National Healthy School Standard
LANCASHIRE HEALTHY SCHOOLS PROGRAMME
Quality Standards
STANDARD 7
PSHE and CITIZENSHIP
When approaches to
PSHE and Citizenship are
likely to be MOST EFFECTIVE
When approaches to
PSHE and Citizenship are working towards or
likely to be SATISFACTORY
When approaches to
PSHE and Citizenship are
likely to be LEAST EFFECTIVE
CHOSEN EVIDENCE
Mission Statement
Prospectus
Equality and Diversity Policies
SEAL
Circle Time
7.1 WHOLE SCHOOL APPROACH
7.1 WHOLE SCHOOL APPROACH
7.1 WHOLE SCHOOL APPROACH

The school ethos and curriculum aim to build
the confidence and self-esteem of the whole
school community in their ability to learn and
achieve, recognising individuality and diversity.

In the classroom and around school adults
generally ensure entitlement and inclusion for all
pupils and develop their self esteem and
confidence but not as a result of systematic whole
school planning.

In the classroom and around school
expectations of all children are low and
planning and teaching do not target the
development of pupils’ self esteem and
confidence.

The roles and responsibilities of the whole
school community are clearly defined in PSHE
and Citizenship Education.

The roles and responsibilities of members of the
whole school community in relation to PSHE and
Citizenship Education need to be more clearly
defined.

The roles and responsibilities of members of
the school community in relation to PSHE and
Citizenship Education are not defined.
PSHE and Citizenship Policies
Statement in school prospectus

There are established mechanisms for
consulting with the whole school community,
particularly pupils, parents / carers and
governors.

There are limited opportunities for members of the
school community to comment on the provision of
PSHE and Citizenship Education.

There is no consultation with the school
community on PSHE and Citizenship
Education.

The whole school community and the School
Development Plan recognises that PSHE and
Citizenship is an entitlement for all. The school
recognises that PSHE and Citizenship is the
planned provision which provides opportunities
for the Personal and Social Development of the
individual. This is achieved by a whole school
approach which provides:
- Discrete delivery.
- Links to other National Curriculum subjects
e.g. English, Art, Humanities, Technology, RE,
PE and Science.
- Extended opportunities and school events
which promote Personal Social Development
and assist in the delivery of citizenship e.g.
school council, community projects and service.

PSHE and Citizenship Education is not owned by
the whole school community. It may be
recognised in the School Development Plan.


The school acknowledges the range of curriculum
provision but delivers according to the priorities of
the school rather than the needs of the pupils .
The school makes no planned provision for
PSHE and Citizenship and there is an
assumption that Personal and Social
Development and Citizenship is a natural
consequence of the school’s activities.
Evidence of consultation with pupils
about content and delivery of PSHE
and Citizenship eg lesson plans,
school council minutes
Named governor or committee
responsible for PSHE and Citizenship
Parent’s evenings/letters about PSHE
andf Citizenship.
Minutes from Governors and staff
meetings.
Parental questionnaires.
Timetable
Cross curricula mapping
Assembly plan
Fundraising
Duke of Edinburgh scheme
Positions of responsibilty

There is little understanding of the breadth of
PSHE and the different forms of curriculum
provision.

The school is aware that PSHE and
Citizenship should be included in the formal
curriculum but this does not reflect a whole
school approach.

Pupils are not consulted and their needs are

Pupils have some opportunity to evaluate but are
not consulted in planning.

Attention is given to continuity and progression
within each key stage but previous phase content,
delivery and experience is rarely taken into
account.
not fully recognised or met.

The programme does not provide for
continuity and progression.

There is a recognition that there are different
forms of PSHE and Citizenship curriculum
provision including discrete curriculum time,
teaching through other subjects’ curriculum
areas and other activities and school events. A
combination of these is needed for a whole
school approach and:
- The needs of the pupils determine the PSHE
and Citizenship curriculum.
- Pupils are actively involved in the planning,
delivery and evaluation of the programme.
- The curriculum promotes continuity and
progression using the spiral curriculum
approach and attention is given to previous
phase content and delivery.
- The curriculum is an entitlement for all.


