Category Archives: Education

You’ve got to feel for this teacher

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Sam Mangoro

You have to feel for this PE teacher Emma Denham, who was being observed taking a class as part of the interview process at Mountbatten School, in Romsey, when Sam Mangoro’s heart stopped, sending him into cardiac arrest.

Emma Denham

But quick-thinking Emma, along with three other members of staff, ran to his aid and gave him life-saving CPR using a defibrillator that the school had only purchased a few months before.  It was their courage and ability to put their training into practice under such immense pressure, along with the fact that the school had a defibrillator, that saved the 16-yearold’s life say doctors.

Sam, was last night being slowly woken up from a medically induced coma, which he has been in since the incident on Thursday, but his parents are hopeful thanks to the teachers who gave him the best possible chance of making a full recoverery.

Mountbatten School

Head teacher Heather McIlroy, received a call from one of the consultants treating Sam to praise her staff, who, he said, had saved the teenager’s life.  Mrs McIlroy, who told the Daily Echo that, regrettably, Miss Denham did not get the job despite her heroics, said: “It is nothing short of a miracle.”

Assembly: Dealing with Conflict

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Post Type Children's and Youth Work
DealingWithConflict

This morning I did a Junior School assembly on the issue of dealing with conflict:

Explain that about two hundred years ago, it was common for rich or upper class men (the women were too sensible!) to settle a disagreement by having a special sort of fight. Ask if anyone knows what that was called, and what happened, etc.

If someone thought they had been offended by another person and that person refused to apologize, then the person who had been wronged would take a glove and slap the other person on the cheek with it (if appropriate you could demonstrate on a member of staff who’s agreed in advance!). That was the sign that was a challenge to a duel.

If you refused the challenge of a duel then you would be known as a coward. You would lose your honour and respect in society. Duels were often held at dawn in remote places, because duelling was against the law and they didn’t want any witnesses. People were seriously hurt or killed during the duels. We may think it’s mad to behave like this and risk being a killer or being killed just because of an argument, but that’s just what was expected in the society of that time – you might think it’s a bit like gang culture today!

Use five volunteers to show how a duel worked: the two combatants, each with a supporter or ‘second’, and one referee. Begin with the challenge using the glove, as described above.

The referee offered the participants a choice of weapon: pistols, swords, etc. The one who was challenged got to choose what sort of weapon would be used, and the other one (the challenger, who asked for the duel) had to accept this decision and use the same weapon. The referee’s decision on the outcome was final.

If they were using pistols, then starting back to back each combatant would walk five or ten paces away from each other, then turn … and ‘Aim, ready, fire!’

If there was no clear winner, the referee would be asked for their decision who had won.

Ask the children if they think duelling is the best way to settle an argument. Talk about how disputes can escalate and have big consequences.

Now talk about giving offence, apologizing, turning the other cheek (remember the glove?) and being prepared to back down if you’re wrong and being ready to compromise (which isn’t cowardly and sometimes takes more courage).

Optional: Use Jesus’ teaching on turning the other cheek, or ‘Those who live by the sword shall die by the sword’. Explain that these are hard things to understand but Jesus was saying that a peaceful and non-violent answer to any problem is always the best and that is what we should aim for.

What kind of an animal are you? Are you a teddy bear, an owl, a fox, a turtle or a shark?

What on earth am I talking about? Well, apparently we deal with falling out with other people in different ways, so I’ll explain.

Think for a few moments about what you do when you fall out with your brother, sister or friend. Do you ignore the situation, get angry and want to hit out, or do you try to talk about it?

So are you one of these animals? (Pause between each of the following animals to give the pupils a chance to think. Depending on the school, it may be appropriate to get the children to discuss in twos or threes which animal they think they are.)

A teddy bear always gives in to others.

An owl works with others to find an answer that makes everyone happy.

A fox encourages everyone to give in a little, in other words, to compromise.

A turtle avoids arguments, even when in the right.

A shark wants to win at all costs – and doesn’t care what it takes, or the feelings of the other person.

 

We might think that it’s important not to fall out with other people, always to be friends, never to argue. But, actually, sometimes what’s more important is how we fall out. Learning how to have arguments with people in the right way is an important part of growing up and of playing our part in our world.

