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Independent Review of the proposal to make Personal, Social, Health and Economic (PSHE) education statutorySir Alasdair Macdonald

Independent Review of the proposal to make Personal, Social, Health and Economic (PSHE) education statutory

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Foreword 5

ExecutiveSummary 7

1 Introduction 101.1 ThedevelopmentofPSHEeducation 101.2 TherationaleforthisReview 121.3 TheremitofthisReview 121.4 TheReviewprocess 14

2 ACommonEntitlement 162.1 PSHEeducationintheNationalCurriculum 172.2 Programmesofstudyandprogrammesoflearning 172.3 Theroleofgoverningbodies 192.4 Theparentalrightofwithdrawalfromsexandrelationshipseducation 202.5 CoherenceandacommonidentityforPSHEeducation 22

3 BuildingCapacity3.1 TheeffectivedeliveryofPSHEeducationinschools 243.2 Developingtheworkforce 283.3 ExternalcontributorstoPSHEeducation 31

4 EvaluatingProgress4.1 AssessmentinPSHEeducation 334.2 Engagingwithchildren,youngpeople,parentsandcarers 354.3 Accountability 37

5 NextSteps 39

6 Appendices 40

TableofContents

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WhenIbeganteachinginthe1970sIwasaskedtoteachSE(SocialEducation)tomytutorgroup.Thiswasseenasacrucialpartofourpupils’education,addressingkeyissuesofrelevancetotheirpersonaldevelopmentandhelpingthemacquiretheknowledgeandskillsthattheywouldneedafterleavingschool.Sincethenwehaveaddeda‘P’,an‘H’andanother‘E’,andPSHE–Personal,Social,HealthandEconomic–educationaswenowknowit,continuestoplayavitalroleforyoungpeopleinourcomplex,rapidlychangingsociety.

Theprominenceofthesubjecthasinfactgrowninrecentyears,particularlywiththeincreasingfocusontheEveryChildMattersoutcomesandthedutyonschoolstopromotetheirpupils’wellbeing,butithasremainednon-statutoryandthereforeitsstatushasbeenunclear.InOctober2008theGovernmentannouncedtheirintentiontomakePSHEeducationstatutoryandIwasaskedtocarryoutthisIndependentReviewtoexaminehowbesttoachievethis,focusingonspecificissuessuchaspressuresonthecurriculum,theroleofgoverningbodiesandtherightofparentalwithdrawalfromsexandrelationshipseducation(SRE),aswellasonthewiderimplicationsofthisproposedchange.

FromtheoutsetwehaveencounteredwidespreadsupportformakingPSHEeducationstatutorybutwehavealsobeenpresentedwitharangeofchallengingissues.ManyoftheseoriginatefromthedevelopmentofPSHEeducationasanon-statutorysubjectwhereeveryschoolhastoagreaterorlesserextentdevelopeditsownversionofthesubject.Ontheonehandthisisahugestrength–ascontextisacrucialelementofPSHEeducation–butontheother,itmakesthedevelopmentofastatutoryNationalCurriculumsubjectfarmorecomplex.

Intermsofdelivery,wehaveseenavarietyofmodelsinprimaryandspecialschools,butoverallthereisaconsiderablemeasureofconsistencyinthesesectors,duelargelytothestrengthsoftheclassteachersystem.Insecondaryschools,however,thesituationismorevariable,withapproachestodeliveryrangingfromspecialistdepartmentstoclasstutors,fromintegrationwithCitizenshiporReligiousEducationtotheuseof‘drop-downdays’.

Mostschoolshaveastrongcommitmentandhavealsomadeaconsiderableinvestmentintheircurrentpracticeandmodelofdelivery.Theeffectivenessofthesedifferentmodelsneedfurtherevaluation,butwewantschoolstoretaintheflexibilitytodeliverPSHEeducationinawaythatbestmeetstheneedsoftheirpupils,whilstpromotingandspreadinggoodpractice.Indeed,thelegislationtointroducestatutoryPSHEeducationwillhavelittledirectimpactonschoolsthatarealreadyprovidingahighqualityPSHEprogramme.

Foreword

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IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory

Wewouldliketothanktheindividuals,schools,organisationsandotherinstitutionswhohavesharedtheiropinionsandexpertisewithusthroughouttheReview,throughwrittenevidence,meetingsandfieldvisits.

