PDL and Healthy Schools
Network Meeting
Summer 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
PSHE-PW
Study Support
Personal
Social Health
& economic
Education
(PSHE-PW)
Safety
Education
&
Education for
sustainable
development
Functional
skills:
•Communication
•Numeracy
•ICT
•Working together
•Improving own
performance
•Problem solving
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
Personal learning
and thinking skills:
Team worker
Self-manager
Independent enquirer
Reflective learner
Creative thinker
Effective participator
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
• Teach about bereavement and supporting the
bereaved – Simon Says
• PSHE Ofsted Report
• Healthy Schools – latest news/sharing good
practice
• Upcoming training
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
Portway Junior 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
Bereavement – Simon Says
Ofsted PSHE report 1 May 2013
Not Good Enough Yet
Inspectors:
• based the report on evidence from the
inspections of 24 primary schools, 24 secondary
schools and two special schools across all
English regions between January and July 2012.
• observed 290 lessons, 31 assemblies and 20
other PSHE education-related activities
• met with approximately 200 teachers,
leaders and managers
• talked to approximately 700 pupils
Not Good Enough Yet continued
• Part A evaluates:
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pupils’ learning in PSHE education
strengths and weakness in teaching
curriculum provision
quality of leadership and management.
• Part B describes:
– the characteristics of PSHE education that typically lead to
outstanding learning
– Characteristics found in schools where PSHE education
requires improvement or is inadequate.
N.B Subject leaders and their teams should use these
characteristics to evaluate the quality of PSHE education in
their own school.
Key Findings - 1
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learning in PSHE education was good or better in 60% of schools and required
improvement or was inadequate in 40%
Sex and relationships education required improvement in over a third of
schools:
– In primary schools this was because too much emphasis was placed on
friendships and relationships
– In secondary schools it was because too much emphasis was placed on
‘the mechanics’
Lack of high-quality, age-appropriate sex and relationships education in more
than a third of schools is a concern as it may leave children and young people
vulnerable to inappropriate sexual behaviours and sexual exploitation
In just under half of schools, pupils had received lessons about staying safe
but few had developed the skills
Pupils understood the importance of applying security settings on social
networking sites but did not always know how to set them or had not bothered
to do so.
Key Findings 2
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Most understood the dangers to health of tobacco and illegal drugs but
were less aware of the physical and social damage
one third of respondents to the online survey wanted to learn how to deal with
mental health issues such as coping with stress, bereavement and eating
disorders.
Knowledge and understanding of budgeting and economic enterprise were
at least good in half of the primary schools and in two thirds of the secondary
schools.
Learning about careers was good or better in half of the secondary schools.
Teaching required improvement in 42% of primary and 38% of secondary
schools.
Too many teachers lacked expertise in teaching sensitive and
controversial issues, which resulted in some topics such as sexuality, mental
health and domestic violence being omitted from the curriculum.
In 20% of schools, staff had received little or no training to teach PSHE
education. Teaching was not good in any of these schools.
By far the weakest aspect of teaching was the assessment of pupils’ learning
Key Findings 3
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The curriculum was good or better in two thirds of primary and secondary
schools.
The curriculum was usually more coherent and comprehensive in schools
that offered discrete PSHE education lessons across the school
In 80% of primary and secondary schools, outside speakers made a
valuable contribution by bringing a wide range of expertise and life
experiences to the PSHE education programme.
The development of pupils’ personal and social skills through PSHE
education-related activities was at least good in 42 of the 50 schools
visited. However, few schools monitor and analyse the take-up of extracurricular activities.
Pupils’ personal and social skills required improvement where the casual
use of homophobic and disablist language was commonplace.
The majority of schools provided good PSHE education for disabled
pupils and those with special educational needs and for those whose
circumstances made them vulnerable
Key Findings 4
• The quality of leadership and management in PSHE education
was:
– at least good in 56% of schools
– required improvement in 42%
– was inadequate in 2% of schools.
• All the schools that required improvement in PSHE education
overall required improvement in leadership and management.
• In a third of primary and secondary schools the subject leader
was inadequately trained for a leadership role and given too little
time to meet with their team.
• In half of primary and two thirds of secondary schools the
monitoring and evaluation of the quality of teaching and learning
were deficient.
Key characteristics of outstanding
PSHE – 12/50 (24%) schools
• Pupils demonstrate excellent personal and social
skills
• All pupils share a sense of pride in the contribution
they make in school
• Pupils can describe what they have learnt in PSHE
with maturity and enthusiasm
• Pupils are independent learners and take
responsibility
• Teachers have excellent subject knowledge and skills
• Teaching activities meet the needs of different groups
and individuals
Key characteristics of outstanding
PSHE continued
• Teachers are skilful in teaching sensitive and controversial
topics
• Teachers use questioning effectively
• Teachers assess learning rigorously
• The curriculum is innovative and creative
• The curriculum is regularly reviewed and revised
• The curriculum is designed to meet the specific needs of
disabled pupils and those with special educational needs, and
those in challenging circumstances
• High-quality enrichment activities make an outstanding
contribution to the development of PSHE education skills
• School leaders champion PSHE education
• Leaders and managers rigorously monitor the quality of teaching
Key characteristics of PSHE education that
require improvement or are inadequate
(20/50 were inadequate or needed improvement)
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•
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The assessment of pupils’ learning
lacks rigour
The monitoring and evaluation of the
quality of teaching are ineffective
Teachers are poorly trained
The curriculum is not sufficiently
coherent or comprehensive
Recommendations - Schools should:
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ensure that staff teaching PSHE education receive subject-specific training
and regular updates, including in the teaching of sensitive issues
ensure that the school delivers age-appropriate sex and relationships
education that meets pupils’ needs and contributes to safeguarding them from
inappropriate sexual behaviours and sexual exploitation
ensure timely and appropriate learning about the physical and social effects of
alcohol misuse
implement systems to effectively track pupils’ progress in PSHE education and
monitor pupils’ engagement in extra-curricular activities that develop their
personal and social skills
raise teachers’ expectations of the quality of pupils’ work in PSHE
education to ensure it is commensurate with expectations of pupils’ work in other
subjects
improve the quality of leadership and management in PSHE education by
ensuring that subject leaders receive appropriate leadership training; designated
time to meet with the PSHE team; and time to monitor and evaluate the quality of
teaching and learning in PSHE education.
HS Update
• Latest news
• Opportunity to share in small groups the
work you are doing currently
• Any questions?
Healthy Schools Challenge
• Petersfield Infant School
• The news article
Back to Basics
• Sign up for the Healthy Schools course
• Email audrey.whiting@hants.gov.uk
• Next course: Friday 11 October 2013
• 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?
Important to note
• QAG dates:
– Tuesday 9 July
– Thursday 14 November
• Network meetings for autumn term:
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8 October – Gosport – 4-5.30
9 October – Basingstoke
10 October – Havant
15 October – Farnborough
16 October – Winchester – 2.30-4 and 4-5.30
17 October – New Forest
Change 4 Life
• Be Food Smart - Change4Life's new-year healthy
eating campaign empowers people to make positive
changes to their eating habits by giving them
healthier, tasty, cheap and quick meal ideas
containing lower salt, fat and sugar alternatives
• Resources to support this include recipe finder and
meal planner, pupil worksheets (all key stages),
mobile phone app.
• Free resources for schools. Register as a local
supporter to receive updates and access resources.
http://www.nhs.uk/C4Lschools