PDL and Healthy Schools Network Meeting

2. PDL and Healthy Schools Network Meeting Summer Term 2013 Access more information on: www.hants.gov.uk/hpdw (the website for everything PDL and Healthy Schools)

3. MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING Drugs education incl. alcohol and tobacco PSHE-PW Personal Social Health & economic Education (PSHE-PW) Extended schools Extra curricular activities Outdoor Education – e.g Trailblazers Sex and relationships education (PSHE PW) Volunteering/ active citizenship e.g. peer mentoring Safety Education Study Support Social, Emotional Aspects of Learning SEAL PSHE PW Citizenship and Rights Respect and Responsibility, • & • Helping children and young people to: • Be Healthy, • Stay Safe, • Enjoy and Achieve, • Make a Positive Contribution • Have Economic Well Being Work related learning PSHE EW Education for sustainable development Enterprise education PSHE EW Religious education Financial capabilityPSHE EW Personal learning and thinking skills: Team worker Self-manager Independent enquirer Reflective learner Creative thinker Effective participator • Functional skills: • Communication • Numeracy • ICT • Working together • Improving own • performance • Problem solving Careers education and guidance PSHE EW Physical activity Individual learning plans & e-profiles E-Profile AND PORTFOLIO – ASSESSMENT, RECORDING and ACTION PLANNING

4. Programme • Teach about bereavement and supporting the bereaved – Simon Says • PSHE Ofsted Report • Healthy Schools – latest news/sharing good practice • Upcoming training

5. Glyn Wright County Inspector/ Adviser PDL Sam Francis Hampshire Leading Teacher PDL Portway Junior School Donna Smith Teacher adviser Fire Service The PDL/Healthy Schools Team Julie Thompson Senior Public Health Practitioner Ileana Cahill Senior Public Health Practitioner Eleanor Jakeman Freelance PDL- peer mentoring

6. Contact details • Glyn Wright, glynis.wright@hants.gov.uk • Admin support for PDL/Healthy Schools – Anne McCarthy anne.mccarthy@hants.gov.uk Tel: 023 92441442 • Julie Thompson, julie.thompson@hants.gov.uk • Ileana Cahill, ileana.cahill@hants.gov.uk • Donna Smith, donna.smith@hantsfire.gov.uk • Sam Francis, samfrancis.asthants@yahoo.co.uk • Eleanor Jakeman, eleanor.jakeman@gmail.com

7. Bereavement – Simon Says

8. Ofsted PSHE report 1 May 2013Not Good Enough Yet Inspectors: • based the report on evidence from the inspections of 24 primary schools, 24 secondary schools and two special schools across all English regions between January and July 2012. • observed 290 lessons, 31 assemblies and 20 other PSHE education-related activities • met with approximately 200 teachers, leaders and managers • talked to approximately 700 pupils

9. Not Good Enough Yet continued • Part A evaluates: • pupils’ learning in PSHE education • strengths and weakness in teaching • curriculum provision • quality of leadership and management. • Part B describes: • the characteristics of PSHE education that typically lead to outstanding learning • Characteristics found in schools where PSHE education requires improvement or is inadequate. N.B Subject leaders and their teams should use these characteristics to evaluate the quality of PSHE education in their own school.

10. Key Findings - 1 • learning in PSHE education was good or better in 60% of schools and required improvement or was inadequate in 40% • Sex and relationships education required improvement in over a third of schools: • In primary schools this was because too much emphasis was placed on friendships and relationships • In secondary schools it was because too much emphasis was placed on ‘the mechanics’ • Lack of high-quality, age-appropriate sex and relationships education in more than a third of schools is a concern as it may leave children and young people vulnerable to inappropriate sexual behaviours and sexual exploitation • In just under half of schools, pupils had received lessons about staying safe but few had developed the skills • Pupils understood the importance of applying security settings on social networking sites but did not always know how to set them or had not bothered to do so.