ThisReviewprovidesanumberoffirmrecommendationsfortheDepartmentforChildren,SchoolsandFamilies(DCSF)toconsider,perhapsmostimmediatelythatPSHEeducationshouldbecomepartofthestatutoryNationalCurriculuminbothprimaryandsecondaryphases.However,wealsoposeanumberofquestionsandsuggestionsforfurtherinvestigationandwork.

IhopethatyouwillfindthisReviewhelpful,andwouldencourageyoutorespondtothepublicconsultationthatfollowsfromtherecommendationswehavemadehere.

SirAlasdairMacdonaldCBE

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Personal,Social,HealthandEconomic(PSHE)educationaimstohelpchildrenandyoungpeopledealwiththereallifeissuestheyfaceastheygrowup.TheissuesthatPSHEeducationcoversarecentraltoyoungpeople’swellbeing:nutritionandphysicalactivity;drugs,alcoholandtobacco;sexandrelationships;emotionalhealthandwellbeing;safety;careers;work-relatedlearning;andpersonalfinance.Indoingso,PSHEeducationplaysamajorroleinschools’contributiontothefiveEveryChildMattersoutcomes.

InOctober2008theGovernmentannounceditsintentiontomakePSHEeducationstatutoryandlaunchedthisIndependentReviewtoinvestigatethemosteffectivewayofachievingthis.Thereviewsofsexandrelationshipseducation(SRE)anddrugandalcoholeducationprovidedevidencefromawiderangeofsources,includingyoungpeople,thatthequalityofPSHEeducationbeingdeliveredvariessignificantlyacrossthecountryandoftendoesnotmeettheneedsofchildrenandyoungpeople.ThesereviewsarguedthatPSHEeducationisnotgivensufficientpriorityinmanyschoolsandthatmakingthesubjectstatutoryisthekeytoraisingitsstatusandimprovingprovision.

However,theGovernmentacknowledgedthatmakingPSHEeducationstatutoryraisesanumberofareasofconcernforschools,parentsandyoungpeople,whichitaskedthisReviewtoaddress.Thesekeyconcernsincludedpressuresonthecurriculum,theroleofgoverningbodies,andtheparentalrightofwithdrawalfromSRE.TherearealsoaseriesofwiderimplementationissuesinvolvedinmakingPSHEeducationstatutory,suchasmodelsofdelivery,workforcedevelopment,assessment,andaccountability.

Overthepastsixmonthswehavesoughttoengagewithschools,parentsandcarers,childrenandyoungpeople,faithgroups,socialpartnersandotherkeystakeholdergroupsinordertotrytofindsolutionsandbuildconsensusontheseimportantissues.WehavealsoconsultedSirJimRoseaboutPSHEeducationashisreviewoftheprimaryNationalCurriculumhasprogressedtoensurecoherencebetweenourReviews’recommendations.Asaresult,wehavedevelopedtwentyheadlinerecommendations,whicharelistedbelow:

PSHEeducationshouldbecomepartofthestatutoryNationalCurriculum,in1bothprimaryandsecondaryphases.

Atsecondarylevel,PSHEeducationshouldbecomeafoundationsubjectin2theNationalCurriculum,withtheexistingnon-statutoryprogrammesofstudyformingthebasisforpublicconsultationonthecoreentitlement.

Atprimaryleveltheproposednewprogrammeoflearning‘Understanding3physicaldevelopment,healthandwellbeing’shouldformthebasisforpublicconsultationonthecoreentitlement.

ExecutiveSummary

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Governingbodiesshouldretaintherighttodeterminetheirschool’sapproach4toSRE,toensurethatthiscanbedeliveredinlinewiththecontext,valuesandethosoftheschool.However,thismustbeconsistentwiththecoreentitlementtoPSHEeducation.

Governingbodiesshouldalsoretainthedutytomaintainanup-to-dateSRE5policy,whichismadeavailabletoinspectors,parentsandyoungpeople.Moreover,governingbodiesshouldinvolveparentsandyoungpeople(inthesecondaryphase)indevelopingtheirSREpolicytoensurethatthismeetstheneedsoftheirpupils,andreflectsparents’wishesandthecultureofthecommunitiestheyserve.

TheDCSFshouldconsultschoolgovernorandfaithschoolrepresentatives6aboutanysupplementaryresources,guidanceandsupporttheyneedandworkwiththemtoensurethatthisisinplacebeforestatutoryPSHEeducationcomesintoforce.

