PDL and Healthy Schools
Network Meeting
Autumn Term 2013
Access more information on:
www.hants.gov.uk/hpdw
(the website for everything PDL and
Healthy Schools)
MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING
Extended schools
Extra curricular activities
Outdoor Education – e.g
Trailblazers
Citizenship
and Rights
Respect and
Responsibility,
Volunteering/
active
citizenship
e.g. peer
mentoring
Personal
Social Health
& economic
Education
(PSHE-PW)
PSHE-PW
Safety
Education
Study Support
&
Education for
sustainable
development
Functional
skills:
•Communication
•Numeracy
•ICT
•Working together
•Improving own
performance
•Problem solving
Personal learning
and thinking skills:
Team worker
Self-manager
Independent enquirer
Reflective learner
Creative thinker
Effective participator
Sex and
relationships
education (PSHE
PW)
Social, Emotional
Aspects of Learning
SEAL PSHE PW
Work related learning
PSHE EW
Helping children and young people to:
•Be Healthy,
•Stay Safe,
•Enjoy and Achieve,
•Make a Positive Contribution
• Have Economic Well Being
Religious
education
Physical
activity
Drugs education
incl. alcohol and
tobacco
Careers
education
and guidance
PSHE EW
Enterprise education
PSHE EW
Financial
capability PSHE
EW
Individual learning
plans & e-profiles
E-Profile AND PORTFOLIO –
ASSESSMENT, RECORDING and ACTION
PLANNING
Programme
• Billingsgate Fish Project
• Healthy Schools – latest news/sharing good
practice
• Upcoming training
• School food plan – working with HC3S
• PSHE Association – Guidance for schools and
new programmes of study
• Change4Life
The PDL/Healthy Schools Team
Julie Thompson
Senior Public
Health Practitioner
Ileana Cahill
Senior Public
Health Practitioner
Donna Smith
Teacher adviser
Fire Service
Glyn Wright
County Inspector/
Adviser PDL
Eleanor
Jakeman
Freelance PDLpeer mentoring
Sam Francis
Hampshire Leading Teacher
PDL
Chiltern Primary School
Contact details
• Glyn Wright, glynis.wright@hants.gov.uk
• Admin support for PDL/Healthy Schools
- Anne McCarthy anne.mccarthy@hants.gov.uk
Tel: 023 92441442
• Julie Thompson, julie.thompson@hants.gov.uk
• Ileana Cahill, ileana.cahill@hants.gov.uk
• Donna Smith, donna.smith@hantsfire.gov.uk
• Sam Francis, samfrancis.asthants@yahoo.co.uk
• Eleanor Jakeman, eleanor.jakeman@gmail.com
Narrow the Gap
Support your young people with their self esteem, motivation
and learning by ...
• Improving participation
• Building self-esteem
• RRR
• Pupil voice
• Circle time
• PSHE/PDL/Citizenship
• Understanding risky behaviours
• Building communication resilience
• SMSC
If you would like support or training in these areas
contact Sam Francis on: samfrancis.asthants@yahoo.co.uk
The School Food Plan 1. Funding
• Funding: The Department for
Education is investing millions of
pounds in school food over the next two
years, including £11.8 million to help
thousands of schools get help to
increase the number of children eating
school meals, and £3.15 million to
ensure healthy breakfasts are available
for thousands of children who arrive at
school hungry.
School Food Plan 2
• Free school meals:
Last week the government announced
it’s going to fund free schools meals for
all five, six and seven year olds in
England from next September.
School Food Plan 3
• Cooking:
Practical cooking will become
compulsory for every pupil to Key Stage
3 next year.
School Food Plan 4
• Legislation:
The Plan recommends looking at the
school food standards - we'll keep you
posted on how this progresses. As long
as it's agreed that updated standards
are practical and work for children's
nutrition, government has pledged that
these would apply to all schools.
