‘Outstanding’

A school drug policy

supporting pupils’

wellbeing, behaviour and sa

fety

What is a drug?“A substance people take to change the way they feel, think or behave.” It could be: a controlled drug, e.g. cannabis alcohol tobacco prescription and over-the-counter medicines volatile substances, e.g. sniffing glue, aerosols

or petrol

Drugs – do we need to worry?

Amid media stories about young people drinking too much and experimenting with risky substances, it is easy to miss the actual trends...

Smoking, drinking and drug use falling Trends among 14 year olds over the past decade.

20012002200320042005200620072008200920102011

0%

10%

20%

30%

40%

Ever taken drugs

Drank alcohol in the past week

Regular smoker

Smoking, drinking and drug use among young people in 2011, Office for National Statistics

But many young people are still risking their health and future wellbeing

Around one in seven 13 year olds say they have been drunk at least twice.1

11% of 15-16 year olds surveyed said they had had unprotected sex after drinking.2

19% of 15 year olds smoked cannabis in the past year and 5% took a Class A drug.3

1. WHO (2012) Health behaviours in school-aged children2. ESPAD (2009) The 2007 ESPAD report

3. Fuller, E. (2012) Smoking, drinking and drug use

Questions for governors: 1

How does your PSHE provision match up to Ofsted’s standards?

Are pupils learning how to make good decisions when faced with risky situations?

Questions for governors: 2

Are drug-related incidents managed with confidence

and consistency, and in the best interests of those

involved?

Questions for governors: 3

What arrangements are there to identify and safeguard the wellbeing of pupils who need help because of their own, or

someone else’s, drug and alcohol use?

The answers to these questions will help you…

fulfil the school’s statutory duty to promote pupils’ wellbeing

demonstrate to Ofsted that the behaviour and safety of pupils is ‘good’ or ‘outstanding’

demonstrate to Ofsted the contribution that PSHE education makes to pupils’ spiritual,moral, social and cultural development

A reminder on how Ofsted determines schools’ effectiveness:

achievement of pupils quality of teaching behaviour and safety quality of leadership and management

Inspectors must also consider: pupils’ spiritual, moral, social and cultural development the extent to which the education provided meets the

needs of the range of pupils at the school

Behaviour and safety of pupils

Inspectors take into account a range of evidence, rather than simply observations.

This includes the extent to which pupils are able to understand and respond to risk, including risks associated with substance misuse.*

*School inspection handbook, September 2012

Spiritual, moral, social and cultural development

Examples given as evidence of pupils’ spiritual, moral, social and cultural development include where pupils… “are reflective about beliefs, values and more

profound aspects of human experience” “develop and apply an understanding of right and

wrong in their school life and life outside school” “take part in a range of activities requiring social

skills”

Answering the first question

How does your PSHE provision match up to Ofsted’s standards?

Are pupils learning how to make good decisions when faced with risky situations?

PSHE (Personal, Social, Health and Economic) education

In enabling children and young people to understand risks, PSHE can contribute to their behaviour and safety.

By developing life skills and helping young people think about their own and other people’s values and attitudes, for example to drugs, it can enhance their spiritual, moral, social and cultural development .

What do Ofsted look for in PSHE?

Ofsted has criteria for its subject-specific inspections which set out what it expects to see in PSHE.

The last time it carried out a survey of PSHE, the results were mixed:

In around a quarter of schools “teachers lacked the necessary expertise to engage pupils and to challenge their misconceptions”

In many schools, “students’ knowledge about the social risks and physical effects of excessive alcohol consumption was rudimentary.”

What Ofsted look for in PSHE inspections (in the classroom)*

Teachers are skilled in discussing sensitive and controversial issues.

Lessons use a wide range of strategies and active participation and effective discussion are a strong feature.

Pupils have a strong understanding of key issues and how to keep themselves safe.

PSHE develops personal skills, including critical thinking.

*themes drawn from subject-specific guidance for inspectors

What Ofsted look for in PSHE inspections (in planning)*

PSHE is well resourced in terms of curriculum time, staff training, management time and the use of external services and materials.

It is informed by current best practice. Pupils and teachers are engaged in evaluating and

influencing the curriculum. Local data is taken into account. It is supported by links with partner schools,

parents, carers and external agencies *themes drawn from

subject-specific guidance for inspectors

‘Current best practice’ in drug education

The basics: enough curriculum time; skilled teachers; lessons based on assessment of pupils’ needs; interactive learning.

Scare tactics or ‘information only’ don’t work. Developing life skills and allowing pupils to

practise them through interactive teaching.

Are drug-related incidents managed with confidence

and consistency, and in the best interests of those

involved?

Answering the second question

Dealing with ‘Drug-related incidents’:What are they?

A ‘drug-related incident’ could involve finding an unauthorised drug at school, use on school premises or on a school trip, or concerns raised about misuse outside school. Misuse may be by a pupil, but may also be by parents or school staff.

How much of a problem is it for us?

In some settings for older pupils, especially Pupil Referral Units and colleges, drug misuse is a daily challenge

Ofsted has suggested that in most secondary schools there are drug-related incidents at least once a term.

*Ofsted (2005) Managing challenging behaviour

Even primary schools may have problems. Recent surveys in some primary schools have revealed behaviour is being affected by use of high-caffeine energy drinks.*

Drug and alcohol abuse in families may also have a significant impact on pupils' wellbeing.

It is important to have an accurate picture for your school.

*Nottingham D-vibe survey

Answering the third question

What arrangements are there to identify and safeguard the wellbeing of pupils who need help because of their own, or

someone else’s, drug and alcohol use?

Identifying pupils’ needs and supporting them with drug and alcohol issues

These needs may be identified in response to a breach of the school rules

Pupils may also disclose problems to a member of staff

Do pupils know how they can access confidential advice?

Does the school have a policy on young carers?

Bringing all these together: the school drug policy

This should set out: How the school manages drug-related

incidents Support for pupils The provision of drug education

The school’s drug policy should include:

Arrangements for ensuring that governors are well informed on drugs issues as they affect the school.

The role of governors (or a designated governor if appointed) in policy development; overseeing the drug education programme; and contributing to any case conferences called, or appeals against exclusions.*

*DfE (2012)Drug advice to schools

Reviewing the school drug policy It should be agreed in consultation with the whole

school community including pupils, parents and staff.

Consultation: Helps people ‘buy in’ to the policy Helps them understand the issues Helps build a better functioning policy

Mentor’s toolkit is a simple how-to guide www.mentoruk.org.uk/resources/schools

Key questions to ask in your

schoolWhat are we doing to promote health and

wellbeing around drugs, alcohol and tobacco?

What impact have these

measures had?

What is the evidence for

that?

What needs to happen next...?

To find out more...www.mentoruk.org.uk/resources/schools

Governors can find: advice on best practice in drug education a toolkit to help in reviewing the school drug

and alcohol policy more questions to ask in your school