Personal Social Health Education update 2013 Andi Whitwham Adviser Teaching and Learning School Standards and Interventions (Primary Foundation, SEN (Wave 2), PSHE, AB,1-2-1, AfA, MA and T)

‘Children with higher levels of emotional, behavioural, social and school well-being on average have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.’ Department for Education (DfE) research report ‘The impact of pupil behaviour and wellbeing on educational outcomes’ 2012

2010 Education White Paper ‘Children can benefit enormously from high quality personal Social, Health and Economic (PSHE) Education. Good PSHE supports the individual young people to make safe and informed choices. It can help tackle public health issues such as substance misuse and support young people with the financial decisions they must make’

Context Government’s PSHE education review concluded March 2013 ‘PSHE remains an important and necessary part of all pupils’ education. We believe that all schools should teach PSHE,drawing on good practice, and have outlined this expectation in the introduction to the new National Curriculum’ (Ministerial statement March 2013) However PSHE Education remains a non- statutory subject both in Primary and Secondary schools. There will be no new guidance from the DfE. Schools will continue to use current PoS from 2000 and PSHE Association has recently published new guidance to support schools for suggested implementation in 2014

What is statutory All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010 such a curriculum: Promotes the spiritual, moral, cultural, mental and physical development of pupils at the schools and society, and Prepares pupils at the school for the opportunities, responsibilities and experiences of later life. All schools should have an up to date sex and relationships policy, drawn up by the governing body and available to parents and carers (DfEE curriculum 2000) Provide independent and impartial careers guidance to students in year 9 to 11. (September 2012) Schools have a requirement to promote pupils’ wellbeing (DfE)

Current advice and/or guidance for schools SRE Guidance DfEE 2000 Drug Guidance for schools DfES 2004 DfE and ACPO Drug Advice for Schools 2012 Preventing and Tackling Bullying DfE 2011 No Place for Bullying Ofsted 2012

Most recent documents ‘Not yet good enough: personal, social, health and economic education in schools Ofsted May health-and-economic-education-schools Ofsted framework for inspection September 2013

Overall Section 5 Ofsted judgement of a school Ofsted's 2013 PSHE education survey highlights the relationships between a school’s provision and overall effectiveness, observing a “close correlation” between surveyed schools’ section 5 (whole school) inspection results and their grade for PSHE education Ofsted grade descriptors for PSHE make a clear connection between PSHE Education, SMSC and behaviour and safety.

Ofsted Inspection: What inspectors report on and their links to PSHE Required to report on the quality of education provided in the school and must, in particular cover: The achievement of pupils in school The quality of teaching in the school The behaviour and safety The quality of leadership in, the management of the school The spiritual, moral, social and cultural development of the pupils at the school The extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of disabled pupils and those who have special educational needs

Behaviour and safety of pupils at school Range of evidence about behaviour and safety over an extended period Contribute to inspectors’ evaluation of how well the school promotes SMSC development Consider: behaviour towards and respect for, other young people and adults, freedom from bullying, harassment and discrimination Whether pupil’s feel safe and their ability to manage risk appropriately and to keep themselves safe

Quality of leadership and management Inspectors will consider the extent to which leaders and managers: Provide a broad and balanced curriculum that meets the needs of all pupils. Enables pupils to achieve their full educational potential and make progress in their learning, and promote their good behaviour and safety and their SMSC development Engage parents in supporting pupils’ achievement, behaviour and safety and their SMSC development

What students said about PSHE lessons What went well ‘It’s really good that they are teaching us these things so we understand about adult life!’ Boy Year 6 ‘They were really helpful in being educated about important lifeskills that would very soon matter greatly to us’ Girl year 10 ‘The lessons should be aimed at ensuring the pupil knows what they can do to keep safe’ Girl Year 12 ‘I think that they would become more useful if you were given examples of what you might come up against. I think that you should be taught what to do and how to react in different situations’ Girl Year 9 ‘How about something on sex abuse?’ Girl Year 9

What students said: Even better if ‘I think PSHE lessons should be taught by a teacher in that field rather than a teacher who doesn’t know anything about the subject but still tries to teach it to people’ Girl year 9 ‘Most of it is doing worksheets and you don’t learn much’ Boy year 6 ‘In most years we just covered work we had done in previous years’ Girl year 9

Key findings Overall learning in PSHE was good or better in 60% of schools. 40% required improvement or was inadequate SRE required improvement in over 30% of schools Primary schools required more input on physical and emotional changes In secondary schools there was too much emphasis on mechanics and not enough on relationships, sexuality, influence of porn, healthy relationships, dealing with emotions and staying safe Under 50% had lessons about staying safe but needed to develop skills on how to apply their understanding effectively Most understood the dangers of tobacco and illegal drugs. Pupils were less aware of the physical and social damage of alcohol including personal safety Approximately one third wanted to learn how to deal with mental health issues, coping with stress, bereavement and eating disorders

Financial capability was at least good in 50% of primary and 66% of secondary schools. Learning about careers was good or better in just over 50% of secondary schools. Teaching required improvement in 42% of primary and 38% of secondary schools. Too many lacked expertise on sensitive and controversial issues such as sexuality, mental heath and domestic violence. Training was often inadequate. Weakest aspect was assessment of learning. Often less robust in PSHE than for other subjects. In too many schools teachers did not check or build on prior knowledge which resulted in repeating topics.

Lower expectations of quality of work compared to other subjects Curriculum was usually more coherent where PSHE was taught in discrete lesson Development of PSHE through related activities was good in 42 of the 50 schools visited. However schools need to monitor and analyse the uptake of extra curricular activities In one third of primary and secondary schools the subject leader was inadequately trained and given little too little time to meet with their team. In 50%of primary and 66% of secondary monitoring and evaluation of the quality of teaching and learning were deficient!

The curriculum is innovative and creative The curriculum is regularly reviewed and revised It 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 Leaders and managers rigorously monitor the quality of teaching Key characteristics of outstanding PSHE Education

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 skill Teaching activities meet the needs of different groups and individuals Teachers are skilful in teaching sensitive and controversial topics Teachers use questioning effectively Teachers assess rigorously

Recommendations DfE should: Give clear messages to schools about the importance of PSHE education Seek ways to help schools improve their provision by being able to access examples of good practice Promote CPD in PSHE education and in PSHE education leadership

Schools should: Ensure staff receive subject specific training and regular updates including in the teaching of sensitive issues Ensure the school delivers age appropriate sex and relationships education that meets the pupils’ needs and contributes to safeguarding them from sexual exploitation and inappropriate sexual behaviours Ensure timely and appropriate learning about the physical and social effects of alcohol misuse Implement systems to track progress Raise teachers expectations to ensure it is commensurate with expectations of pupils’ work in other subjects Improve quality of leadership and management by ensuring that subject leaders receive appropriate training, designated time to met with the PSHE team and time to monitor and evaluate their quality of teaching and learning in PSHE education

Specific links within my role to PSHE Teenage pregnancy lead for schools standards and interventions Support for schools to develop PSHE programmes within areas of high teenage pregnancy/drugs/deprivation etc. 5 day CPD programme for subject leaders and teachers of PSHE Education Professional study groups Link to Public health: TP, Alcohol, Tobacco, Locality network strategies and meetings Link to Police Development of ward funding projects focussing on self esteem and aspirations or teenage pregnancy drugs etc. School health and wellbeing surveys based on the use of Social Norms

Thank you Any questions?