PSHE Health and Education in School Karen Monteith Health Development Officer and PSHE Project Lead

House Keeping Be responsible for your own learning Respond to the comment not the person

Learning Outcomes To have the confidence, strategies and resources to deliver PSHE To have an awareness of what support is available in Portsmouth To have a better understanding of the health profiles of Portsmouth To be able to apply the key principles of effective PSHE teaching and learning in our own practice

What is PSHE? PSHE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future.

Why is health important to education? What do we mean by health? What role does education play? What are your responsibilities? PSHE is a bridge between education and public health. Chief Medical Officer, 2013

What is health? WHO definition of Health: Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

Public Health What is it? Who works there? What do they do? Why do they do it?

Determinants of Health Age, sex and hereditary factors: in Dahlgren and Whitehead's model personal characteristics (such as age, sex, ethnicity and constitutional factors (e.g. genetic, biological) occupy the core. These factors are highly significant for health, yet they are largely seen as beyond the reach and influence of public health improvement strategies, policies and practices. However, other factors, that can in turn be influenced, extend out in layers from the model's core. Individual lifestyle factors: sometimes described as lifestyle 'choices', this layer refers to behaviours such as smoking, alcohol and other drug misuse, poor diet or lack of physical activity. Social and community networks: networks refers to family (parents, children, partners), friends and the wider social circles around us. Social and community networks are a protective factor in terms of health. And although it may risk stating the obvious, it is the quality rather than quantity of relationships that matters. Living and working conditions: includes access to and opportunities in relation to, for example; education, training and employment, health, welfare services, housing, public transport and amenities. It includes facilities like running water and sanitation, and having access to essential goods like food, clothing and fuel. General socio-economic, cultural and environmental conditions: represents social, cultural, economic and environmental factors that impact on health and wellbeing and include, for example, wages, disposable income, availability of work, taxation, and prices; fuel, transport, food, clothing

This profile provides a snapshot of child health in this area This profile provides a snapshot of child health in this area. It is designed to help the local authority and health services improve the health and wellbeing of children and tackle health inequalities.

How pupils benefit from PSHE support the development of physically, emotionally and socially healthy young people support the development of essential employability skills for the 21st Century, reduce or remove barriers to learning, such as bullying, low self-esteem, unhealthy/risky behaviours.

How schools benefit from PSHE maximising academic achievement ‘Healthy School’ validation ; local health outcomes fulfilling statutory duty to promote wellbeing; promote the spiritual, moral, cultural, mental and physical development of pupils; prepare pupils for the opportunities, responsibilities and experiences of later life. fulfilling the expectations of the National Curriculum providing evidence for Ofsted judgements

“It is difficult to see how safety and safeguarding can be good if PSHE education provision is poor. If pupils are kept ignorant of their human, physical and sexual rights; or how to protect themselves and others, or know where to go to for help, they are not being adequately safeguarded.” [Janet Palmer HMI, 2014]

Our role Young people’s needs change and we need to respond effectively Focus on reducing risks and increasing resilience Skills and attributes rather than just knowledge Identify risk factors and protective factors

Risk factors Abuse Neglect Truanting Early sexual behaviour Antisocial behaviour Exposed to parental substance misuse

Protective factors Positive parenting Sense of belonging in school and community Positive peer relationships and adult relationships Positive activities and hobbies Support There should be a universal requirement for schools to teach age appropriate PSHE ... The evidence, along with the views of pupils, teachers and parents, supports this position Public Health England, July 2014 Resilience is the capacity to bounce back from adversity. Protective factors increase resilience, whereas risk factors increase vulnerability. Resilient individuals, families and communities are more able to deal with difficulties and adversities than those with less resilience.

Crunch moment Knowledge skills and attributes

Least effective teaching methods scare tactics and images knowledge-only approaches ex-users and the police as drug educators where their input is not part of a wider prevention programme peer mentoring schemes that are not evidence-based

Most effective teaching methods Relevant to pupils Clear learning objectives and outcomes Treated no differently to other subjects Clear boundaries and ground rules Questioning techniques to probe and deepen understanding Consistent teaching Delivered confidently Open questions Time to reflect

OFSTED All schools have a statutory duty to provide a broad, balanced curriculum which promotes: wellbeing; the spiritual, moral, cultural, mental and physical development of pupils; and prepare pupils for the opportunities, responsibilities and experiences of later life.

OFSTED’s key changes Emphasis on impact across all key judgements Impact of the culture of the school Importance of safeguarding as a golden thread throughout all judgements, including the testing of leaders’ work to meet the new Prevent Duty The importance of a broad and balanced curriculum A brand new judgement – personal development, behaviour and welfare Alignment of the judgements on early years and 16-19 study programmes New guidance now says 'ensure' children are taught rather than 'consider'

Inspectors will evaluate to which the school successfully promotes ad supports pupils’: Inspectors will evaluate the extent to which the school successfully promotes and supports pupils’: •..employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training •understanding of how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media •knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating •personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.