TheexistingrightofparentalwithdrawalfromSREshouldbemaintained.7Whereparentsdochoosetowithdraw,schoolsshouldmakeitcleartothemthatindoingsotheyaretakingresponsibilityforensuringthattheirchildreceivestheirentitlementtoSREthroughalternativemeans.ThisrightofwithdrawaldoesnotextendtotheexistingstatutoryelementsoftheNationalCurriculumrequirementsregardingsexeducationinScienceatKeyStages1to4andwerecommendthatthisshouldcontinuetobethecase.Furthermore,thereshouldbenorightofwithdrawalfromthewholeoranyotheraspectofPSHEeducation.

TheDCSFshouldreviewthestatusofallofitsexisting,separateguidance8relatingtotheissuescoveredinPSHEeducation.TheDCSFshouldthenpublishinduecourseanoverarchingdocumentthatsetsoutthecommonprinciplesunderpinningeffectivePSHEeducationandappliesthemtodeliveryofthecoreentitlement.

AlongsideorwithintheconsultationsurroundingthecoreNational9CurriculumentitlementforPSHEeducation,theDCSFshouldseektheopinionsofstakeholdersandthewiderpubliconwhethertochangethenameofPSHEeducationwithinthesecondaryNationalCurriculum.

TheDCSFshouldcommissionfurtherresearchthatwillestablishand10reportontheprevalentmodelsofdeliveryforPSHEeducationandtheireffectivenessinimprovingoutcomesforchildrenandyoungpeople.

AllInitialTeacherTraining(ITT)coursesshouldincludesomefocusonPSHE11education.WeagreewiththerecommendationfromtheSREanddrugandalcoholeducationreviewgroupsthattheDCSFshouldworkwiththeTrainingandDevelopmentAgencyforSchools(TDA)toinvestigateadedicatedrouteforITTthatwill,intime,createacohortofspecialistPSHEeducationteachers.

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TheDCSFshouldalsoworkwiththeTDAtoconsideraPSHEenhancement12optioninITT,aswellaspromotingPSHEeducationthroughtheMastersinTeachingandLearningandtheAdvancedSkillsTeachersprogramme.

TheDCSFshouldcontinuetosupportaPSHEcontinuingprofessional13development(CPD)programme.TheDCSFshouldalsoworkwithTDAandlocalauthoritiestoexploretheothertypesofCPDonofferinPSHEeducation.ThisshouldaimtoidentifylocalprovisionofCPDinPSHEeducationthatiscollaborative,sustainedandevaluated,inordertoexemplifygoodpracticeinguidance.

CPDshouldalsobeavailableforsupportstaffandthewiderchildren’s14workforceinvolvedinPSHEeducation.

TheDCSFshouldworktoraisetheprofileofPSHEeducationamongstschool15seniorleadershipteams.

Werecognisetheimportantcontributionsthatexternalorganisationsand16visitorscanmaketothePSHEcurriculumandrecommendthatschoolsareencouragedtoidentifyopportunitieswherethiswiderinputcanbemadeappropriately.Furthermore,theDCSFshouldconsiderhowbesttodisseminateexamplesofeffectivepracticemorewidelyacrossschoolsandlocalauthorities.

LegislationshouldseektoexcludePSHEeducationfromtherequirementto17havestatutorylevelsofattainment.

TheDCSFshouldworkwiththeQualificationsandCurriculumAuthorityto18findappropriateandinnovativewaysofassessingpupilprogressinPSHEeducation.

TheDCSFshouldconsiderfurtherwaysofpromotingpupilandparent19engagementinthedevelopmentanddeliveryofPSHEeducation,andhowtodisseminategoodpracticeinthisarea.

Wearesatisfiedthattheexistingaccountabilityframeworkandplanned20wellbeingindicatorswillprovidesufficientmonitoringandevaluationoftheeffectivenessofaschool’sPSHEeducationprogramme.ThereforetheReviewrecommendsthatnoadditionalrequirementsshouldbeplacedonschoolsintermsofinspection.

FollowingthisReviewtherewillbeafullpublicconsultation,andwewouldencourageyoualltorespondtothisprocess.WehopeyouwillfindthisReviewhelpfulininformingyourresponse.