11. Key Findings 2 • Most understood the dangers to health of tobacco and illegal drugs but were less aware of the physical and social damage • one third of respondents to the online survey wanted to learn how to deal with mental health issues such as coping with stress, bereavement and eating disorders. • Knowledge and understanding of budgeting and economic enterprise were at least good in half of the primary schools and in two thirds of the secondary schools. • Learning about careers was good or better in half of the secondary schools. • Teaching required improvement in 42% of primary and 38% of secondary schools. • Too many teachers lacked expertise in teaching sensitive and controversial issues, which resulted in some topics such as sexuality, mental health and domestic violence being omitted from the curriculum. • In 20% of schools, staff had received little or no training to teach PSHE education. Teaching was not good in any of these schools. • By far the weakest aspect of teaching was the assessment of pupils’ learning

12. Key Findings 3 • The curriculum was good or better in two thirds of primary and secondary schools. • The curriculum was usually more coherent and comprehensive in schools that offered discrete PSHE education lessons across the school • In 80% of primary and secondary schools, outside speakers made a valuable contribution by bringing a wide range of expertise and life experiences to the PSHE education programme. • The development of pupils’ personal and social skills through PSHE education-related activities was at least good in 42 of the 50 schools visited. However, few schools monitor and analyse the take-up of extra-curricular activities. • Pupils’ personal and social skills required improvement where the casual use of homophobic and disablist language was commonplace. • The majority of schools provided good PSHE education for disabled pupils and those with special educational needs and for those whose circumstances made them vulnerable

13. Key Findings 4 • The quality of leadership and management in PSHE education was: • at least good in 56% of schools • required improvement in 42% • was inadequate in 2% of schools. • All the schools that required improvement in PSHE education overall required improvement in leadership and management. • In a third of primary and secondary schools the subject leader was inadequately trained for a leadership role and given too little time to meet with their team. • In half of primary and two thirds of secondary schools the monitoring and evaluation of the quality of teaching and learning were deficient.

14. Key characteristics of outstanding PSHE – 12/50 (24%) schools • 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 skills • Teaching activities meet the needs of different groups and individuals

15. Key characteristics of outstanding PSHE continued • Teachers are skilful in teaching sensitive and controversial topics • Teachers use questioning effectively • Teachers assess learning rigorously • The curriculum is innovative and creative • The curriculum is regularly reviewed and revised • The curriculum 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 education • Leaders and managers rigorously monitor the quality of teaching

16. Key characteristics of PSHE education that require improvement or are inadequate(20/50 were inadequate or needed improvement) • The assessment of pupils’ learning lacks rigour • The monitoring and evaluation of the quality of teaching are ineffective • Teachers are poorly trained • The curriculum is not sufficiently coherent or comprehensive

17. Recommendations - Schools should: • ensure that staff teaching PSHE education receive subject-specific training and regular updates, including in the teaching of sensitive issues • ensure that the school delivers age-appropriate sex and relationships education that meets pupils’ needs and contributes to safeguarding them from inappropriate sexual behaviours and sexual exploitation • ensure timely and appropriate learning about the physical and social effects of alcohol misuse • implement systems to effectively track pupils’ progress in PSHE education and monitor pupils’ engagement in extra-curricular activities that develop their personal and social skills • raise teachers’ expectations of the quality of pupils’ work in PSHE education to ensure it is commensurate with expectations of pupils’ work in other subjects • improve the quality of leadership and management in PSHE education by ensuring that subject leaders receive appropriate leadership training; designated time to meet with the PSHE team; and time to monitor and evaluate the quality of teaching and learning in PSHE education.

18. HS Update • Latest news • Opportunity to share in small groups the work you are doing currently • Any questions?

19. Healthy Schools Challenge • Petersfield Infant School • The news article

20. Back to Basics • Sign up for the Healthy Schools course • Email audrey.whiting@hants.gov.uk • Next course: Friday 11 October 2013

21. 5.2 - How does your school respond to the needs of all children and young people, including those who are less vocal and visible? • 5.3 - What opportunities are there for children and young people to develop responsibility, build confidence and self-esteem? • 6.1 - How does your school identify children and young people facing challenging circumstances? What support is provided for these identified groups?

22. Important to note • QAG dates: • Tuesday 9 July • Thursday 14 November • Network meetings for autumn term: • 8 October – Gosport – 4-5.30 • 9 October – Basingstoke • 10 October – Havant • 15 October – Farnborough • 16 October – Winchester – 2.30-4 and 4-5.30 • 17 October – New Forest

23. Change 4 Life Be Food Smart - Change4Life's new-year healthy eating campaign empowers people to make positive changes to their eating habits by giving them healthier, tasty, cheap and quick meal ideas containing lower salt, fat and sugar alternatives Resources to support this include recipe finder and meal planner, pupil worksheets (all key stages), mobile phone app. Free resources for schools. Register as a local supporter to receive updates and access resources. http://www.nhs.uk/C4Lschools