Janet Palmer's contribution to the session 'Measuring what we value'

1. Developing character and resilience - how good PSHE education contributes to good overall outcomes
Presenter: Janet Palmer HMI (National Lead for Personal, Social ,Health and Economic Education)
5th Annual Whole Education Conference
19 November 2014

2. Findings of Ofsted’s 2013 PSHE survey
There is a close correlation between the grades that the schools
in the survey were awarded for overall effectiveness in their
last section 5 inspection, and their grade for PSHE.
All but two of the schools graded outstanding at their last
section 5 inspection were also graded outstanding for PSHE
education and none were less than good.

3. This fits well with the findings of a 2012 DfE research report which states that:
‘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.’
The impact of pupil behaviour and wellbeing on educational outcomes, Department for Education, 2012;

4.  Children with better emotional wellbeing make more progress in primary school and are more engaged in secondary school.
Relationships between emotional, behavioural, social, and school wellbeing and later educational outcomes are generally similar for children and adolescents, regardless of their gender and parents’ educational level.
From the findings of the DfE report

5. In schools where PSHE is good or outstanding …
Pupils demonstrate excellent personal and social skills
They form open, harmonious and trusting relationships that enable them to express their feelings and opinions.
Typically, pupils would listen well to each other in PSHE education lessons, ask thoughtful questions of their teacher and each other and use sound evidence to justify their own views.

6. Outstanding sex and relationships education in a Catholic context: The John Henry Newman Catholic School
‘Everyone has such confidence in the school and the teachers – you can ask anyone for help and you don’t feel judged’
‘We can always write down any questions and the teacher will answer them next lesson – but as we get older and more confident we just ask whatever we like - knowing that it will be taken seriously’
‘We learn about the possible outcomes of the choices we may make – to help us make the choices that are right for us’

7. All pupils share a sense of pride in the contribution they make in school
For example, as school and eco-council representatives and playground leaders.
Older pupils may plan and deliver PSHE education lessons for younger pupils, become involved in the local youth parliament and help with environmental planning around the school.
Through effective monitoring, schools ensure that all pupils are encouraged and have an opportunity to make a genuine, valued and recognised contribution to school life.

8. A Year 9 student was appointed to take responsibility for the finances of the school Summer Charity Fayre.
This involved her attending most of the planning meetings, designing a spreadsheet which accounted for all of the internal and external stalls, and overseeing approximately 40 stalls to ensure all had a suitable float and their regular money collections were accounted for.
She proudly reported that after she had collected the float loans, the school charity made just under £5,000. (Feversham College, Bradford)
Choosing to Volunteer - Ofsted 2011

9. Pupils can articulate their learning with maturity and enthusiasm
They are keen to express their own views, are analytical and reflective and ask challenging questions.
They have the confidence to discuss and debate sensitive and controversial issues in PSHE education lessons, socially around the school, and with visitors.
They have the self-assurance to disagree, while respecting the differing views of others.

10. Pupils are independent learners and take responsibility
PSHE and extra-curricular activities enable pupils to work without supervision and use their initiative to set up related projects, surveys and other activities.
For example, researching and delivering assemblies during LGBT or Black History month; and setting up pupil focus groups to inform school leaders and governors on curriculum and wider school matters.

11. Walton High, Milton Keynes
‘If we don’t think a PSHE topic has been relevant or useful to us, then with our help, it is adapted and improved for when it’s run again.’
‘At first I was slightly apprehensive having PSHE. I thought post−16 students didn’t need the support, but after the last 10 months I wouldn’t be without it.’
‘I have enjoyed the way the PSHE programme has been broken down into six categories. I found the social, physical and mental well-being and reflection and futures particularly useful.’

12. Teachers have excellent subject knowledge and skills
They use a range of well-chosen and imaginative resources to support learning, such as case studies, scenarios, visual images and video clips with thought-provoking messages.
They draw on current regional and national research and statistical data to illustrate and exemplify lesson content.
They are skilful in teaching sensitive and controversial topics and use questioning effectively

13. Unfortunately ……
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.
This was because subject-specific training and support were too often inadequate. In 20% of schools, staff had received little or no training to teach PSHE education. Teaching was not good in any of these schools.

14. The curriculum is innovative, creative and regularly reviewed and revised
The programme builds on previous learning and meets the needs of all groups of pupils.
It is well balanced between discrete lessons, cross- curricular themes, assemblies, themed days and special events.
External speakers make an effective contribution. They bring a wider range of expertise and life experiences and support pupils in raising their aspirations.
Regular and informed pupil, teacher, and parent and carer evaluations are used to review and improve provision.

15. School leaders champion PSHE education
The subject has high status and is central to the vision and ethos of the school.
Leaders and managers believe that pupils’ success in PSHE education is central to their overall success. As a result, the subject is high profile, well-resourced and supported by a governing body that understand the aims and aspirations of PSHE education.
Subject leaders are trained in leadership and the high expectations of teachers and support staff are supported by regular, high-quality subject-specific training and the provision of good-quality resources.

16. Ofsted’s PSHE survey showed that …
Leadership and management of PSHE required improvement or was inadequate in 44% 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.

17. Conclusion ….
It should come as no surprise that the key features of good and outstanding practice in PSHE mirror good and outstanding practice in any subject in the curriculum
Evidence from research and Ofsted’s own PSHE survey show that the knowledge, skills, qualities and attitudes that pupils develop through a good PSHE education can enhance their achievement in all areas of school life and life beyond school.

18. Thank you