The PSHE and Citizenship curriculum is not
an inclusive entitlement for all pupils.
Needs analysis
PSHE and Citizenship Policies
Programme of study/curriculum
overview
Pupil evaluation
Planning and delivery influenced by
pupil input
Enrichment activities

The school fulfils the statutory requirement for
Citizenship delivery in Key Stage 3 & 4.


The school does not fulfil the requirements of
the Citizenship Orders for Key Stages 3 and 4.
7.2 POLICY
The school fulfils some of the statutory
requirements for Citizenship delivery in Key
Stages 3 and 4.
7.2 POLICY
Citizenship Policy
Ofsted Report
SOW
PSHE Policy
Citizenship Policy



The school has an agreed PSHE and
Citizenship Policy which:
- Has established mechanisms for involving
the whole school community in its
development, implementation, and review.
- Meets statutory requirements and the needs
of Curriculum 2000 and other guidance
documents.
- Makes links to other relevant policies and
initiatives e.g. reduction of Teenage
Pregnancy.
- Supports and reflects the school’s aims,
values and ethos.
- Has clear agreed procedures.
- Is reflected in the school prospectus.
- Offers planned opportunities for outside
visitors to contribute to the implementation
of policy.
The curriculum is recognised as an entitlement for
all but this is not always reflected in practice.
The school has a PSHE and Citizenship Policy
which:
- The PSHE Co-ordinator and other teaching
colleagues have developed but other members
of the school community have had limited
opportunity to comment on the policy.
- Has limited reference to current statutory
requirements, guidance and initiatives.
- Partially reflects the school’s aims and ethos.
7.2 POLICY
The school does not have a PSHE and
Citizenship Policy or one person has had
responsibility for writing the Policy which is
not owned by the whole school community,
and no attempt has been made to gain their
views.

The school has a whole school PSHE and
Citizenship Policy which:
- Reflects and is reflected in a positive school
ethos.
- Incorporates statutory requirements at Key
Stages 3 & 4 for Citizenship.
- Is in line with national and local discretionary
guidance.
- Links to other policies:- Whole School Policies e.g. Behaviour
(including Bullying), Child Protection,
Confidentiality, Inclusion, Using Visitors and
Outside Agencies, Assessment Recording and
Reporting.
- Whole School Initiatives e.g. ICT, Literacy,
Numeracy, Healthy Schools.
- Cross-curricular links.
- Contains clear guidelines on teaching
controversial issues with reference to DfES
SRE Guidance, QCA Citizenship guidance and
National Curriculum 2000.
7.3 CURRICULUM

7.3 CURRICULUM
7.3 CURRICULUM

Inclusion is seen as fundamental to planning
and delivery both in the formal and informal
curriculum.

There are some strategies in place to promote
inclusion.

There is little effort to remove barriers to
inclusion.

The planned PSHE and Citizenship Education
programme directly reflects the aims and ethos
of the policy.

The planned programme partially reflects the aims
and ethos of the policy.

The programme does not reflect the aims and
ethos of the policy, or there is no policy.
Relevant policies
SOW

The curriculum is matched to the age and
maturity of the pupils, with due regard to SEN
requirements.

The curriculum is partially matched to the age and
maturity of the pupils.

The curriculum is rarely matched to the age
and maturity of the pupils.
Lesson plans
Monitoring and evaluation of
teaching and learning

Schemes of work are developed according to
pupils’ needs taking account of national and
local priorities, identifying pupils’ learning
outcomes and planned to enable progression
and continuity of learning.

Schemes of work identify pupils learning
outcomes but pay insufficient regard to national
and local priorities and pupils’ needs. Schemes of
work are planned to enable most pupils to make
progress within a class but are not co-ordinated to
enable planned and appropriate progression of
learning within and across phases and key stage.

