PSHE Health and Education in School
Karen Monteith
Health Development Officer and
PSHE Project Developer
Health Improvement & Development Service
House Keeping
 Be responsible for your own learning
 Respond to the comment not the person
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Learning Outcomes
 To have the confidence, strategies and resources
to deliver PSHE
 To have an awareness of what support is available
in Portsmouth
 To have a better understanding of the health
profiles of Portsmouth
 To be able to apply the key principles of effective
PSHE teaching and learning in our own practice
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Welcome
 Introductions
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Why is health important to education?
 What do we mean by health?
 What role does education play?
 What are your responsibilities?
PSHE is a bridge between education and public health.
Chief Medical Officer, 2013
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What is health?
WHO definition of Health:
 Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity.
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Determinants of Health
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How pupils benefit from PSHE
 support the development of physically, emotionally and
socially healthy young people
 support the development of essential employability
skills for the 21st Century,
 reduce or remove barriers to learning, such as bullying,
low self-esteem, unhealthy/risky behaviours.
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How schools benefit from PSHE
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maximising academic achievement
‘Healthy School’ validation ; local health outcomes
fulfilling statutory duty to promote wellbeing;
promote the spiritual, moral, cultural, mental and
physical development of pupils;
 prepare pupils for the opportunities, responsibilities
and experiences of later life.
 fulfilling the expectations of the National Curriculum
 providing evidence for Ofsted judgements
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“It is difficult to see how safety and safeguarding can be good if
PSHE education provision is poor.
If pupils are kept ignorant of their human, physical and sexual rights;
or how to protect themselves and others, or know where to go to for
help, they are not being adequately safeguarded.”
[Janet Palmer HMI, 2014]
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Our role
 Young people’s needs change and we need to
respond effectively
 Focus on reducing risks and increasing resilience
 Skills and attributes rather than just knowledge
 Identify risk factors and protective factors
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People? Teaching?
Profile? Commitment?
Leadership & management?
Experience?
Pupils?
Time?
Resources?
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Internal or external opportunities
available for developing PSHE at
your school?
Health Improvement & Development Service
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People? Teaching?
Profile? Commitment?
Leadership & management?
Experience?
Pupils?
Time?
Resources?
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Internal or external conditions/
competing priorities/ changes etc
that might adversely affect PSHE
development at your school?
Risk factors
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Abuse
Neglect
Truanting
Early sexual behaviour
Antisocial behaviour
Exposed to parental substance misuse
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Protective factors
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Positive parenting
Sense of belonging in school and community
Positive peer relationships and adult relationships
Positive activities and hobbies
Support
There should be a universal requirement for schools to teach age
appropriate PSHE ... The evidence, along with the views of pupils,
teachers and parents, supports this position
Public Health England, July 2014
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Crunch moment
Knowledge skills and attributes
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Least effective teaching methods
 scare tactics and images
 knowledge-only approaches
 ex-users and the police as drug educators where their
input is not part of a wider prevention programme
 peer mentoring schemes that are not evidence-based
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Most effective teaching methods
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Relevant to pupils
Clear learning objectives and outcomes
Treated no differently to other subjects
Clear boundaries and ground rules
Questioning techniques to probe and deepen understanding
Consistent teaching
Delivered confidently
Open questions
Time to reflect
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OFSTED
All schools have a statutory duty to provide a broad,
balanced curriculum which promotes:
 wellbeing;
 the spiritual, moral, cultural, mental and physical
development of pupils;
 and prepare pupils for the opportunities,
responsibilities and experiences of later life.
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OFSTED’s key changes
 Emphasis on impact across all key judgements
 Impact of the culture of the school
 Importance of safeguarding as a golden thread
throughout all judgements, including the testing of
leaders’ work to meet the new Prevent Duty
 The importance of a broad and balanced
curriculum
 A brand new judgement – personal development,
behaviour and welfare
 Alignment of the judgements on early years and 16-19
study programmes
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Inspectors will evaluate to which the school
successfully promotes ad supports pupils’:
 Inspectors will evaluate the extent to which the school successfully
promotes and supports pupils’:
 •..employability skills so that they are well prepared for the next stage of
their education, employment, self-employment or training
 •understanding of how to keep themselves safe from relevant risks
such as abuse, sexual exploitation and extremism, including when using
the internet and social media
 •knowledge of how to keep themselves healthy, both emotionally
and physically, including through exercising and healthy eating
 •personal development, so that they are well prepared to respect others
and contribute to wider society and life in Britain.