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Chapter1

1.1 ThedevelopmentofPSHEeducation

TherelevanceandimportanceofPersonal,Social,HealthandEconomic1educationtochildrenandyoungpeople’spersonaldevelopmentandwellbeingisnotnewtoschools.Whilstthesubjectitselfhasgonethroughanumberofchangesinthepasttwodecadeswithalterationsindefinition,framework,contentandname,itsunderlyingaimhasremainedconsistent.

PersonalSocialEducation(PSE)wasfirstidentifiedasacross-curricular2‘dimension’inthe1990NationalCurriculum1.Itwasunderpinnedbyfivecross-curricular‘themes’:economicandindustrialunderstanding,careerseducationandguidance,healtheducation,educationforCitizenshipandenvironmentaleducation.

Then,PSEwasseenasbeingconcernedwithpromotingthepersonaland3socialdevelopmentofpupilsthroughthewholecurriculumandthroughtheentireschoolexperience.Inpractice,these‘general’and‘specific’dimensions(Watkins,1992)weresummarisedas:schoolethos,contributionofallclassrooms,schoolenvironment(general)andtutorials,specialistguidance,careers,health,otherguidance(specific)2.

DuringthecourseoftheReview,thisissueof‘dimensions’wassomethingwe4returnedtomanytimes.UnderstandingwhatPSHEeducationisnow,whereithascomefrom,andwherewewantittobeintheschoolsofthe21stcentury,hasshapedtherecommendationswehavemadeinrelationtostatutorystatus.ThisisexploredingreaterdetailinChapter2ofthisreport.

FollowingthereportoftheNationalAdvisoryGrouponPersonal,Socialand5HealthEducation(1999):‘PreparingYoungPeopleforAdultLife’3,Personal,SocialandHealthEducation(PSHE)becameanon-statutoryFrameworkforschoolsin2000.

The2000FrameworklinkedPSHEdirectlytotheaimsofthecurriculum,6arguingthatschoolscouldnotachievetheseaimswithoutPSHE.4Itincorporatedallaspectsofschools’plannedprovisiontopromotetheirpupils’personalandsocialdevelopment,includinghealthandwellbeing5.AtKeyStages1and2theFrameworkincorporatedprovisionforCitizenship.

InitialguidancefromtheQualificationsandCurriculumAuthority(QCA)7recommendedtakinga‘whole-schoolapproach’6,ThisreferencedtheNationalHealthySchoolStandardimprovementmodel(1999)andoutlinedfourpossibleformsofdeliveryforPSHE,suggestingacombinationofthesemethodsunderpinnedthisapproach:

throughdiscretecurriculumtime;●●

Introduction

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teachingPSHEinandthroughothersubjects/curriculumareas;●●

throughPSHEactivitiesandschoolevents;and●●

throughpastoralcareandguidance.●●

Italsoprioritisedflexibilityforschools,outlininganapproachthat:builton8existingpractice;wasinnovativeenoughtopromoteknowledge,skillsandunderstanding;wasconnectedtothevaluesoftheschoolanditswidercommunity;andwhichcouldshowcontinuityandprogressionfrompriorlearning7.Sincethepublicationofthe2000Framework,therehasbeenmuchdebateoverwhatthemosteffectivemodelsofdeliveryareforPSHEeducation.ThisissueisdealtwithindetailinChapter3.

Followingawide-rangingreviewofthesecondarycurriculumbyQCA,9twonewnon-statutoryprogrammesofstudywereintroducedatKeyStages3and4inSeptember2008,comprisingPersonalWellbeing,andEconomicWellbeingandFinancialCapability.Atthesametime,thesubjectwasrenamedasPersonal,Social,Healthand Economiceducation.Theseprogrammesofstudyweresubjecttopublicconsultationbeforepublication.Inaddition,aswiththeprogrammesofstudyforallNationalCurriculumsubjects,PSHEeducationisnowdescribedintermsof:

keyconcepts;●●

keyprocesses;●●

rangeandcontent;and●●

curriculumopportunities.●●

ThePersonalWellbeingprogrammeofstudyincorporates:

sexandrelationshipseducation;●●

drugandalcoholeducation;●●

emotionalhealthandwellbeing;●●

dietandhealthylifestyle,and●●

safetyeducation.●●

TheEconomicWellbeingandFinancialCapabilityprogrammeofstudycovers:

careerseducation;●●

financialcapability;and●●

work-relatedlearning.●●

TheEconomicWellbeingandFinancialCapabilityprogrammeofstudy10drawstogethercareerseducation,work-relatedlearning,enterpriseandfinancialcapability.ThePersonalWellbeingprogrammeofstudyclarifiestheparticularrelationshipbetweenPSHEeducationandtheprocessofpersonal

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development.Importantly,italsoconnectstheprogrammeofstudyatbothKeyStageswiththeSocialandEmotionalAspectsofLearning(SEAL)framework.