There are no schemes of work or those that do
exist do not take account of pupils’ needs,
national or local priorities. Expectations are
inappropriate and they do not enable
progression in learning. There is no coordination of planning within and across key
stages.
SOW

Curriculum resources are up to date, age
appropriate and meet the needs of pupils of
different ability, ethnicity and cultural and
social background.

There are limited opportunities for books and
videos to be kept up to date.

Resources are out of date and inappropriate.
List of resources or selection to
reflect range used.
The school has a PSHE and Citizenship Policy
which:
- Does not reflect whole school activity.
- Meets statutory and some discretionary
requirements solely through the taught
curriculum.
- Makes some links with other school policies
but these are not embedded in whole school
practice.

The school’s PSHE and Citizenship Policy is
uncoordinated and uninformed and:
- Takes insufficient note of statutory
requirements and does not make links with
other school policies/initiatives.
- The policy is not inclusive.
PSHE Policy
Citizenship Policy
SOW
Support for pupils in PSHE and
Citizenship lessons/activities

The school has a PSHE and Citizenship
Development Plan which:
- Is based on an accurate audit of the school’s
needs.
- Reflects current strategies e.g. Lancashire DAT
and National Drug Strategy, Local Agenda 21,
- Establishes clear priorities, targets, tasks and
learning outcomes.
- Is owned by the whole school community,
including pupils where appropriate.
- Is well resourced.
- Is linked to the School Development Plan.
- Is monitored and annually reviewed.

The school has a PSHE and Citizenship
Development Plan which is based upon an audit
which is largely limited to the taught curriculum
and does not fully reflect national and local
initiatives. The PSHE and Citizenship
Development Plan:
- Is shared with others but there is limited
opportunity for whole school involvement in
the process of developing the plan.
- Is adequately resourced.
- Has tenuous links to the School Development
Plan.
- Is not systematically monitored and reviewed
on an annual basis.
- Sets learning challenges with aims and
learning outcomes but these do not engage all
pupils due to limited attention being given to
the learning needs of some pupils.
- Not all activities are appropriate to the needs of
pupils.
- There is an understanding of the inter-related
elements of PSHE and Citizenship but an
unequal balance in delivery.

The school’s PSHE and Citizenship
Development Plan is uncoordinated. It:
- Is not based upon effective audit of the
school’s needs.
- Is a collection of discrete individual
priorities and key elements are missing.
- Provides little, if any, opportunity for
others to contribute to the planning process.
- Gives little consideration to national and
local priorities.
- Is inadequately resourced.
- Has no system to monitor and review.
- Learning in PSHE and Citizenship is not
challenging, lacks differentiation and
learning outcomes are unclear.
- Schemes of work are resource led and
knowledge based.
Subject/Department Development
Plan
Budget
Relevant section of SDP/SIP

Timetabling of PSHE and Citizenship is given
appropriate status with other curriculum areas and
enables the:
- fulfilment of statutory requirements.
- equality of access.
- effective deployment of staff.
- resources supporting a range of appropriate
PSHE best practice teaching and learning
styles.

Timetabling allows for the discrete delivery of
PSHE and Citizenship but consideration is only
partly given to:
- Availability of suitable staff.
- Time of day and time allocation.
- Accommodation to deliver a range of teaching
and learning styles.
- Equal opportunities.
- Flexible groupings.

The timetabling of PSHE and Citizenship does
not allow for the school to meet statutory and
non-statutory national and local guidance.
Timetable
Budget
Development plan
Governors' report
Ofsted report

The programme does not provide for
continuity and progression.
Curriculum overview
Lesson Plans

Within KS3 Citizenship progression and
continuity have been addressed in skills and
conceptual understanding.
7.4 MONITORING AND EVALUATION
7.4 MONITORING AND EVALUATION
7.4 MONITORING AND EVALUATION

The PSHE and Citizenship Policy and
programme are reviewed on a planned two
yearly cycle.

Some elements of PSHE and Citizenship
Education are reviewed but not on a planned two
yearly basis.

