Safeguarding and specific areas of the
curriculum
Karen Summers PSHE & Citizenship Adviser
karen.summers@hertscc.gov.uk
www.hertsdirect.org
Today’s seminar
• How does (PSHE, Sex & Relationships
Education) provide learning opps for pupils to
develop knowledge, skills, understanding re
safeguarding?
• How does the OFSTED framework enable
school leaders to evaluate safeguarding within
the curriculum?
www.hertsdirect.org
PSHE : learning opps for Safeguarding
• Take responsibility – i.e. for needs of others –
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peer mentors, buddies, mediators
Feel positive about themselves/others – opps to
show what they can do/how much responsibility
they can take
Participate in schools decision making process
Make real choices/decisions about their own
learning environment
Meet/talk to people who offer support to young
people/families, i.e. community faith leaders,
community police officers
www.hertsdirect.org
PSHE : learning opps for Safeguarding
• Develop relationships through work/play with
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groups that have particular needs, children with
SEN, elderly
Consider personal, social & moral dilemmas that
they come across – i.e. encouraging
respect/understanding between different ethnic
groups
Use case studies, simulations, scenarios, drama
to explore issues, have time to reflect
Identify information & advice – i.e. Childline –
help self/others
www.hertsdirect.org
SRE : learning opps for Safeguarding
• Set boundaries, ground rules, working
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agreement with pupils & remind at appropriate
moments
Clarify confidentiality/risk of significant harm
Encourage taking of responsibility for what they
share/group working – be clear about what they
want to feedback
Access to confidential services – age
appropriate
Explore sensitive topics using ‘distancing’
techniques, i.e. role play, case studies
www.hertsdirect.org
What learning opportunities take place
in school to support pupils feeling
safe?
www.hertsdirect.org
How does the new OFSTED framework
help schools to evaluate safeguarding?
• A4.7 How effective are L & M – effectiveness of
safeguarding procedures
• A2.5 Pupil outcome – the extent to which pupils
feel safe
• Gathering the evidence for SEF– audit what
you do, what difference has it made?
• Data - use of pupil questionnaires/OFSTED
questionnaire, HABI survey, SEAL surveys,
Resilience prog, HRBQ, Tellus5, use national
surveys to benchmark your pupil response
www.hertsdirect.org
How does the new OFSTED framework
help schools to evaluate safeguarding?
Pupil outcome
A2.5 Keeping safe
Autumn 2009
(47 schools)
Outstanding
Good
Satisfactory
32%
57%
11%
Spring 2010
(42 schools)
36%
64%
www.hertsdirect.org