PSHE & ECM -evaluation and the Inspection of Wellbeing ‘Health Check’ PSHE & ECM -evaluation and the Inspection of Wellbeing Sheffield 30/09/09

Intended outcomes 1) A greater understanding of: Recent changes in wellbeing Some of the changes to the new inspection process (from Sept. 2009), The contribution of PSHE to the SEF and ECM outcomes 2) An opportunity to consider Sources of evidence and ways to measure pupil’s well-being.

Children’s policy changes since 1988 400 different initiatives 300 since 1999 200 since 2003 98 Acts of Parliament 40 Green and White papers 82 Strategies 51 Funding streams 69% No longer exist 25% Evaluated 49 Structures 5 Changes on Government departments 11 Secretaries of State

Question Why should you never bother to chase after: A blond(e) A number 19 bus or A new Government initiative ….There will be another on along in a minute!

The National Evidence UK is bottom for 5 of 6 groups of indicators: High poverty Poor Health High Infant mortality Low birth weight Poor family & peer relationships Risky behaviour Drug & Alcohol misuse, Teenage sex - teen pregnancy & STI Low expectations and high NEETS Low self-assessed wellbeing

Sheffield data ~ Primary schools 82% know it’s healthy to eat 5 fruit & veg. a day 4% tried smoking 20% tried alcohol 97% have someone to talk to when they need help. 38% report being bullied at school; 25% near home. 87% like school, 97% like learning new things 77% Y2, think they’ll be happy in the future. 69% Y5 think they’ll be happy in the future. 81% look after someone

Sheffield data ~ Secondary schools 55% of young people eat 5 fruit and veg a day 12% feel very sad or depressed most days Young people said fewer boring lessons, practical activities, visits and using computers would help them learn. 48% have been bullied in past year mostly at school or college 45% of Y7 feel unsafe in the area they live due to people carrying knives or guns 31% Y10 feel unsafe in the area they live due to people carrying knives or guns

National Developments & well-being OFSTED & ECM National Developments & well-being Every Child Matters 2004 ~ 5 outcomes: Duty to promote well-being, community cohesion & participation SEAL Secondary curriculum (Sept. 08) New primary curriculum for 2011 National Children’s Plan January 08 Developing well-being indicators for schools SRE & Drugs education to become compulsory 5-16 – new Guidance PSHE recommended as statutory from 2011 jbrees@live.co.uk 8

National Developments supporting well-being Children’s Health Plan (DCSF/DOH) National Healthy Schools + 21st Century School The new Ofsted framework

Rationale for change Issues of concern Narrowing the gap Outcomes for the underachieving / needs of underachieving groups Ofsted now inspects all services

Weaknesses in KS1&2 PSHE The lack of systematic assessment of pupils’ progress Insufficient use of ICT Learning objectives are not always sufficiently focused on clear, measurable learning outcomes Sex and relationship education is often too little and too late Incomplete curriculum coverage.

Weaknesses in KS 3&4 PSHE Lack of discrete curriculum time or teaching only through thematic days Lack of skilled, specialist teachers Weak assessment Ineffective use of ICT Some lack of depth of knowledge & superficial or absence coverage

Success Criteria for PSHE Strong commitment by senior managers Member of staff with responsibility for PSHE Dedicated curriculum time Teachers confident in their subject knowledge Compelling learning experiences Effective use of resources

The new Inspection framework ‘Wellbeing isn’t a grade, it permeates every criteria in the new evaluation schedule.’ Gloucestershire Headteacher (Pilot School 2009)

New Inspection: 3 main areas Outcomes Achievement & Enjoyment 5 ECM Outcomes Behaviour Attendance Spiritual, moral, social & cultural Provision Quality of teaching Use of Assessment to support Learning Curriculum including partnerships Care, Guidance & support

New Inspection: 3 main areas 3. Effectiveness of Leadership & Management Leadership & management in embedding ambition and driving improvement Effectiveness of the governing body in challenging & supporting Engagement with Parents & Carers Partnerships in promoting learning and wellbeing Promoting equal opportunity & tackling discrimination Safeguarding Community cohesion, Deployment of Resources

New Framework Overall Outcomes for Pupils: OFSTED & ECM New Framework Overall Outcomes for Pupils: Based on judgements for: - achieve and enjoy - the extent to which pupils feel safe - behaviour - the extent to which pupils adopt healthy lifestyles - pupils’ contribution to the school & wider community - development of workplace skills for future economic well-being - pupils’ spiritual, moral, social & cultural development jbrees@live.co.uk

Contributing to society Developing EWB skills Physical & Mental Health Outcomes & Evidence Possible sources of evidence Example of outcomes Achieve & Enjoy Contributing to society Developing EWB skills Physical & Mental Health Protection from harm & neglect (Stay Safe)

The extent to which pupils adopt healthy lifestyles Inspectors should assess how well pupils develop a basic knowledge and understanding of health issues and apply this knowledge in their own lives Potential areas for investigation: The uptake of school meals Pupils’ choice of food Physical activity Sex and relationships related issues Pupils’ mental and emotional health

Sex & Relationships related issues: Inspectors will want to investigate pupils’ understanding and knowledge relevant to their age. Secondary school pupils should be aware of the dangers of STI and AIDS. Inspectors should also consider pupils’ knowledge and understanding in these areas in the context of the approach to SRE taken by the school.