PSHEandCitizenshiparecurrentlyintegratedintheprimaryphaseaccording11tothe2000QCAguidance.However,SirJimRose’srecommendationsproposeembeddingPSHEeducationinthestatutoryprimaryNationalCurriculum,asoutlinedinChapter2.

1.2 TherationaleforthisReview

Onthe23rdOctober2008MinistersannouncedtheirintentiontomakePSHE12educationstatutory,acceptingtherecommendationsofboththereviewsintosexandrelationshipseducation(SRE)anddrugandalcoholeducationthatPSHEshouldbecomestatutoryinmaintainedschools.Thesetworeviewsprovidedevidence(includingfromyoungpeoplethemselves)thatthequalityofPSHEeducationbeingdeliveredwastoovariableandthatitwasfailingtomeetchildren’sandyoungpeople’sneeds.

ThereviewgroupsstressedthatPSHEeducationwasnotgivensufficient13priorityinschoolsandthatitslackofstatus,specificallyitsnon-statutoryNationalCurriculumstatus,wasakeyfactorinexplainingwhyschoolsdidnotprioritiseit.WhilsttheyacknowledgedthatmakingPSHEeducationstatutorywillnotinitselfautomaticallyresultinimprovementsindelivery(apointalsomadebyOfsted8),therewasclearconsensusthatitisvitaltoachieveastep-changeinthequalityandstatusofPSHEeducationasawhole.

TheintentionoftheGovernmenttomakePSHEeducationstatutory14underlinesthekeyroleithastoplayinsupportingchildrenandyoungpeople’spersonaldevelopmentandwellbeing.

1.3 TheremitofthisReview

ThisIndependentReviewwascommissionedbyMinisterstoaddressthe15questionofhowtheprinciplethatPSHEeducationshouldhavestatutorystatuscouldbetranslatedintoapracticablewayforward.

TheSecretaryofStateidentifiedthreeareasofconcernamongstschoolsand16parentsthatrequiredattentionfromthisReview9:

first,thatmakingPSHEstatutorycouldincreasethepressureonthe●●

curriculum.Itwillbeessentialtoensurethatschoolshaveflexibilitytotailoracurriculumtosuittheirpupils;

second,thatastatutoryprogrammeofstudyforPSHEwouldcutacross●●

theexistingrightsofschoolgoverningbodiestodeterminetheirownapproachinsensitiveareassuchasSRE;and

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third,thepositionoftheverysmallminorityofparentswhoalready●●

withdrawtheirchildrenorthosewhomightwanttointhefuture.

Inaddition,MinistersestablishedalistofspecificissuesfortheReviewto17exploreinconsultationwithyoungpeople,parents,schools,communitiesandotherkeystakeholders,namely:

howtoensurethatstatutoryprogrammesofstudyforPSHEeducation●●

retain,infuture,sufficientflexibilityforindividualschoolstotailortheirPSHEcurriculumandteachingtotakeaccountoftheirpupils’andparents’viewsandtoreflecttheethosoftheschool;

howtoensurethatparentsandpupilsarefullyinvolvedinthedrawingup●●

ofindividualschools’policyondeliveryofsensitivetopicswithinPSHEsuchasSREanddrugandalcoholeducation;

howtoassistthoseworkinginandwithschoolsofareligiouscharacterto●●

developsupplementaryresourcestosupportSREdeliverywithinafaithcontext;

howtoensurethatschoolgoverningbodieshavethesupportand●●

guidancetheyneedondrawinguppoliciesfortheteachingofsensitivetopicswithinPSHEeducation;

whetherandhowtoprotectthecurrentrightsofthesmallminorityof●●

parentswhochoosetowithdrawtheirchildrenfromthecurrentnon-statutoryaspectsofSRE;and

howschoolscanaccommodatePSHEeducationasastatutorysubject●●

withinthecurriculum,withoutsqueezingotherimportantsubjects,drawingonexamplesofexistinggoodpracticeinschoolsindeliveringPSHEeducation.