There is no monitoring process for PSHE and
Citizenship Education. Evaluation of the
programme rarely happens.

The outcome of monitoring, evaluating and
assessment of the curriculum helps teachers to
plan future teaching and learning. Monitoring,
evaluating and assessment are informed by
pupils’ views.

Pupils have some opportunity to evaluate the
programme but are not consulted in planning.

Pupils are not involved in evaluation, or
planning of future activities.

The need to change aspects of the programme is
highlighted but little opportunity is available for
this to happen.

Change is rarely effected.
Policies
Minutes from meetings where
different members of the school
community have discussed/reviewed
the relevant policy.
Examples of different forms of
assessment
Pupil evaluations
Changes made to curriculum as a
result of pupil feedback

The school keeps records on pupils’ personal and
social development and a statement appears on the
annual report but this is not negotiated with pupils,
Citizenship is not mentioned.

The school keeps records on pupils academic
progress and their personal and social
development. The annual school report
includes a negotiated comment on personal and
social learning.

Pupils receive an annual report on Citizenship,
and a portfolio of work to demonstrate
progress.

There is a shared understanding with pupils of the
purpose of assessment.

Insufficient time is allocated for pupils and
teachers to work together to assess, monitor and
reflect on progress.

A variety of strategies and individuals are used.

A limited range of strategies are used.





The annual report only comments on the
pupils academic progress.
School's method of record keeping
Examples of negotiated targets and
evaluation of learning.
The school monitors pupils’ progress in PSHE
but the emphasis is on testing knowledge
acquisition. Judgements are made solely by
the teacher.
School report
No time is allocated for pupils and teachers to
work together to assess, monitor and reflect on
progress.
Assessment policy
Lesson plans
SOW
Lesson plans
Self-evaluation interviews
Parental questionnaires/surveys
Staff Well Being programme or
equivalent
Pupil questionnaires
School Council
Eco Committee
Suggestion box
Photographs
Video clips
Ofsted report
7.5 ENVIRONMENT
7.5 ENVIRONMENT
7.5 ENVIRONMENT

There are opportunities for all individuals in
the school community to be listened to, treated
with respect and have their views considered
and contributions valued.

There are some opportunities for staff, pupils and
the wider community to be listened to but practice
is inconsistent.

Members of the school community feel
undervalued. Their views do not inform
policy and practice.

The school environment is welcoming, clean
and cared for and respected by pupils and staff.

Litter and graffiti are kept to a generally
acceptable standard because of the efforts of staff;
pupils are not routinely helped to understand how
and why they should respect their school
environment.

Litter and graffiti are widespread. Pupils show
a blatant lack of respect for the school
environment. Corridors, classrooms and toilets
are shabby and dirty.

Ground rules are negotiated and PSHE and
Citizenship Education is delivered within a
supportive environment.

Ground rules are rarely negotiated, there is little
discussion about appropriate language and staff
have a limited number of strategies for answering
questions. As a result sensitive issues may not be
addressed or are tackled within an inappropriate
climate.

Little consideration is given to developing a
positive classroom climate. As a result
relationships are not good and pupils lack
confidence and are reluctant to participate or
respond positively.
Lesson plans to show negotiation of
group agreements
Examples of Group Agreementrs

Whole school guidance is given to enable
opportunities for PSHE and Citizenship to be
planned for across the school. The school’s
learning environment supports this.

Whole school guidance is given to enable
opportunities for PSHE and Citizenship to be
planned for across the school but this is not
reflected in practice.

No whole school guidance is given to enable
PSHE and Citizenship to take place across the
school environment.
Whole school mapping
Extra curricular schedule
Enrichment activities
Positions of responsibility

In the classroom and around school all adults
recognise pupils individuality and diversity and
contribute to the development of pupils’ self
esteem and self confidence.

In the classroom and around school adults
generally ensure entitlement and inclusion for all
pupils and develop their self esteem and
confidence but not as a result of systematic whole
school planning.