For example, a friend in school steals the pencil of another friend. Do we say nothing, and try to keep the peace? No. But a teddy bear would, teddies always give in. A turtle would ignore the fact that there is a problem in the first place. And a shark would go over and hit the friend. Then bring the pencil back.

Obviously none of these ways is right! We need to be an owl or a fox. An owl would get everyone talking to each other to find a solution, and a fox would get everyone to give in a little, get the pencil back and maybe get the friend to lend the pencil for a little while.

Everyone sometimes feels a little angry, or wants to fall out with someone else. Even adults find it difficult to be happy with everyone all the time. The important thing is to find ways of dealing with falling out that help to sort out the problem.

We can’t always ignore how we feel, nor should we ignore bad behaviour, such as a friend stealing a pencil. But if we learn how to talk to other people about how we’re feeling rather than ignoring them, sulking or, even worse, hitting or saying horrible things, we will have learned something very useful for the whole of our lives.

So let’s be owls or foxes – talking about what makes us upset or angry, giving in a little, making sure other people are happy as well as ourselves.

Time for reflection

We’ve had fun with duels. Sports and games can often be a type of duel. As long as we remember to play fair and respect our opponents, these can be great ways to have a contest and remain friends.

But do arguments and games ever go too far? How can you be a person of peace?

Think about a time when you fell out with a friend or family member. What could you have done differently that would have made the situation better?

Dear God,

Help me to be a person of peace.

To have fun with games and sports and contests,

but always be friendly and respectful of other people.

Amen.

Assembly: The Chance to Start Again

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Delete "MISTAKE"

This morning I did an assembly in one of our local junior schools on “The Chance to Start Again”:

We all make mistakes.  It’s one thing we can be sure of – not one of us is perfect – we all make mistakes.  Sometimes those mistakes can make us feel so silly and so bad.

And I’ve got a couple of little stories of people who must have felt just like that.

  • There was a lady who was really shocked to find 2 teeth in a family sized bar of Cadburys Dairy Milk Chocolate. She wrote to Cadburys and complained and got her story in the national newspapers. A couple of weeks later she went for her usual checkup at the dentist and was shocked to be told that 2 of her back teeth were missing! She felt such a fool.
  • There was a man, originally from London, but had lived in Australia for 30 years. He decided that it was time for him to return to Britain to search for his long lost brother. So, he came home to London only to discover his brother had emigrated – to Australia!!

We all do things at times that make us feel like we have failed – got it wrong really badly. Sometimes these are silly things, mistakes we could have avoided.  For example, in tests or exams we sometimes go wrong because we don’t read the question properly.  I remember reading about a boy who was asked in a science exam “what is the boiling point of water”.  His answer was “the point of boiling water is to make a cup of tea”

These stories all show that we can all make silly mistakes. And when we do we probably wish we could turn the clock back and then next time not make the same mistake.  It’s horrible when things like that happen – we feel silly, a failure.

I want to tell you another story.  It’s about a man called Peter.   He felt a failure.  He had let his best friend down – someone who would never let him down.  His friend was arrested and ended up being killed for a crime he didn’t do. 

Peter was so miserable and felt a complete failure.  To make things worse he had even run away and pretended he didn’t even know his best friend. He just thought about himself and saving his own skin.

Then, in what seemed like a dream – but it wasn’t – he met his friend again.  And his friend said “It’s OK. I forgive you. You can start again. Come on, this is what I want you to do…….”  And that young man Peter went on to become one of the world’s greatest leaders, eventually dying for the cause his best friend died for.

And the name of Peter’s best friend – JESUS.

So, remember this: Even if you’ve made mistakes, if you feel you’ve failed, you can start again. This is important in school as well as the rest of your life.

Now is a good time to start again, to have a fresh start, to forget about mistakes you might have made in the past.  It’s a good time to wipe the slate clean and start again with a promise to yourself that you are going to do your best at everything.

I am a Christian and as a Christian I believe that in an amazing way God does exactly that for people who come to him and admit they have made mistakes and want to start again.

