Anti-Terror Attack Advice For Pupils Aged 11 To 16

Advice showing schoolchildren what to do if they are caught up in a terror attack is being made available to be taught in UK schools for the first time.

Young people aged 11 to 16 will be urged to run to safety, hide and tell police should they become involved in a gun or knife attack, in guidance said to go “way beyond the basic messaging” of previous campaigns.

An animated film, partly in the style of a comic strip, urges young people not to “waste time” taking pictures or videos of the scene, but instead to run away from danger. 

The film, entitled Run, Hide, Tell – The Story Of Nur, Edih and Llet, and specially-designed lesson plans will be made available to schools and youth organisations from Tuesday 14th November.

It also advises young people on what to do should they see something suspicious, and an extra lesson teaching basic first aid is being made available.

The lessons are not compulsory, but schools are being urged to use them to ensure the younger generation is prepared in the “unlikely event” of a terror attack, Metropolitan Police deputy assistant commissioner Lucy D’Orsi said.

D’Orsi said: “Whilst we cannot make these lessons mandatory in schools, I would strongly urge education providers and youth organisations to consider delivering this life-saving information to the 11- to 16-year-olds in their care.

“We appreciate this can be a difficult subject to speak to young people about, but we’ve carefully designed everything to be age-appropriate and we know from our research that this is information that young people want to be equipped with.”

The video and teaching materials, designed by counter-terror police and the PSHE Association, are available to download via the National Police Chiefs’ Council website.

Governor Training on PSHE in the New Curriculum

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