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education and drug tobacco and volatile substance abuse education)
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PSHE contributes to the 5 national outcomes for children, being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. |
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PSHE provides children and young people with the knowledge, understanding, skills and attitudes to make informed decisions about their lives.
The PSHE frameworks within the National Curriculum are designed to be flexible so that schools can develop a curriculum relevant to their pupils.
PSHE programmes provide opportunities to address real life and topical issues and show that they can make a difference to their own and others lives.
The recent Ofsted report – Time for change? - Personal Social and Health Education (April 2007) praised the role of the National Healthy School Programme in raising the quality of PSHE provision.
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| Ofsted recommendations |
- Involve pupils in considering how the PSHE curriculum might meet their needs best.
- Develop constructive links with a range of support services through drop-in centres or extended school provision in order to respond appropriately to the personal needs of pupils and their families
- Improve the monitoring and evaluation of the quality of PSHE provision.
- Improve the assessment of pupil’s progress in PSHE by evaluating changes in attitudes and the extent to which pupils are developing relevant skills.
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| Examples of key outcomes achieved through working on the PSHE theme |
- An increase in the number of pupils who report that they have been involved in the development of the PSHE curriculum.
- An increase in the number of pupils and staff who describe the school council as effective.
- A reduction in the number of teenage pregnancies
- A reduction in the number of drug-related exclusions.
- An increase in the number of staff who feel confident in delivering PSHE.
- An increase in the number of pupils who know how to access specialist services.
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SEAL (Social and Emotional Aspects of Learning) |
There are five aspect, self-awareness, managing feelings, motivation, empathy and social skills.
Currently materials and training are available to all primary schools.
10% of secondary schools in Nottingham will be piloting the new secondary SEAL materials in September 2007.
These resources supplement the PSHE curriculum and reinforce the whole school approach to promoting Emotional Health and Well-being. |
| To gain accreditation for Personal,
Social and Health Education (incl. drug education and SRE) |
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A Healthy School: |
Minimum evidence |
1.1 |
Uses the PSHE framework to deliver a planned programme of PSHE, in line with relevant DfES/QCA guidance Ofsted self evaluation 4a, 4b, 4c, 4e, 5a, 5b, 5c |
The Programme of Study (PoS), and supporting Schemes of Work (SoW) within the school clearly reflect the QCA/DfES guidance in particular social and emotional aspects of learning
Schemes of Work also include the involvement of external agencies (see 1.7 below) |
1.2 |
Monitors and evaluates PSHE provision to ensure the quality of teaching and learning
Ofsted self evaluation 4a, 4b, 4c, 4d, 4e, 4f, 5a, 5b
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The school can evidence how the views of both teaching staff and children/young people are used to monitor and evaluate PSHE
Methods of involving children/young people in monitoring are clear from the Schemes of Work
The Programme of Study and Schemes of Work are regularly reviewed for appropriateness and relevance to children/young people
Teaching and Learning in PSHE is in line with the school’s Teaching and Learning Policy |
1.3 |
Assesses children/young people’s progress and achievement in line with QCA guidance
Ofsted self evaluation 4a, 4b, 4c, 4d, 4e, 4f, 5a
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The school must have considered the QCA end of key stage statements in assessing progress and achievement, and this must help to inform school practice
The PSHE Co-ordinator has a clear plan on how pupil progress and achievement in PSHE is assessed, recorded and reported on
Children/young people and staff can clearly identify progress
Children/young people are aware of how their progress and achievement in PSHE is assessed
PSHE is referred to in the school’s Assessment Policy or the assessment system within the school |
1.4 |
Has a named member of staff responsible for PSHE provision with status, training and appropriate Senior Management support within the school
Ofsted self evaluation 6a
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The named member of staff reports that s/he has appropriate SMT support within the school
The named member of staff can clarify that s/he receives time to complete the role in line with other subject Co-ordinators
The named member of staff has had recent training on aspects of PSHE (within the last two years) |
1.5 |
Has up-to-date policies in place – developed through wide consultation, implemented and monitored and evaluated for impact - covering Sex and Relationship Education, Drug Education and Incidents, Safeguarding, and Confidentiality
Ofsted self-evaluation 2a, 4a, 4b, 4d, 4f, 6a
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Children/young people, staff, parents/carers and governors have been consulted about these policies
Children/young people, staff and other relevant stakeholders can outline their role in the review of these policies
The school has a Confidentiality Policy or it is referred to in a range of other policies
The school has a SRE Policy approved by governors
The school has a Drug Education Policy in line with DfES guidance
The school has a Managing Drug Related Incident Policy (can be part of Behaviour Policy or Drug Education Policy)
The school has a Safeguarding Policy |
1.6 |
Has an implemented Non-Smoking Policy, or is working towards being smoke-free by Summer 2007
Ofsted self evaluation 2a, 4a, 4d, 4f, 6a
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The school is a smoke-free site or plans are in place for it to be so by May 31st 2007 (please note the exception of the caretaker’s house)
Children/young people, staff, parents/carers and governors have been involved in the development of a smoke-free site
The school is proactive in providing information and support for smokers to quit e.g. promoting access to smoking cessation |
1.7 |
Involves professionals from appropriate external agencies to create specialist teams to support PSHE delivery and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug education advisers
Ofsted self evaluation 4b, 4f, 5b, 6a
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Schemes of Work reflect appropriate involvement of outside agencies
The roles of such professionals are planned into the Schemes of Work and their contribution evaluated
There is a policy or guidelines about the role of external visitors to support the Schemes of Work including monitoring and evaluation of their input/contribution |
1.8 |
Has arrangements in place to refer children/young people to specialist services who can give professional advice on matters such as contraception, sexual health and drugs
Ofsted self evaluation 4b, 4f, 5c, 6a
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The school has clear protocols that are understood by staff
In secondary schools, children/young people and staff are aware of how to access specialist services
In primary schools, staff are aware of how to access specialist services
Information for staff and children/young people from appropriate support agencies is promoted
Children/young people report that they have accessed specialist services when required |
1.9 |
Uses local data and information to inform activities and support important national priorities such as reducing teenage pregnancies, sexually transmitted infections and drug/alcohol misuse
Ofsted self evaluation 4a, 4b, 4c, 4f, 5b, 6a |
The school uses local data to inform curriculum provision, where appropriate, and takes advice from health professionals such as a member of the school nurse services or local PCT about how the activities of the National Healthy Schools Programme supports national priorities |
1.10 |
Ensures provision of appropriate PSHE professional development opportunities for staff – such as the Certification Programmes for teachers and nurses offered by DH/DfES
Ofsted self evaluation 6a
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There is a planned programme for CPD linked to PSHE
This programme is accessible to all teachers of PSHE and, where appropriate, is well attended
Staff report effective impact on their professional development by the programme |
1.11 |
Has mechanisms in place to ensure all children/young people’s views are reflected in curriculum planning, teaching and learning and the whole school environment, including those with special educational needs and specific health conditions, as well as disaffected children/young people, young carers and teenage parents
Ofsted self evaluation 2a, 2b, 4c, 4d, 4f, 5a, 5b
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The school has well-embedded mechanisms, such as a school council, year or class councils, circle time or structured and collated consultation, sessions that allows both consultation and feedback
The school can demonstrate what has changed in aspects of curriculum planning, teaching and learning and the school environment as a result of children/young people’s views |
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