Peter knew he couldn’t just rub out what he’d done but he knew that he was forgiven.  That meant he was free to start again and free to begin living the way God wanted.

I believe as a Christian that we can do that too. We can say sorry to God for all the wrong things we have done or said or thought and ask him to forgive us and begin to live the way he wants us to.

Update on guidance for religious visitors for schools from NATRE

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natre-visitors

NATRE, has released an update to its guidance for religious visitors to schools which can be downloaded here.

As an organisation working with schools in the Colchester area we adopt this guidance as a standard for the way we work with the schools we serve. It recognises both the significant benefit that visitors representing faith or belief groups (whether religious or not) can bring to schools as well as the responsibility of these groups to work in an educational and inclusive way. The guidance can be summarised by this question:

If a member of another religion or belief visited my child’s school and contributed in the same way as I have done, would I, as a parent, be happy with the education given?

The guidance covers:

  • Principles and good practice
  • Code of Conduct
  • Schools’ responsibilities
  • The three main contexts where visitors might contribute to school life
  • The basics of communicating effectively with children and young people

It concludes:

Much wonderful RE, and many inspiring acts of collective worship or assemblies, result from the visit of a person willing to share his or her faith or belief. From the point of view of NATRE, schools are encouraged to welcome these visitors whenever possible, and communities of faith and belief are encouraged to contribute to the curriculum and collective worship some of the treasures of their living beliefs.

Assembly: Celebrating the life of someone in our school community

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I did an assembly this afternoon at our local Infants School celebrating the life of their School Business Manager, who died suddenly after Christmas:

Wendy Spittal

There are times in our lives when something happens to make us feel very sad. This might be when we lose someone or something we love very much. The death of a friend, a relative, or even a pet can make us feel lost and unhappy. We cannot understand why it has happened.

Sadly, death is a part of life. Every living thing is born into this life and everything eventually dies.

When someone dies we do not see them again and we miss them very much, but we do not forget them and they live on in our memory.

Once the first pain and shock of losing them is over we may begin to talk about the good times we had when they were alive. It is good to talk about them. This helps us to deal with the loss.

Upbringing

Wendy grew up in the St Mary’s area of Southampton. Her dad was a boat builder.

Wendy was very sporty, captaining the school hockey and netball team and becoming head girl. One story about her hockey days recalls her being hit in the mouth by an opponent’s swinging stick. The referee stopped the game and seeing the extent of the injury to Wendy, suggested she leave the field to receive treatment. Wendy was having nothing of it though, refused to leave the pitch and carried on playing!

But equally when she worked for Natwest Bank in their London office, she used to be very concerned about her hair.  This required a rather long journey, and her dad Peter used to drive her to the station to catch the early train. Apparently her father became quite amused over Wendy’s concern for her hair – it had to be absolutely perfect and he certainly wasn’t allowed to open any windows or do anything that might disturb the look!

School

Wendy’s long association with Orchard Infant School began when Peter started in Reception back in 1994(?). Wendy began as a volunteer – helping to set up the school’s library. Apparently the scanning system she helped installed made many of the secondary school librarians rather jealous!

In 1997 Wendy was encouraged to apply for the role of Admin Assistant. She became Admin Officer and then having completed a suitable course at university, she became the School Business Manager. Her other roles at the school included being Treasurer of the PTA for a decade and the School Fair flourished under her guidance.

The School held a special place in Wendy’s life. The reason Wendy loved her work so much was her relationships among the teachers and office team there. She took real pleasure in the company staff especially her team in the school office.

She was always willing to go the extra mile to help people. This was typified by her willingness to help the cleaning staff out when they were short staffed. She would often still be working when the cleaners came in and would take on whatever jobs she was given. The cleaning ladies joked that after a while on cleaning the glass, she was particularly proud to be promoted to hoovering!

Wendy had an extraordinarily quick wit – some have called it a wicked sense of humour.

Family

It’s true that school held a very special place in her heart. But for Wendy, family always came first. Wendy was so proud of her son Peter and all his achievements.

To die aged 55 seems far too young and has come as a real shock for so many.  Her final passing was with peace and dignity. In the words of her family, it was a peaceful end.