Indevelopingresponsestoeachoftheseissuesithasbeennecessaryforthe18ReviewtoconsiderthemostkeyaspectsofPSHEeducation,includingmodelsofdelivery,assessment,accountability,theroleofthegoverningbody,initialteachertrainingandcontinuingprofessionaldevelopment.

TheSecretaryofStatealsoestablishedsixgoverningprinciplesforthe19Review:

allchildrenandyoungpeopleshouldreceiveacommoncoreof●●

informationandpracticalskills,consolidatingthecurrentnon-statutoryprogrammesofstudy,tohelpthemgrowanddevelopasindividuals,asmembersoffamiliesandsocietysothattheycanlivesafe,healthy,productiveandresponsiblelives;

parentsshouldbefullyinvolvedwithschoolsonPSHElearning,andit●●

shouldbetaughtinawaythatreflectsaschool’sethosandmoralvalues;

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thereshouldbeanationalframework,spanningtheprimaryandsecondary●●

phasesofeducation,whichsetsoutthiscommoncoreentitlement;

thequalityofteachingandlearningneedstoimprove,tobettermeetthe●●

needsofyoungpeople;

PSHEshouldbeplannedanddeliveredbytrained,competentand●●

confidentteacherswithsupportfromexpertisebeyondtheschool;and

effectiveprovisionshouldleadtomeasurableimprovedoutcomesfor●●

childrenintermsofknowledge,skills,understandingandbehaviour.

ItwasimmediatelyobviousthattheReviewwouldneedtobemindfulof20theworkalreadyinhandaspartofSirJimRose’sreviewoftheprimarycurriculum.

1.4 TheReviewprocess

TheReviewengagedwithawiderangeofkeystakeholders,including21childrenandyoungpeople,parents,schools,socialpartners,faithgroupsandavarietyofexpertgroupsinvolvedinthedeliveryanddevelopmentofPSHEeducation.Thesestakeholderscontributedinavarietyofvaluableways.

ThefirststepintheReviewwasacallforwrittenevidencefromorganisations22thatrepresentedthevariousstakeholdercommunities.Writtenevidencewassupplementedbyaseriesofmeetingswithkeyorganisationsandforumstoexplorethemajorissuesandpossiblesolutionsingreaterdepth.TheReviewalsocommissionedresearchontheevidenceandguidanceavailableonPSHEeducationtotakeaccountofwiderliteratureandavailabledata.

Inaddition,‘fieldvisits’wereconductedtoobtainafirsthandviewofcurrent23practice.Throughthesevisitswewereabletobetterunderstandtheissuesforthoseinvolvedinthedesign,deliveryandenduseofPSHEeducationinschools,includingPSHEteachersandco-ordinators,HeadTeachers,governors,parents,childrenandyoungpeople,LocalAuthorityPSHEandHealthySchoolsco-ordinators,DirectorsofChildrenServices,andotherprofessionalsinvolvedinthedeliveryofPSHEeducation.

Schoolsvisitedwereselectedonthebasisofrecommendationsfromarange24ofexpertorganisations,includingOfsted,andcoveredarangeofschooltypes–primary,secondary,special,faithschools,andpupilreferralunits–acrossageographicalanddemographicspread.Inafurtherefforttoensurethatthevoices,insightsandexperiencesofchildrenandyoungpeoplecouldberepresentedduringtheprocess,theReviewcommissionedaseriesoffocusgroupswithschoolpupils.

WhilsttimeandresourceshavenaturallyconfinedthescaleoftheReview,25weareconfidentthatwehavetakenintoaccounttheviewsofthemajor

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stakeholdercommunitiesinthisareaandwewouldliketothankallthosewhogenerouslysharedtheirtimeandexpertisewithus.WeplacedapremiumonbuildingconsensusaspartoftheReviewprocessandstressedtoallstakeholderstheneedtoworktogethertodevelopsolutions,ratherthanrehearsingpreviousdebates.DetailsofthefieldvisitsandthoseorganisationsthatcontributedtothecallforevidenceandmetwiththeReviewarelistedintheappendicesattheendofthisreport.

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ACommonEntitlement

Chapter2

TheissuesthatPSHEeducationcoversarecentraltochildrenandyoung26people’swellbeingandpersonaldevelopment.EffectivePSHEeducationshouldequipchildrenandyoungpeoplewiththeknowledge,understanding,attitudesandpracticalskillstolivehealthy,safe,productiveandfulfilledlives.

