1.Indicators of a School’s Contribution to well-being

2.New inspections framework from September 2009

3.Achieving high quality PSHEE

The PSHEE Revolution

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The guidance explains that well-being is defined in law in terms of the five ECM outcomes.

Schools must have regard to the Children and Young People’s Plan for their area and to the view of parents.

Section 5 discusses how schools go about considering and reviewing their contribution to all aspects of well-being in their self-evaluation.

Section 6-what the school contribution to well-being looks like.

Key Points

Purpose

Provide indicators of relative performance Complement qualitative evidence Help inspectors and schools to consider how

effectively well-being is promoted Indicators will not hold schools fully accountable

for outcomes over which they have limited influence What a school can be held account for is its

contribution to improving outcomes and impact

2 kinds of Indicators Proposed

Quantifiable outcomes over which schools can have a significant influence

Indicators based on perceptions of pupils and parents relating to ECM agenda

Inspectors will take account of pupils’ and parents’ views of well-being alongside measures of outcomes, when coming to judgements about the effectiveness of a school in promoting well-being.

New Inspection Developments September 2009

Reasons for making changes to section 5

Ensure that inspection has an even greater impact on school improvementUse Ofsted’s resources even more efficiently and effectively by focusing them where there is the greatest need – proportionate inspectionInvolve and inform parents and pupils to an even greater degree

Ofsted consulting on introducing new arrangements for 2009HMCI and HMI committed to ‘getting it right’Schools’ and local authorities’ (LAs) input to the pilot process is invaluableSchools’ and LAs’ views will influence the final shape of the school inspection Framework and the approach taken

Why carry out pilot inspections?

The framework of judgements (the evaluation schedule) is new

•Many of the areas for judgement are similar to section 5

•As well as ‘Achievement’, the section on outcomes contains six other areas :

•The ‘other’ four ECM outcomes•Behaviour•Spiritual, moral, social and cultural development

•There is a particular focus on identifying the extent of any variation between different groups. •Reports will provide greater focus on the achievement and Well-Being of different groups of pupils, equalities issues and safeguarding issues

The Main difference between section 5 inspections and pilot inspection

Impact for PSHEE may well be;

Inspection framework will not be changed dramatically - still streamlined for 2009 No discrete judgement will be added to the evaluation schedule about the contribution of drug and alcohol/SRE education to overall well-being,But explicit guidance may well prompt inspectors to consider the impact of the school’s drug and alcohol related work.

Primary Weaknesses

The lack of systematic assessment of pupils’ progressInsufficient use of ICTLearning objectives are not always sufficiently focused on clear and measurable learning outcomesSex and relationship education is often too little and too lateIncomplete curriculum coverage.

Achieving High Quality PSHE

Secondary Weaknesses

Lack of discrete curriculum time or teaching only through thematic days Lack of skilled, specialist teachers Weak assessmentIneffective use of ICTSome lack of depth of knowledge, and superficial or absence coverage

Success Criteria

•Strong commitment by senior managers •Member of staff with responsibility for PSHE•Dedicated curriculum time•Teachers confident in their subject knowledge •Compelling learning experiences•Effective use of resources

Julius  Caesar (1599) Act 4 sc3

“There is a tide in the affairs of men,Which, taken at the flood, leads on to fortune; Omitted, all the voyage of their life Is bound in shallows and in miseries.On such a full sea are we now afloat,And we must take the current when it serves, Or lose our ventures”.