Wendy was an incredibly loving, generous, giving and kind person. She loved people and she loved being with people. She will be remembered by so many in this way.

Illustration

Say that this story might help them to understand things more clearly.

Once upon a time there were two little caterpillars. One was called Cathy and the other was called Carl. They lived happily together with lots of other caterpillars, munching away at the thick green cabbage leaves, getting bigger and fatter each day.

One day Carl experienced a strange taste in his mouth. He felt cold but the silken thread coming from his jaws felt warm and comforting, so with twisting and twirling movements he wrapped it around his body. Soon he was completely covered.

Cathy did not recognize Carl any more. She tried to speak to him but there was no reply. She felt very sad and alone. She missed her friend terribly.

Then one day not long afterwards she too experienced the same strange taste and the same cold feeling. The silken saliva oozed from her jaws and she felt she needed to cover herself with its soothing slime. As it enveloped her she felt contented and sleepy. Her eyes closed and she drifted into unconsciousness.

After resting for several weeks Cathy began to stir. She felt strange and different, the same Cathy yet not the same – very odd. The brightness and the warmth around her encouraged her to explore her surroundings. She found herself on the stem of a leafy green plant. On each side of her body, beautiful white wings were gradually inflating in the sunlight. After a while she was able to spread them and glide gracefully into the air.

All at once she was aware of another white-winged creature beside her. As soon as he spoke she knew it was Carl, who had been waiting for her. She was so happy for at last they were reunited.

Further discussion could be developed here. The children may have experienced rearing moths or caterpillars and this would help them to understand the process of metamorphosis.

Jesus’ friends thought that he was gone forever and they were sad, upset and even frightened because their leader had gone. Then, three days later, he appeared to them. He was the same but not the same, he had gone through death and changed. This is what Christians describe as resurrection.

New Exam Prayer Website Launched

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Exam Prayer

Examprayer.co.uk website launched to support students during exam periods.

2 Year 10 students rushed into the secondary school classroom where our Christian lunchtime club was running. “We can’t stay today” they said, “we’ve got maths exams next, can you pray for us….now”. So we stood, in an English classroom, with 2 un-churched, non Christian lads and prayed for their exams. “It worked” they said the following week, “we did fine”.  In the conversations that followed back in the Swindon Youth for Christ offices examprayer.co.uk was born.

On the site young people are asked to simply enter their first name (optional) and a brief description of the exams they would like prayer for. A Prayer Volunteer then logs into the secure website and prays for that person as they sit their exams. “It’s a really simple idea”, said Chris Priddy, director of SwindonYFC, “yet as a group of Christian Youth Workers who believe in the power of prayer it holds the potential to make a significant impact in the lives of young people during a significantly stressful time of their lives.”

Every May, in a youth club run by SYFC the team would stick an old shoebox on the tuck shop counter and invite young people to write their names and exam dates on scraps of paper before posting them in the box if they would like someone to pray for them as they sat their GCSE’s. examprayer.co.uk vision is to bring this idea into the 21st century.

The site can be used confidentially by any young person who would value prayer support for the exams they are sitting, whatever those exams may be. Youth groups, colleges or churches can also have their own customised mini-site set up by examprayer.co.uk solely for use by their group and their own prayer volunteers.

For more information about the site and the opportunity to use it with your group visit www.examprayer.co.uk.

Governor Training on PSHE in the New Curriculum

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PSHE logo

This evening I attended governor training on PSHE in the New Curriculum by Glyn Wright, County Inspector/Adviser Personal Development Learning.

 

Made mandatory for schools to publish how they are delivering PSHE within the curriculum, alongside other curriculum subjects.

Think of your most memorable event in your time at school as a pupil?  Most were related to non-curriculum activities e.g. drama, sports.

Activity: Which topics do you think you should not be covered in school using the must, should and could criteria.  PFEG (Personal Finance Education Group) has some fantastic resources regarding enterprise and finance.

New school food plan leading to school meals for all children in the Infants School.