School Food Plan 5
• Monitoring:
Ofsted will guide inspectors to:
– Consider the behaviour and culture in school
dining rooms
– look at how schools promote healthy lifestyles
– The progress on take up of school meals
– the number of schools meeting the school food
standards
– The morale of the catering staff
– the number of schools with food awards
AND children's cooking skills will also be monitored
by the Department for Education.
Free resources from the
Children’s Food Trust
• Click on www.childrensfoodtrust.org.uk
Billingsgate Fish Project
• Run by the Billingsgate Seafood School and
established in 2000, the project aims to
encourage a wider understanding of fish as a
food through an investigation of sustainable
species.
• The project’s goal is to teach children how
fish is caught, prepared, cooked and enjoyed
as part of a healthy diet.
• Sessions are flexible, and available for both Key Stage
1 and 2, but the main activities are:
– The children will be shown a short DVD focusing on
sustainability, before being given the opportunity to handle,
touch & smell a variety of different fish and shellfish.
– Further activities available include: peeling prawns, the
demonstration of a simple recipe to taste or hands on
preparation of a recipe dish.
• Sessions will be adapted to suit the school facilities and the age
and number of the children taking part.
• A typical session would last between an hour and an hour and
a half depending on the content of the session and the age of
the children.
• The day in school would be spent working with various year
groups. We would need to work with a minimum of 75 children
over the day in smaller groups, ideally three or four classes.
• Bookings for the Autumn term 2013 and Spring term 2014
are now being taken.
• For more information please contact: Paula Williams,
Schools Co-ordinator, email: schools@seafoodtraining.org
or complete and return the booking request form.
The position of PSHE
• In September 2013, the DfE published a new National Curriculum
that is due to take effect in September 2014.
• Whilst PSHE education remains a non-statutory subject, section 2.5
of the National Curriculum framework document states that: ‘All
schools should make provision for personal, social, health and
economic education (PSHE), drawing on good practice.’
• Along with the National Curriculum framework, the DfE also published
a guidance document on PSHE curriculum and states that it is: ‘An
important and necessary part of all pupils’ education’
• It goes on to note that: ‘Schools should seek to use PSHE
education to build, where appropriate, on the statutory content
already outlined in the national curriculum, the basic school
curriculum and in statutory guidance on: drug education,
financial education, sex and relationship education (SRE) and
the importance of physical activity and diet for a healthy
lifestyle.’
The position of PSHE continued
• PSHE education is a means to fulfilling the statutory duties on
schools - section 2.1 of the National Curriculum framework states:
• ‘Every state-funded school must offer a curriculum which is balanced
and broadly based and which:
– promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society
– prepares pupils at the school for the opportunities,
responsibilities and experiences of later life’
2002 Education Act and the 2010 Academies Act
• Schools also have statutory responsibilities in relation to:
– promoting pupil wellbeing and pupil safeguarding (Children Act 2004)
– community cohesion (Education Act 2006)
PSHE and Ofsted inspections
• Whole school (Section 5) Ofsted inspections consider the extent to
which a school provides its pupils with a ‘broad and balanced
curriculum that promotes their good behaviour and safety and
their spiritual, moral, social and cultural (SMSC) development’.
• Ofsted’s PSHE education grade descriptors make a clear connection
between PSHE education and SMSC, therefore, when looking for
evidence upon which to base a judgment on SMSC, inspectors are
likely to consider the impact of PSHE education provision.
• The 2013 Ofsted PSHE report highlights the relationship between a
school’s PSHE provision and overall effectiveness, noting: “a close
correlation between the grades that the schools in the survey were
awarded for overall effectiveness in their last section 5 inspection,
and their grade for PSHE education…”
• It is important to note that if PSHE lessons are observed as part of a
Section 5 inspection, Ofsted will expect the same standards of teaching
and learning as they would in any other subject. Poor PSHE education
lessons can therefore impact on a schools overall judgment for quality
of teaching.
The PSHE Association has developed
ten principles of good PSHE Education
that apply from KS 1- 4
• Start where children and young people are: find out what
they already know, understand, are able to do and are able
to say. For maximum impact involve them in the planning of
your PSHE education programme.
