PSHE education and the SEF

1. PSHE education and the SEF The contribution of PSHE education to the school inspection process

2. Evaluation • In order to ‘evaluate’ the ‘impact’ of any learning it is essential to have evidence of the learner’s prior knowledge, understanding, values, strategies and skills, and then have evidence to demonstrate the progress they have made against success criteria as a result of the learning provided. • If this does not happen then all the school can do is ‘describe’ the learning that was offered.

3. Ofsted’s historical criticisms of traditional PSHE Many PSHE education programmes: • had no clear learning objectives or learning outcomes • had weak assessment leading to little evidence of progress • did not take sufficient account of the local and national needs of young people.

4. Which raises the question… How can: • a planned, assessed, PSHE education provision, informed by data to identify students’ needs • set within a ‘Healthy School’ that is informed by local priorities and is monitoring its impact • and an informed student body who are able and willing to advocate on behalf of their school ….support a school to achieve ‘outstanding’ judgements in an inspection?

5. The Ofsted Evaluation Framework - September 2009 Outcomes: • how well are pupils doing taking into account of any variation? • how effective is provision? • how effective are leadership and management? • how effective is the sixth form?

6. Focusing on ‘how well are pupils doing taking into account any variation?’ • There are seven judgements which taken together determine the summative judgement ‘Outcomes of individuals and groups of pupils’: • the five Every Child Matters Outcomes • behaviour • the pupils’ spiritual, moral, social and cultural development. • If one judgement is inadequate, this overall outcome is judged inadequate and the school’s overall effectiveness will therefore be judged inadequate.

7. So how might PSHE education provide evidence for a school to meet the outstanding grade descriptor for.. ‘The extent to which pupils feel safe.’ • Pupils have an excellent understanding about what constitutes unsafe situations. • They maintain a well-tuned perspective on their own safety and that of others. • Pupils say they feel safe at school at all times. • Parents and carers strongly agree that the school keeps pupils safe. • Groups representing a wide range of pupils are entirely confident that issues they raise will be dealt with promptly and effectively by the school.

8. So how might PSHE education provide evidence for a school to meet the outstanding grade descriptor for.. ‘The extent to which pupils adopt healthy lifestyles.’ • Almost all groups of pupils have a great deal of knowledge and understanding of the factors affecting many aspects of their physical and mental health and emotional well-being. • Many pupils have adopted healthy lifestyles. • Many groups, including those most at risk, are very keen to take action to improve their health and enthusiastically take up activities to do so. • A wide range of pupils respond positively to the school’s health promotion strategies and are themselves ambassadors for health promotion when talking to others.

9. So how might PSHE education provide evidence for the school to meet the outstanding grade descriptor for.. ‘The extent to which pupils develop workplace and other skills that will contribute to their future economic wellbeing.’ • The pupils’ application of their basic skills across many areas of school life is innovative and highly effective. • They have a whole range of well-honed skills that are highly relevant to their next phase of their life in education, training, employment or other constructive activity.

10. PSHE education evidence (cont) • They are aspirational, know precisely what they need to do and are determined to succeed. • Pupils’ attendance is likely to be at least above average and their punctuality exemplary.

11. So how might PSHE education provide evidence for the school to meet the outstanding grade descriptor for.. ‘The extent of pupils’ spiritual, moral, social and cultural development.’ • Pupils think deeply about their own and others’ experiences and try to relate them to a clear set of personal values. • They have a keen interest in ethical issues, act in a principled manner and understand the importance of reassessing values in the light of experience.

12. PSHE education evidence (cont) • The pupils resolve conflicts intelligently and seek consensus, while accepting the right of others to hold different opinions and beliefs. • They have a very good insight, based on first-hand experience, into similarities and differences between their own and others’ cultures and how these are constantly changing. • They are open to new ideas, appreciate cultural diversity and challenge racism.

13. So how might PSHE education provide evidence for the school to meet the outstanding grade descriptor for.. ‘The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.’ • The school’s curriculum provides memorable experiences and rich opportunities for high-quality learning and wider personal development and well-being. • The school may be at the forefront of successful, innovative curriculum design in some areas. • A curriculum with overall breadth and balance provides pupils with their full entitlement and is customised to meet the changing needs of individuals and groups.

14. PSHE education evidence (cont) • There are highly tailored programmes for a wide range of pupils with different needs. • Cross-curricular provision, including literacy, numeracy and ICT, is mainly outstanding and there is nothing less than good. • As a result, all groups of pupils benefit from a highly coherent and relevant curriculum which promotes outstanding outcomes.