PDL and Healthy Schools Network Meeting

Summer Term 2013Access more information on:

www.hants.gov.uk/hpdw (the website for everything PDL and

Healthy Schools)

&

Helping children and young people to: •Be Healthy,•Stay Safe,

•Enjoy and Achieve,•Make a Positive Contribution• Have Economic Well Being

Extended schools

Extra curricular activities

Outdoor Education – e.g Trailblazers

MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING

Study Support

Drugs education incl. alcohol and tobacco

PSHE-PW

Personal Social Health & economic Education (PSHE-PW)

Sex and relationships education (PSHE PW)

Work related learning PSHE EW

Enterprise education PSHE EW

Financial

capability PSHE EW

Individual learning plans & e-profiles

E-Profile AND PORTFOLIO – ASSESSMENT, RECORDING and ACTION PLANNING

Careers education and guidance PSHE EW

Functional skills:•Communication•Numeracy•ICT•Working together•Improving own performance•Problem solving

Physical activity

Religious education

Education for sustainable development

Citizenship

and Rights Respect and Responsibility,

Personal learning and thinking skills:Team workerSelf-managerIndependent enquirerReflective learnerCreative thinkerEffective participator

Social, Emotional Aspects of Learning SEAL PSHE PW

Volunteering/active citizenshipe.g. peer mentoring

Safety Education

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

Glyn WrightCounty Inspector/Adviser PDL

Donna SmithTeacher adviser Fire Service

Sam FrancisHampshire Leading Teacher PDLPortway Junior School

Julie ThompsonSenior Public Health Practitioner

Ileana CahillSenior Public Health Practitioner

Eleanor JakemanFreelance PDL- peer mentoring

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 2013Not 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:

– 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• 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 • 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 • 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 extra-curricular 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)

• 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:

• 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:– 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