Hampshire educates 10% of the service children in the country

Drivers for teaching PSHE (and Citizenship)

  • United Nations Convention for the Rights of the Child
  • The Importance of Teaching (2010 White Paper for DfE)
  • Healthy Lives; Healthy People (White Paper for Health including a large part on the responsibilities of schools to ensure young people are prepared to have healthy lives)
  • Drugs Strategy

Ofsted PSHE Report 1st May 2013: Not Yet Good Enough

  • 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:
  • 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 schools.
  • 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.
  • 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 surrey wanted to learn how to deal with mental health issues such as coping with stress, bereavement and eating disorders.  1 in 25 children lose a significant adult whilst they are at school – Simon Says is a great charity working in this area.
  • 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.
  • 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 ac 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 disables language was commonplace.
  • The majority of schools provided good PSHE education for disabled pupils and those with special education needs.
  • 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.

Key characteristics of outstanding schools (12/50 – 24%)

  • 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 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.
  • 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 SEN, 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.

Key characteristics of PSHE education that require improvement or are inadequate (20/50 schools)

  • 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.

Ofsted Supplementary Guidance: Achievements in PSHE

“Pupils demonstrate exceptional independence; they think critically, articulate their learning and their views with great confidence and work constructively with others … Pupils, appropriate to their age and capability, have an excellent understanding of relationships, sexual development, sexual consent and respect.  They have a strong understanding of the principles which underpin positive parenting.  They understand extremely well how to keep themselves and others healthy and safe and are very well aware, for example, of the dangers of substance misuse. …  Pupils have a very strong understanding of how to recognise and deal with mental health problems such as stress or eating disorders; how to develop resilience and resist peer pressure; and where to go to seek further help and advice.  All understand very well the impact of bullying on others …  Pupil make outstanding progress in developing understanding and skills in relation to business, enterprise, money management, the world of work and employability.”

Ofsted Supplementary Guidance: The Curriculum and SMSC (Spiritual, Moral, Social, Cultural)

“The programme is explicit, comprehensive and coherent.  The statutory elements of sex and relationships education (SRE) are fully met.  The programme for personal well-being is very highly regarded by pupils and enables them to lead safe and healthy lives.  The curriculum provides a very strong platform for pupils’ future economic well-being.  Local data is fully taken into account when planning … Pupils and teachers are fully engaged in influencing the content and evaluation the quality of the curriculum.  The subject makes an outstanding and sustained contribution to pupils’ spiritual, moral, social, and cultural development and reinforces well a range of personal and thinking skills.”

SMSC was strengthened in 2012 and every Ofsted report since then has had at least 1 paragraph on this.

PSHE and Citizenship will be inspected through the lens of SMSC

Ofsted Supplementary Guidance: Leadership & Management

“The subject is very well resourced in terms of curriculum time, staff training, management time and the use of external services and materials … Statutory requirements in SRE are fully met.  The monitoring of teaching and learning in PSHE is rigorous … Subject leadership inspires confidence and a whole-hearted commitment from pupils and staff … PSHE has a very high profile in the life of the school and is at the forefront of whole-school initiatives … Discrimination, including prejudiced-based bullying is tackled with vigour.  Very strong links exist with partner schools, parents, carers and external agencies to reinforce the very high standard of PSHE education.”

Governors still have to okay Sex and Relationships Education resources, SRE is often within a wider PDR policy.

Visiting speakers

Visiting speakers are a key resource that should fit into your programme and have a detailed SLA to protect both sides.  Don’t

Childline Schools Service 

Jan McDonald, Childline Programme from the NSPCC for primary schools.

Set up in 2011, delivering to every primary school in the country.  There has been a big shift in CP, now focussing on Year 5 & 6 talking about abuse in an age appropriate way, including

In March 2013 over 40,000 children in CP Register.  Research shows a further 8 per child will be suffering abuse or maltreatment.

Abuse is normally disclosed in secondary years, but it normally happens in their primary years.

The programme runs:

  • Normally a 30 minute assembly – how to recognise physical, abuse, emotional, sexual, bullying and neglect and how to get help.
  • 2 weeks later run a 1 hour interactive workshop for each class where the children work in small groups with sensitive case studies to enable them to understand abuse and sources of help in more depth.
  • Use a speech bubble called Buddy which symbolises the right of children to keep safe, and to be listened to.  Each child at the end of their workshop designs their own buddy kit to develop their own personal network for support.