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Safeguarding
We know we have a safeguarding culture when
 Children and learners feel safe
 Children and learners are aware of a range of
safeguarding matters, including domestic abuse or
sexual exploitation
 Children and learners are kept safe from the dangers
of radicalisation and extremism (implementation of
PREVENT duty)
 e-safety, relationships (including sexual relationships)
knives, water, fire, electricity, roads, railways
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We know we have a safeguarding
culture when:
 Effective action taken to prevent and tackle
discriminatory and derogatory language - disabilist,
homophobic, racist
 •Children and learners able to understand, respond to
and calculate risk effectively… (child sexual
exploitation, domestic violence, FGM, forced marriage,
substance misuse, gang activity, radicalisation and
extremism*) and are aware of support available to
them
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What this looks like in Primary
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Germs, personal hygiene and hand washing
Harmful household products and medicines
Road, water, fire and electrical safety
Basic emergency aid/accessing help
Legal and illegal drugs, their effects and risks
Judging what kind of physical contact is acceptable or
unacceptable
Internet and social media safety
How to resist peer-pressure and how to ask for help
Managing the ‘pressure’ or expectations I place on myself
Giving and receiving consent
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Activity
 Use local and national stats around the room for a quiz
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Milestones in a young persons life
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Go out for the first time
Cross my first busy road without someone to watch over me
Travel to school on my own for the first time
Have my first sleepover
Be offered my first taste of alcohol
Have my first kiss
Make a choice for my career path
Sign my first legally binding contract
Attend my first interview
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Preparation for a safe environment
 Openness but without personal stories
 Keeping the conversation in the room (but be clear on
limits of confidentiality)
 A non-judgmental approach
 The right to pass (& not putting people ‘on the spot’)
 Making no assumptions
 Listening to others (& commenting on what’s said, not
the person who said it)
 Use of appropriate language
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Distance the learning
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Stories/scenarios
Film/DVD/TV clip
Photo
Puppets
 “Imagine a boy or girl of about your age who lives and
goes to school round here…”
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Active options
Instead of:
• Being given information.
• Writing down what they
know
• Being told a number of
facts, or reasons for
something.
• Watching an entire
video then discussing
‘the message’.
• Whole class discussion.
• Being given answers.
• Reading about how to
do something.
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Try:
• Researching information.
• Preparing a presentation.
• Doing a card sort activity.
• Discussing timeline
questions at key
moments.
• ‘Think, pair, share’
discussion.
• Problem solving in
groups.
• Rehearsing skills through
role play.
Assessment and Evaluation
Assessment
Evaluation
• Looks in at the learning
• Is the use of activities to
gauge what has been
learnt and what needs to
be learnt.
• Looks out at the
experience
• Considers how effective
activities, approaches
and materials have been
in achieving the learning
objectives.
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Why Assess
1. To monitor our provision.
2. To give us and pupils (and parents) feedback about
their progress and how their learning might be
improved.
3. To provide tracking data for the school.
4. To improve learning and increase pupils’ motivation.
5. To classify pupils or give them a ‘level’.
6. To help pupils to reflect on and identify what they
have learnt.
7. To allow others to see the impact PSHE education is
having for learners and for whole-school outcomes.
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Tools for Assessment
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Questioning
Draw & Write
Brain storm / graffiti wall / mind map
‘The story so far’
Role play and scenarios
Mock TV or radio interviews
Blogs and podcasts
Presentations
Discussions
Quizzes
Written work including leaflets, projects, displays etc.
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Public Health
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What is it?
Who works there?
What do they do?
Why do they do it?
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Signposting and further reading
 The link between pupil health and wellbeing and attainment.
Public Health England Nov 2014
 PSHE education: a review of impact and effective practice.
Department for Education March 2015
 Promoting children and young people’s emotional health and
wellbeing. Public Health England March 2015
 The relationship between outstanding schools and outstanding
PSHE education. PSHE Association Nov 2014
 PSHE Association website
 Not yet good enough. PSHE in schools OFSTED May 2013
 www.areyousorted.co.uk
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