Transcript PSHE and British Values Governor

Personal Social Health Education update
2015
Governor Kit Session- Chris Hilton
‘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 2007.
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 2013
http://www.ofsted.gov.uk/resources/not-yet-good-enough-personal-socialhealth-and-economic-education-schools
• Ofsted framework for inspection
September 2013
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
Key characteristics of outstanding PSHE Education
• 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
• 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
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
Harborne Delivery
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Assembly
Tutor Period
Challenge Days
Curriculum Delivery (See SMSC Audit)
British Values
A staff working group exists
A Curriculum Leader to be appointed
Extracurricular
British values
• http://www.harborneacademy.co.uk/promo
ting-british-values
• Web statement
• Audit British Values and SMSC
• Assembly themes
• Questions