Safeguarding We know we have a safeguarding culture when Children and learners feel safe Children and learners are aware of a range of safeguarding matters, including domestic abuse or sexual exploitation Children and learners are kept safe from the dangers of radicalisation and extremism (implementation of PREVENT duty) e-safety, relationships (including sexual relationships) knives, water, fire, electricity, roads, railways child sexual exploitation domestic violence female genital mutilation forced marriage substance misuse knives and gang activity radicalisation and extremism, e-safety relationships (including sexual relationships), risks associated with, water, fire, roads and railways ……. and are aware of the support available

We know we have a safeguarding culture when: Effective action taken to prevent and tackle discriminatory and derogatory language - disabilist, homophobic, racist •Children and learners able to understand, respond to and calculate risk effectively… (child sexual exploitation, domestic violence, FGM, forced marriage, substance misuse, gang activity, radicalisation and extremism*) and are aware of support available to them

What this looks like in Primary Germs, personal hygiene and hand washing Harmful household products and medicines Road, water, fire and electrical safety Basic emergency aid/accessing help Legal and illegal drugs, their effects and risks Judging what kind of physical contact is acceptable or unacceptable Internet and social media safety How to resist peer-pressure and how to ask for help Managing the ‘pressure’ or expectations I place on myself Giving and receiving consent

Milestones in a young persons life Go out for the first time Cross my first busy road without someone to watch over me Travel to school on my own for the first time Have my first sleepover Be offered my first taste of alcohol Have my first kiss Make a choice for my career path Sign my first legally binding contract Attend my first interview

Preparation for a safe environment Openness but without personal stories Keeping the conversation in the room (but be clear on limits of confidentiality) A non-judgmental approach The right to pass (& not putting people ‘on the spot’) Making no assumptions Listening to others (& commenting on what’s said, not the person who said it) Use of appropriate language play a game “on the fence” suggest moral dilemmas and ask where people stand Ie: sex and pleasure should only be taught in secondary Cannabis should be legalised Cannot take morals into the classroom Equality and diversity

Distance the learning Stories/scenarios Film/DVD/TV clip Photo Puppets “Imagine a boy or girl of about your age who lives and goes to school round here…” Have an ask it basket. Be conscious of the message you give to the class. Don’t feel you need to answer every question. Be honest if you cant answer and offer to respond later. Consulate another peer if necessary. Does the question need to be responded to privately. Be aware of safeguarding. word storming

Active options Instead of: Try: Being given information. Writing down what they know Being told a number of facts, or reasons for something. Watching an entire video then discussing ‘the message’. Whole class discussion. Being given answers. Reading about how to do something. Try: Researching information. Preparing a presentation. Doing a card sort activity. Discussing timeline questions at key moments. ‘Think, pair, share’ discussion. Problem solving in groups. Rehearsing skills through role play. Provide realistic and relevant information that reinforces positive social norms. Use ‘speakers’, enhancement days and external providers with caution! Avoid shock tactics ‘monster of the week’ approach ie NO smoking, NO drinking

Assessment and Evaluation Looks in at the learning Is the use of activities to gauge what has been learnt and what needs to be learnt. Evaluation Looks out at the experience Considers how effective activities, approaches and materials have been in achieving the learning objectives. The activity that helped me learn best was….. I enjoyed the lesson because…… But it would have been better if…… I would like to learn more about……. My group worked well because……. Evaluation is important and will help next step planning but doesn’t assess learning.

Why Assess To monitor our provision. To give us and pupils (and parents) feedback about their progress and how their learning might be improved. To provide tracking data for the school. To improve learning and increase pupils’ motivation. To classify pupils or give them a ‘level’. To help pupils to reflect on and identify what they have learnt. To allow others to see the impact PSHE education is having for learners and for whole-school outcomes.

Tools for Assessment Questioning Draw & Write Brain storm / graffiti wall / mind map ‘The story so far’ Role play and scenarios Mock TV or radio interviews Blogs and podcasts Presentations Discussions Quizzes Written work including leaflets, projects, displays etc. • small group, paired and whole group discussion • reporting back • listening exercises • questionnaires and quizzes • myths and folklore • storyboards, situation cards, photographs and magazine articles • case studies • story telling • videos and films • using a continuum or scale to locate pupils’ strength of feeling about particular ideas and beliefs • role-play • team work on short/ long projects.

Signposting and further reading The link between pupil health and wellbeing and attainment. Public Health England Nov 2014 PSHE education: a review of impact and effective practice. Department for Education March 2015 Promoting children and young people’s emotional health and wellbeing. Public Health England March 2015 The relationship between outstanding schools and outstanding PSHE education. PSHE Association Nov 2014 PSHE Association website Not yet good enough. PSHE in schools OFSTED May 2013 www.areyousorted.co.uk