Supporting Healthy Relationships and Wellbeing Primary PSHE CPD Study Day Supporting Healthy Relationships and Wellbeing Fiona Moir/14th June 2017

Agenda – PSHE Study Day 9:15 – Welcome, introductions & agenda National update & the local picture The PSHE in 2017 – beyond the curriculum 10:15 - Workshop 1 11:15 - Coffee/tea 11:45 - 12:45 Workshop 2 12:45 - 1:30 Lunch 1:30 - 2:30 Workshop 3 2:30 - 3:00 Plenary 3:00 - 4:00 Tea & classroom launch

Workshops 10:15 – Workshop 1 Using story books to teach about difficult issues (A) + Mindful Emotion Coaching for children (B) 11:45 – 12:45 – Workshop 2 –Mindful Emotion Coaching for children (A) + Age appropriate RSE (B) 1:30 – 2:30 – Workshop 3 Age appropriate RSE (A) + Using story books to teach about difficult issues (B) 2:30 – 3:00 – plenary – Ideas, tools and resources for delivering the PSHE curriculum

Five Ways to Wellbeing Check Connect Keep Learning Give Notice Be Active New Economics Foundation 2012 The Children’s Society - Ways to Wellbeing should include ‘play’ and ‘autonomy’ for children www.childrenssociety.org.uk

Staff Health and Wellbeing 44% (30%) of staff members responded that they judge the quality of staff health and wellbeing in their school as ‘good’ or ‘excellent’. 28% (41%) of staff feel worried or depressed about their work 77% (76%) of staff members responded that they ‘agree’ or ‘strongly agree’ that work- related stress affects their life.

The National Picture - RSE All Schools to Teach 21st Century Relationships and Sex Education & PSHE The government is proposing a new subject of ‘relationships education’ in primary school to emphasise the central importance of healthy relationships. The focus in primary school will be on building healthy relationships and staying safe. Department for Education (DfE) set out content on RSE which will focus on mental wellbeing, consent, resilience, age-appropriate relationships and sex education, and keeping safe online. Fully functioning by 2019. Schools should start implementing from 2018 ;c)requiring proprietors of schools to make statements of policy in relation to the education to be provided, and to make the statements available to parents or other persons; (d)about the circumstances in which a pupil (or a pupil below a specified age) is to be excused from receiving relationships and sex education or specified elements of that education. when relationships education or relationships and sex education is given— (a)the pupils learn about— (i)safety in forming and maintaining relationships, (ii)the characteristics of healthy relationships, and (iii)how relationships may affect physical and mental health and well-being, and (b)the education is appropriate having regard to the age and the religious background of the pupils. (4)The regulations may make further provision in connection with the provision of relationships education, or relationships and sex education. (5)Before making the regulations, the Secretary of State must consult such persons as the Secretary of State considers appropriate. (6)The regulations may amend any provision (including provision conferring powers) that is made by or under— (f)the Academies Act 2010.

Emphasis of Relationships DfE will publish revised guidance in academic year 2017/18 but will be shaped by an emphasis on: safety in forming and maintaining relationships the characteristics of healthy relationships how relationships may affect physical and mental health and wellbeing the education is appropriate having regard to the age and the religious background of the pupils.

The National Picture – Healthy Rating Scheme The DfE launched a tender in early 2017 for the development and delivery of a national “healthy schools rating scheme”. To help encourage schools to recognise and prioritise their roles in supporting children to develop a healthy lifestyle. The scheme should promote a ‘whole school’ approach to achieving positive health and education outcomes covering a) healthy eating, b) physical activity and c) emotional health and wellbeing.

The National Picture – Healthy Rating Scheme 1. An online platform for self-assessment across the three core themes 2. Free online resources 3. Involvement and feedback from parents, guardians and carers; 4. An outcome evidence which schools can present to Ofsted in standard school inspections. * Work with existing programmes in local authorities and Public Health * South-West health education group have offered to support development

QUIZ Health and Wellbeing of children & young people in Somerset

62% of parents/carers have talked with their children about how their body changes as they grow up 47% of children responded that their teachers have talked with them in school lessons about how their body changes as they grow up 93% of primary pupils responded that they have been told how to stay safe while using the internet

29% of primary pupils reported good self-esteem scores 77% of primary pupils responded that they worry about at least one of the issues listed ‘quite a lot’ or ‘a lot’. 44% of primary pupils responded that they can ‘usually or always’ say no when a friend wants them to do something they don’t want to do.

44% of primary pupils responded that they ‘sometimes’ feel afraid of going to school because of bullying. 10% said they ‘often’ feel afraid of being bullied at school.

20% of primary pupils responded that they have received a chat message that scared them or made them upset. 27% of Year 6+ primary pupils responded that they have seen images or videos online that were for adults-only. 25% of primary pupils responded that they use internet chat rooms or social networking sites ‘often’ or ‘very often’. Author/Date in Arial 20pt Bold

44% of secondary pupils in 2016 said that they chat to friends of friends on the Internet compared with 39% who said this in 2014. 28% in 2016 said that they chat online to other people they don’t know in real life compared with 22% who said this in 2014.

Self-Esteem Scores vs Health Behaviours Females – self-esteem L L/M M/H H Sexually active 29 23 17 21 Eat sweets on most days 39 25 34 26 Ever tried smoking 43 34 33 29 Drank last week 35 25 25 24 Ever taken drugs 19 13 12 13 Bullied at school last year 65 33 22 8 Worry about money 51 40 21 12

Social Emotional Mental Health Needs in Somerset In Somerset, Social, Emotional and Mental Health (SEMH) needs are the second most prevalent single primary need recorded for all statutory assessments (20.7% of assessments). This is higher than all our statistical neighbours. Expectations set out in the Core Standards for Social, Emotional and Mental Health Needs (4 – 16) : ‘All children and adults should have good Social, Emotional and Mental Health.’ In Somerset, Social, Emotional and Mental Health needs are the second most prevalent single primary need recorded for all statutory assessments (20.7% of assessments) and the greatest proportion of applications for High Needs funding was in the SEMH category (39% applications in 2015 and 42% applications in 2016). Somerset schools classify more of their pupils as having SEMH needs when compared with the South West region and National data. The pattern of both permanent and fixed-term exclusion rates in Somerset have gradually decreased since 2006/07 until 2014/15, when the figures started to rise again.

Neuro-science… “…evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion.” (Immordino-Yang and Damasio 2007). The more children and young people are able to recognise, name and understand emotions and are able to interpret those of others, the more they are able to activate the parts of the brain that are connected to planning, reasoning, problem solving within life as a whole. Paying attention to how you and others feel seems to have significant impact on life chances as a whole.

Diamond 9 Group Activity PSHE Topic Areas Diamond 9 Group Activity   Discuss topics and then assemble in an order of importance that you can agree on What factors might influence the order? Against each area – jot down any barriers, issues or things to consider. This could be resource issues, parents time, priority, culture of the school, etc. What else might you include Where might it fit within this framework?

Feedback

Workshop Time

Resources and Schemes of Work

www.cypsomersethealth.org Mental Health Toolkit

www.cypsomersethealth.org/resources/Teenage_Years.pdf