Mental & emotional health: Can pupils recognise the signs of stress & mental ill health? Can pupils respond to the signs of stress either through preventative measures or accessing confidential advice and support? Safety, behaviour and bullying? Pupil response to SEAL. Many schools have records and analysis of the impact of SEAL on both groups of pupils and individuals.

‘Limiting Judgements’ Achievement Equal Opportunities Safeguarding N.B. An inadequate judgement in achievement, EO or safeguarding means that the overall effectiveness of the school is likely to be judged ‘inadequate’.

Attainment, Learning and Progress OFSTED & ECM Attainment, Learning and Progress Attainment Greater focus on school improvement for pupils and groups ECM outcomes included Significant emphasis of the impact of teaching on achievement Learning and progress Judgement based on progress of current pupils – CVA measures progress over time, but not as important as progress of current pupils Inadequate if considerable numbers of pupils, or groups of pupils, underachieve in one or more key stage. jbrees@live.co.uk

Safeguarding Key outcomes: OFSTED & ECM Safeguarding Key outcomes: Effectiveness in taking reasonable steps to ensure all learners are safe Effectiveness in helping all learners to feel safe Features: Learners are safeguarded and protected Learners’ welfare concerns are identified and responded to appropriately Safeguarding learners is a priority Agencies & professionals work together to safeguard learners jbrees@live.co.uk

Equality & Diversity Definition: OFSTED & ECM Equality & Diversity Definition: Actively promoting positive relationships & respect for human rights Understanding and respecting differences Taking positive action to tackle discrimination, inequality & unfairness Make best use of skills and talents of individuals Focus on improving outcomes that raise standards & improve lives. Judged by two operating principles: How effectively a school is narrowing the achievement gap How effectively a school actively promotes equality & diversity and tackles discrimination. jbrees@live.co.uk

How can schools contribute to community cohesion? All schools are responsible for equipping pupils to live and thrive alongside people from different backgrounds. For schools working with diverse populations, existing activities helping pupils to learn with, from and about each other, will already be contributing towards community cohesion. Where the population is less diverse or predominantly from one socio economic, ethnic, faith or non-faith background, more will need to be done to promote opportunities for interaction between children and young people from different backgrounds.

Julius Caesar (1599) Act 4 sc3 “There is a tide in the affairs of men, Which, taken at the flood, leads on to fortune; Omitted, all the voyage of their life is bound in shallows and in miseries. On such a full sea are we now afloat, And we must take the current when it serves, Or lose our ventures”.

OFSTED & ECM jbrees@live.co.uk That's all folks! jbrees@live.co.uk www.PSHESolutions.co.uk www.pshe-association.org.uk jbrees@live.co.uk

A suggested way to complete the new SEF Identify key words and/or concepts in the wording of the bullet point – ‘what inspectors should evaluate’. Decide on an initial provisional grade based on your general view of the school’s performance. Underline key words in the grade descriptor for your provisional grade. Make a bullet point of evidence you have which is relevant to those key words. Give measurable indicators of success wherever possible. Ask: Does the provisional grade still look right? Look at the descriptors above and below your grade to confirm your judgement. Bury Children’s Services 2009

One possible way of completing the new SEF OFSTED & ECM One possible way of completing the new SEF Governing Body has expertise……. EVIDENCE …is making a positive difference…. EVIDENCE …is rigorous in ensuring staff and pupils are safe… EVIDENCE …discharges statutory duties effectively... EVIDENCE …is fully involved in evaluating the school… EVIDENCE …ensures users’ views feature prominently when priorities and targets for improvement are set… …shows determination in challenging and supporting the school…EVIDENCE In this case, since the judgement is good, a phrase here might read: “We believe that in order to judge effectiveness as outstanding, governors need to engage more with parents and staff” The guidance for the pilot is that this section should use ‘key phrases’ from the evaluation criteria to exemplify the reasons for the judgement. The words and phrases here in red/italic have been taken from the new descriptor for GOOD governance jbrees@live.co.uk