In the classroom and around school
expectations of all children are low and
planning and teaching do not target the
development of pupils’ self esteem and
confidence.
Displays
Ofsted report
SEAL
Performance management processs
CPD file
Whole school and individual Inset
7.6 STAFF
7.6 STAFF
7.6 STAFF

Staff are consulted on their training and
support needs for PSHE and Citizenship
Education through a regular review process
and the School Development Plan supports
staff in having access to relevant professional
development activities. This ensures staff
delivering PSHE, Citizenship and Healthy
Schools activities have secure, accurate and up
to date knowledge.

Staff development needs may be identified but this
is largely confined to in-house activities. Staff
delivering PSHE, Citizenship and Healthy Schools
activities have basically sound and accurate
subject knowledge.

There are gaps in staff subject expertise. Staff
development opportunities are low in priority
in relation to Healthy Schools activities.
There is no systematic review of training
needs. Any staff development that takes place
is unplanned and opportunistic.

Teachers feel confident and competent in using
a wide range of teaching and learning
strategies.

The school has a shared understanding of the
range of teaching and learning strategies for
Healthy School activities but this is inconsistently
applied.

Delivery is largely dependent on a didactic
approach.
Lesson observations
Staff report this is the case
Teaching and Learning Policy

Teaching staff, learning support assistants and
adults other than teachers are deployed to
support effective learning for all pupils.

Deployment of staff is generally satisfactory but
has not taken sufficient account of the needs of
some groups/individual.

Deployment of staff does not take note of staff
skills and experience and pupils needs in
relation to Healthy Schools activities.
Timetable

All staff are aware of roles and responsibilities.

Most staff are aware of roles and responsibilities.

Staff do not have a clear understanding of their
roles and responsibilities.
Staff handbook
Minutes from meetings

The school has a named PSHE and Citizenship
co-ordinator with:
- A clear agreed job description which
includes a clear auditing, mapping,
monitoring and evaluating role.
- Access to and support from the SMT and
governors to articulate and develop the
vision of Whole School PSHE and
Citizenship.
- An entitlement to training to enable them to
fulfil their role effectively.
- Teachers feel confident and competent in
using a wide range of teaching and learning
strategies. There is a shared belief that
pupils develop their knowledge, skills,
understanding, attitudes and values.
- There is an acknowledgement that process
and learning is as important as coverage of
content.
- All staff delivering PSHE and Citizenship
have access to a range of appropriate staff
development opportunities. This is
recognised and supported in the
Performance Management system of the
school.

The school has a named PSHE and Citizenship coordinator but
- Their job description may be generic.
- They have limited support from the SMT,
Governors and colleagues.
- They are unable to develop a Whole School
approach.
- The school has a shared understanding of the
range of teaching and learning strategies for
PSHE but this is inconsistently applied. There
may be emphasis on product rather than process
and some reluctance to fully engage with active
learning and topical issues in the delivery of
PSHE and Citizenship. Some topical issues are
used but materials could be more up to date.
- Staff development may be identified through
Performance Management and is acted upon.
The PSHE co-ordinator has access to external
staff development opportunities which are
cascaded.

The school has no PSHE and Citizenship
co-ordinator.

Delivery is largely dependent on a didactic
approach. There is no recognition of the value
of process in the delivery of PSHE and
Citizenship.
Co-ordinator'(s) job description (s)
CPD file
Lesson evaluations by members of
staff

Staff development opportunities for PSHE and
Citizenship are low in priority in the school.
There is no systematic review of training
needs. Any staff development that takes place
is unplanned and opportunistic.
SOW
Lesson plans
7.7 OUTSIDE VISITORS AND AGENCIES
7.7 OUTSIDE VISITORS AND AGENCIES
7.7 OUTSIDE VISITORS AND AGENCIES

External agencies and outside visitors are used
effectively to support the development of PSHE
and Citizenship provision.

A limited range of outside visitors and agencies
are used to support PSHE and Citizenship
Education but there are no clear procedures
established for effective partnership working.