It is a free service, Ofsted have recognised it as a service; and also supports Safeguarding.

98% of teachers have said they would recommend the service.

Currently nothing for Infants due to funding, it runs a rolling service every 2 years to cover all pupils.

Redesigning Early Help Services in Hampshire

jayne.shelbourn.barrow@hants.gov.uk

  • Independent Review of Child Protection: A child-centred system (Eileen Munro, 2011)
  • Independent Review on Early Intervention Delivery: Early Intervention: The Next Steps and Smart Investment, Massive Savings (Graham Allen)
  • Hampshire Children & Young People’s Plan (CYPP) 2012-2015

In Hampshire Early Help is facilitated by:

  • An effective referral and assessment process, co-ordinating by locality teams, based on a shared understanding of the thresholds for services.
  • Local expertise and co-ordination of services through Local Children’s Partnerships
  • Strong home-to-school links
  • Healthy Child Programme (0-19 year olds)

The new model:

  • Has just been launched to Eastleigh and is due across the county but October.
  • Focus on the child and family’s journey
  • Seamless pathway of interventions as they move in and out of services, step up /step down across the windscreen of need
  • A range of effective, evidence-based services in place to address assessed needs
  • Practitioners needs to understand their role both when providing a service as a single agency and multi-agency.

Level 4

Statutory Social Care Intervention

Level 3

Targeted Early Help (coordinated multi-agency response)

Early Help hub provision

Level 2

Early Help (single agency / partnership working)

Schools, LCPs, Health, Children’s Centres, YSS, commissioning grants

Level 1

Universal (inc) schools (including PSHE), GPs, Health Visiting, Early Years settings

 

School receive a non CP disclosure in Level 1 (e.g. mum using alcohol) so it moves to a Level 2 where a school can make a referral and it would work, we can hold them in the school, knowing the parent is asking support, someone is visiting the home once a week.  But sometimes despite all that it doesn’t work and the situation deteriorates.  Aim is to create multi-agency hubs at Level 3 to hold children in an effective way.

Key example issues in Level 1 for education are:

  • CAMHS
  • Family breakdown
  • Sexual exploitation

The Current Status of PSHE

  • No set curriculum – the Government has allowed schools to choose their own plan and programme.
  • PSHE education remains a non-statutory subject BUT section 2.5 of the National Curriculum framework document states that: “All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.”
  • “An important and necessary part of all pupils’ education”
  • “Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.”
  • PSHE education is a means to fulfilling the statutory duties on schools.
  • Every state-funded school must offer a curriculum which is balanced and broadly based and which promotes the SMSC development; prepares pupils at the school for the opportunity, responsibilities and experiences of later life.”

PSHE Association – Programme of Study – KS1-4

  • Core Theme 1: Health and wellbeing
  • Core Theme 2: Relationships
  • Core Theme 3: Living in the wider world: KS1 and 2 Economic wellbeing and being a responsible citizen; KS3 and 4 Economic wellbeing, careers and the world of work.

Download this resource at the PSHE Association website

Spring Term 2014 – Curriculum & Qualifications

All schools must publish their school curriculum by subject and academic year, including their provision of personal, social, health and economic education (PSHE).  To support schools in doing this, the PSHE Association has published its own guidance on drafting and reviewing a school’s se and relationship policy and a suggested programme of study for PSHE.

The School Library Service

Bridget Rowley looks after School Library Service book lists for example on antibullying, new arrivals pack, bereavement, primary SMSC, PSHE linking to pupil premium.

The role of the PSHE (and Citizenship) Curriculum

  • PDL Matters news resources provides:
  • Early Help
  • Supporting key health messages
  • Supporting the School Food Plan: Free School Meals for all Infant School pupils – lunches all together will get you an opportunity to enrich the programme for PSHE

Other key resources

  • Supporting Personal Development Learning Hampshire Guidelines has individual module support.
  • Keeping on Track with Learning – e-profile for pupils to do linked to a powerpoint – pupils mapping and tracking what they do across all subjects.
  • The Hampshire School self-evaluation tool for the promotion of SMSC development

 

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