• Plan a ‘spiral programme’ which introduces new and more
challenging learning, while building on what has gone
before, which reflects and meets the personal
developmental needs of the children and young people.
• Take a positive approach which does not attempt to induce
shock or guilt but focuses on what children and young
people can do to be healthy, stay safe, enjoy and achieve,
make a positive contribution and achieve economic
wellbeing.
The PSHE Association has developed
ten principles of good PSHE Education
that apply from KS 1- 4 (continued)
• Offer a wide variety of teaching and
learning styles within PSHE education,
with an emphasis on interactive learning
and the teacher as facilitator.
• Provide information which is realistic
and relevant and which reinforces
positive social norms.
Principles of good PSHE Education continued:
• Provide information which is realistic and relevant and which
reinforces positive social norms.
• Encourage young people to reflect on their learning and the
progress they have made, and to transfer what they have
learned to say and to do from one school subject to another, and
from school to their lives in the wider community.
• Recognise that the PSHE education programme is just one part
of what a school can do to help a child to develop the
knowledge, skills, attitudes and understanding they need to fulfil
their potential. Link the PSHE education programme to other
whole school approaches, to pastoral support, and provide a
setting where the responsible choice becomes the easy choice.
Encourage staff, families and the wider community to get
involved.
• Embed PSHE education within other efforts to ensure children
and young people have positive relationships with adults, feel
valued and where those who are most vulnerable are identified
and supported.
•
Principles of good PSHE Education continued:
• Provide opportunities for children and young people
to make real decisions about their lives, to take part
in activities which simulate adult choices and where
they can demonstrate their ability to take
responsibility for their decisions.
• Provide a safe and supportive learning environment
where children and young people can develop the
confidence to ask questions, challenge the
information they are offered, contribute their own
experience, views and opinions and put what they
have learned into practice in their own lives.
PSHE Association – programme
of study KS1-4
• Core Theme 1: Health and wellbeing
• Core Theme 2: Relationships
• Core Theme 3: Living in the wider world:
– KS1 and 2 Economic wellbeing and being a
responsible citizen
– Living in the wider world: economic wellbeing,
careers and the world of work
HS Update
• Latest news
– 65 schools (including 2 independents) now
hold confirmed Whole School Reviews
• Opportunity to share in small groups the
work you are doing currently
• Any questions?
Healthy Schools Challenge –
schools that have completed
• HYTHE PRIMARY SCHOOL
• PRESTON CANDOVER C E PRIMARY SCHOOL
• PETERSFIELD INFANT SCHOOL
The challenge is about changing pupils’ behaviour or
attitudes. Achieving the measurable outcomes that
schools set for themselves can take anywhere between
12 months and three years.
Schools need to have a current whole school review
before they submit for the challenge.
Back to Basics
•
•
•
•
Sign up for the Healthy Schools Course
Email audrey.whiting@hants.gov.uk
Next course: 7th February 2014
Find out more on the website –
www.hants.gov.uk/healthyschools
Healthy Schools supporting Vulnerable Children
• 5.2 - How does your school respond to the needs of
all children and young people, including those who
are less vocal and visible?
• 5.3 - What opportunities are there for children and
young people to develop responsibility, build
confidence and self-esteem?
• 6.1 - How does your school identify children and
young people facing challenging circumstances?
What support is provided for these identified groups?
Change 4 Life
• “Smart Restart” – Just coming to the end of the 6 week
period where families were encouraged to make the
most of a fresh start with the new school year. Families
chose just one of 5 small changes and once registered,
were supported with emails, texts and a free app. Have
any of your families tried it?
• Advance warning: Jan 2014 there will be another Be
Food Smart campaign - Change4Life's focus on healthy
eating in the new year
• Local supporter: Register to receive updates and
access free resources - www.nhs.uk/C4Lschools
Important to note
• Next QAG submissions date:
– Thursday 14 November 2013
• Network meetings for Spring Term in
March 2014, but still to be confirmed