Butbeyondthis,PSHEeducationshouldalsoenablechildrenandyoung27peopletoreflectonandclarifytheirownvaluesandattitudes,andexplorethecomplexandsometimesconflictingrangeofvaluesandattitudestheyencounternowandwilldointhefuture.PSHEeducationisthereforealsoaboutdevelopingyoungpeople’ssenseofidentity,theircapacitytorelatetootherpeopleandhandlesetbacks.Italsoencouragesyoungpeopletobeenterprisingandsupportstheminmakingpositiveeducationandcareerchoicesandinmanagingtheirfinanceseffectively.Inotherwords,itisaboutdevelopingthepersonal,socialandemotionalattitudesthatwillhelpthemflourishinlifeandwork.

WhatsomechildrenandyoungpeopletoldusabouttheimportanceofPSHEeducation10

Inprimaryschools,childrentoldusthatthattheythoughtthatitwasreallyimportanttolearnaboutthemselvesandtheirlives.Insecondaryschools,youngpeoplewereabletoarticulatehowimportanttheythoughtthesubjectwas.Forexample,studentsfromoneschoolwereabletoconfidentlyexplainhowPSHEeducationhadhelpedthemtofeelmoreacceptedbytheirpeersastheyknewandunderstoodmoreaboutissuesthataffectteenagelife.

Consequently,wehaveconcludedthatitisessentialforallchildrenand28youngpeopletohaveanentitlementtoacommoncoreofknowledge,skillsandunderstandinginPSHEeducation.Thedepthandrangeofthislearningexperienceshouldnolongerbedeterminedsolelybyindividualschoolsandteachers.

Upuntilnow,theimportanceofPSHEeducationhasnotnecessarilybeen29translatedintoentitlement.ButthisReviewbelievesthatallchildrenandyoungpeopleareentitlednotonlytoacommoncoreforPSHEeducationbutthattheyarealsoentitledtoaconsistentlyhighqualityexperienceofPSHEeducationwherevertheirlearningtakesplace.

Recommendation:PSHEeducationshouldbecomepartofthestatutoryNationalCurriculum,inbothprimaryandsecondaryphases.

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2.1 PSHEeducationintheNationalCurriculum

PSHEeducationcurrentlyconsistsofthenon-statutoryFramework(with30Citizenship)atKeyStages1and2andtwonon-statutoryprogrammesofstudyforPersonalWellbeingandEconomicWellbeingandFinancialCapabilityatKeyStages3and4.AffordingstatutoryNationalCurriculumstatustoPSHEeducationwillestablishitfirmlyinthecurriculumofferedbyallmaintainedschools.

Clearly,schoolsneedtoretainownershipoftheircurriculumandhave31flexibilitywithinit,andtheyshouldbeencouragedasfaraspossibletodeveloplearningprogrammestailoredtomeettheneedsoftheirpupilsandcommunitiestheyserve.Localinformationanddata–suchasteenagepregnancyrates,accidentfiguresandemploymentopportunities,forexample–shouldbeconsidered,alongsidepupilviewsontheissuesthataremostimportanttothem,whenaschoolismakingdecisionsaboutitsPSHEeducationprogramme.Theexactfocusoflearningandhowaspectsoftheprogrammesofstudyorprogrammesoflearningaredeliveredisamatterforschools,butthesubjectshouldalwaysbeshapedtobeasrelevantaspossibletotheneedsofthelearners.

However,itisimportanttoemphasisethiscommitmenttoflexibilityapplies32tothedesign,organisationanddeliveryofPSHEeducationintheNationalCurriculumandnottowhetheraschoolchoosestocover,ornottocover,thestatutorycoreentitlementtoPSHEeducation.

2.2 Programmesofstudyandprogrammesoflearning

Themajorityviewofstakeholdersisthattheexistingnon-statutory33programmesofstudyforPSHEeducationatKeyStages3and4arefitforpurpose.TheseprogrammesofstudyarestructuredinthesamewayasforotherNationalCurriculumsubjectsatsecondarylevelandofferappropriateflexibilityforschools.

Recommendation:Atsecondarylevel,PSHEeducationshouldbecomeafoundationsubjectintheNationalCurriculum,withtheexistingnon-statutoryprogrammesofstudyformingthebasisforpublicconsultationonthecoreentitlement.