Visitors are rarely invited to support PSHE
and Citizenship Education or are used
inappropriately. There are no established
procedures for effective partnership working.

The school has clear procedures for working
with visitors and outside agencies which:
- Are shared and understood by all.
- Outline clear roles and responsibilities.
- Clarify issues of sensitivity and
confidentiality.
- Monitor and evaluate their input.

The school has some procedures in place for
working with visitors and outside agencies.

The school has no procedures for working
with visitors and outside agencies.
Visitors' Policy/leaflet

Relevant aspects related to PSHE and Citizenship
Education and any School Nurse Drop-In Sessions
(when available) are conducted within legal and
statutory guidelines and written into school
policies. The Drop-In is explained within school
and in the school prospectus. All members of the
school community understand the function of the
Drop-In and the nurses role in school.

The School Nurse Drop-In (when available) is
promoted within school. Some staff are aware of
the issues covered within the Drop-In related to
PSHE and Citizenship Education.

The School Nurse Drop-In is not promoted
within the school. Staff and pupils are not
fully aware of the service provided. Details of
this service do not appear in any school
documents.
School prospectus
Publicity for promoting drop-in
Cross references in relevant policies
eg SRE, Drug Education,
Confidentiality, Safeguarding

The School Nurse Drop-In is held in the most
appropriate place available in school, which
provides a confidential environment, is child
centred and strives to ensure privacy of access.
The sessions are promoted using a variety of
methods in school.

The School Nurse Drop-In has been discussed and
the best available place is provided although it
may not be ideal. The session is only promoted
through PSHE lessons.

The School Nurse Drop-In session does not
take place in a regular and appropriate venue.
Photograph of space used
Publicity of drop-in
Endorsement statement by school
nurse
7.8 CELEBRATING ACHIEVEMENT
7.8 CELEBRATING ACHIEVEMENT
7.8 CELEBRATING ACHIEVEMENT

All school members have time to reflect on
successes and achievements across a wide range
of experiences. These are explicit, celebrated
and promoted.

Celebration of pupils and staff success is not
planned but happens when occasion demands.

The school climate is geared more to criticism,
sanctions and punishment rather than rewards
and the regular celebration of success.
Celebration assemblies
Noticeboards
Newsletters
School website
Staff bulletin

Pupils’ achievements and successes are
regularly celebrated in the school.

Recognition of pupils’ success tends to focus on
academic and sporting achievement.

Schools do not use reward systems or
externally recognised awards to support their
Healthy Schools work.
Assemblies
Noticeboards
Award ceremony/assembly

Schools may use their own reward systems or
externally recognised awards to support their
Healthy School work and are consistent in their
use e.g. Records of Achievement, Progress files,
Active Mark, Sports Mark, First Aid
Certificates, Safer Routes to School, Key Skills,
Reading Partnership, Duke of Edinburgh
Scheme.

Schools are not consistent in the use of reward
systems.

School and Classroom displays are interactive
and celebrate pupils’ Healthy School work.
They are used to support lessons.

Displays celebrate pupils’ Healthy School work
but are often not interactive and not used in
lessons.
Housepoints
Merits
Certificates
Asdan
GCSE

The school and classroom environment for
Healthy Schools work is dull or absent.
7.9 EXTENDED OPPORTUNITIES
7.9 EXTENDED OPPORTUNITIES
7.9 EXTENDED OPPORTUNITIES



Opportunities are offered for all pupils to put
learning into practice such as practical
experience in the community and in work e.g.
links with the elderly, Young Enterprise, Work
Experience, Peer Mentoring, School Council.
Planning provides an acceptable but limited range
of opportunities to put learning into practice
through extra-curricular and enrichment
opportunities. These opportunities are not seen as
an entitlement for all.
Opportunities to put learning into practice are
few in number and lacking in range. They
might be limited to more able pupils.
Photographs
Video clips
Health Board
Playground buddies
Prefects
Mentors
School Council
Eco Committee
Enterprise Education
Work Experience
Chairman's Challenge