PSHE lesson for Early Years and Reception pupils (Year 0) that helps UK teachers introduce personal safety in a clear, structured way. The lesson gives teachers a simple framework for talking about feeling unsafe and knowing what to do next. Pupils learn to recognise when something feels wrong, understand simple steps for staying safe, and practise saying no, moving away and telling a trusted adult.
Keeping Safe & First Aid
Snapshot
No, Go, Tell!
This lesson gives teachers a structured way to introduce the No, Go, Tell! steps for staying safe.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unsafe situations and telling a trusted adult
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise when a situation or interaction feels unsafe or uncomfortable
recognise examples of behaviour that cross a personal boundary, such as unwanted touching or being asked to keep an unsafe secret
recognise that their body and personal space belong to them
Understand
understand the No, Go, Tell! steps as a simple response to unsafe situations
understand that asking a trusted adult for help is the right thing to do, not something to feel worried about
Practise
practise saying no clearly when something feels wrong
practise moving away from an unsafe or uncomfortable situation
practise identifying and naming a trusted adult they can tell
Who this lesson is for?
This lesson is designed for Early Years and Reception pupils (Year 0) who are beginning to learn about personal safety, boundaries and asking for help.
It is suitable for:
early years PSHE lessons
relationships education
pastoral care, circle time or form time
personal safety and protective behaviours teaching
whole class introductions to boundaries and consent
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing personal safety Use when pupils need a first, structured introduction to boundaries, consent and help-seeking.
Building classroom culture Use when reinforcing that pupils' bodies and feelings belong to them and that asking for help is always okay.
Practising safe responses Use when pupils are learning how to say no, move away and tell a trusted adult.
Reinforcing trusted adults Use when pupils need support identifying who they can go to for help at school and at home.
Preparing for transition Use when pupils are moving into new routines, settings or environments and need a refresher on safety steps.
Creating a structured PSHE discussion Use when you want a calm, teacher-led lesson on personal safety that does not need to follow a specific incident.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils benefit from simple, memorable language for recognising unsafe situations and knowing how to respond, well before they are likely to need it. Personal safety teaching works best when it is proactive. Giving pupils a clear process, such as No, Go, Tell!, helps them build confidence in everyday situations rather than relying on an adult to notice a problem first. This lesson supports a safer classroom and home environment by helping pupils understand that they are allowed to say no, move away from something that feels wrong, and tell a trusted adult without hesitation.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Body awareness Pupils learn that their body and personal space belong to them.
Boundary setting Pupils practise saying no clearly when something feels wrong.
Risk recognition Pupils learn to notice when a situation or interaction feels unsafe.
Help-seeking Pupils practise identifying and telling a trusted adult.
Protective behaviours Pupils learn a simple, repeatable process for responding to unsafe situations.
Confidence Pupils build confidence in using safety language in real situations.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share personal stories during discussion
Frame the discussion around general examples and scenarios, not personal disclosures
Identify trusted adults pupils can speak to at school
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use simple, concrete examples such as unwanted touching or being asked to keep an unsafe secret
Give pupils time to practise saying no and naming a trusted adult aloud
Keep language age-appropriate and avoid graphic detail
Allow pupils to respond through discussion, drawing or role-play depending on confidence
Supporting safe discussion
Reinforce that telling a trusted adult is always the right choice
Avoid describing classroom discussion as confidential, since safety concerns may need to be shared
Follow your school's safeguarding procedures if any concerns arise
Adaptation options
Use paired or small group talk for pupils who need more support with new vocabulary
Use drawing or picture prompts for pupils who are not yet confident with spoken responses
Spend more time on identifying trusted adults if pupils need extra support with this step
