Transcript Ofsted PowerPoint Presentation

The PSHEE Revolution
1. Indicators of a School’s Contribution
to well-being
2. New inspections framework from
September 2009
3. Achieving high quality PSHEE
Dear Mrs. Jones,
I wish to clarify that I am not now, nor have I ever been, an exotic dancer.
I work at Home Depot and I told my daughter how hectic it was last week before the blizzard hit. I told her we
sold out every single shovel we had, and then I found one more in the back room, and that several people
were fighting over who would get it. Her picture doesn't show me dancing around a pole. It's supposed to
depict me selling the last snow shovel we had at Home Depot.
From now on I will remember to check her homework more thoroughly before she turns it in.
Sincerely,
Mrs. Smith .
Key Points
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The guidance explains that well-being is defined in law in
terms of the five ECM outcomes.
Schools must have regard to the Children and Young
People’s Plan for their area and to the view of parents.
Section 5 discusses how schools go about considering and
reviewing their contribution to all aspects of well-being in
their self-evaluation.
Section 6-what the school contribution to well-being looks
like.
Purpose
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Provide indicators of relative performance
Complement qualitative evidence
Help inspectors and schools to consider how effectively
well-being is promoted
Indicators will not hold schools fully accountable for
outcomes over which they have limited influence
What a school can be held account for is its contribution
to improving outcomes and impact
2 kinds of Indicators Proposed
 Quantifiable outcomes over which schools can have a significant
influence
Indicators based on perceptions of pupils and parents relating to
ECM agenda
Inspectors will take account of pupils’ and parents’ views of wellbeing alongside measures of outcomes, when coming to
judgements about the effectiveness of a school in promoting wellbeing.
New Inspection Developments September
2009
Reasons for making changes to section 5
Ensure that inspection has an even greater impact on school
improvement
Use Ofsted’s resources even more efficiently and effectively by
focusing them where there is the greatest need – proportionate
inspection
Involve and inform parents and pupils to an even greater degree
Why carry out pilot inspections?
Ofsted consulting on introducing new
arrangements for 2009
HMCI and HMI committed to ‘getting it right’
Schools’ and local authorities’ (LAs) input to the
pilot process is invaluable
Schools’ and LAs’ views will influence the final
shape of the school inspection Framework and
the approach taken
The Main difference between section 5
inspections and pilot inspection
The framework of judgements (the evaluation schedule) is new
•Many of the areas for judgement are similar to section 5
•As well as ‘Achievement’, the section on outcomes contains six other areas :
•The ‘other’ four ECM outcomes
•Behaviour
•Spiritual, moral, social and cultural development
•There is a particular focus on identifying the extent of any variation between
different groups.
•Reports will provide greater focus on the achievement and Well-Being of
different groups of pupils, equalities issues and safeguarding issues
Impact for PSHEE may well be;
Inspection framework will not be changed
dramatically - still streamlined for 2009 No
discrete judgement will be added to the
evaluation schedule about the contribution of
drug and alcohol/SRE education to overall wellbeing,
But explicit guidance may well prompt
inspectors to consider the impact of the school’s
drug and alcohol related work.
Achieving High Quality PSHE
Primary Weaknesses
The lack of systematic assessment of pupils’ progress
Insufficient use of ICT
Learning objectives are not always sufficiently
focused on clear and measurable learning outcomes
Sex and relationship education is often too little and
too late
Incomplete curriculum coverage.
Secondary Weaknesses
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, and superficial or
absence coverage
Success Criteria
•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
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”.