SirJimRose’sreviewoftheprimarycurriculumhasrecommendedthat34QualificationsandCurriculumAuthority(QCA)identifiesacoreforprimaryPSHEeducation,settingouttheessentialknowledge,skillsandunderstandingforPSHEeducationinthe‘Understandingphysicaldevelopment,healthandwellbeing’areaoflearning11.Ineffect,thismeansPSHEwouldnolongerexistasastand-aloneframeworkintheprimarycurriculum.

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However,followingdiscussionswithSirJimRose,wearesatisfiedthatthe35newprimarycurriculumwillseektointegratethecurrentnon-statutoryrequirementsforPSHEatKeyStages1and2intothisareaoflearning,therequirementsforwhichwillbedescribedinastatutory‘programmeoflearning’.Thisislargelyorganisedas‘PersonalWellbeing’and‘EconomicWellbeing’,reflectingthesecondaryprogrammesofstudyforPSHEeducation.AdditionallythenewprimarycurriculumwouldaffordenhancedopportunitiesforPSHEacrossthecurriculum.TheReviewisthereforeconfidentthenewprimaryNationalCurriculumwillestablishanappropriatecoreentitlementtoPSHEeducationforchildrenandyoungpeople.

Recommendation:Atprimaryleveltheproposednewprogrammeoflearning‘Understandingphysicaldevelopment,healthandwellbeing’shouldformthebasisforpublicconsultationonthecoreentitlement.

Atbothphasesandinspecialschools,therehaslongbeenanassociation36(andsometimesaconflation)betweenthewiderschoolprocessofpersonaldevelopmentandPSHEeducation.QCAdefinespersonaldevelopmentas‘themeansbywhichallyoungpeoplearesupportedintheirspiritual,moral,physical,emotional,culturalandintellectualdevelopmentaccordingtotheirneeds,andregardlessoftheirsocialand/oreconomicbackgrounds.Itpromotestheirwellbeingandenablesthemtodeveloptheirpotentialashealthy,enterprisingandresponsiblecitizensinoursociety’12.

Theentireschoolexperienceshouldpromotebothpersonaldevelopmentand37wellbeing.SirJimRose’sreportdescribesthelinksbetween‘Understandingphysicaldevelopment,healthandwellbeing’andpersonaldevelopment,whichherecommendsshouldbepartofthenewcoreoftheprimarycurriculum,alongsideliteracy,numeracyandICTcapability.Thisissetoutinasimpleframeworkdescribingthe‘Essentialsforlearningandlife’,whichareembeddedacrosstheproposednewcurriculum.ThisgreaterprominenceiswelcomedbythisReview.

Therefore,whilstPSHEeducationclearlysupportsthisprocessofpersonal38developmentitshouldnotbeseenassynonymouswithit.PSHEeducationalsomakesakeycontributiontothepromotionofpupilwellbeingand,potentially,towiderwellbeingoutcomes.TheethosandvaluesoftheschoolarecommonlyreflectedinandreflectiveofitsPSHEeducationprovision.Thisisanimportantconnection.Aschoolinwhichrelationshipsaregood,wherepupilsactivelyparticipateinschoollifeandwherewiderschoolpoliciesreflecttheschool’scommitmenttopupils’wellbeingandpersonaldevelopmentoughttobeonewherePSHEthrives.Additionally,provisionforPSHEeducationalsolinkstopastoralcareandsupportsystemsandtoadviceandguidanceprovision.

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However,likeanyothersubjectintheNationalCurriculum,PSHEeducation39ismadeupofauniquebodyofknowledge,understandingandskillsthatcanbetaughtand,byextension,learnedordeveloped.TheconclusionoftheReviewisthatwhilstthewiderconnections,contributionsandcontextswehavedescribedaboveareimportanttoPSHEeducation,itisthebodyofknowledge,understandingandskillsdescribedinboththesecondaryprogrammesofstudyandtheforthcomingprimaryprogrammeoflearningthatwilldefinePSHEeducationintheNationalCurriculum.

2.3 The role of governing bodies

Theroleofgoverningbodiesindeterminingandmonitoringprovisioninareas40containedwithin,orconnectedto,PSHEeducationisrelativelywell-defined.

GovernorshaveanumberofrelevantdutiesrelatingtoPSHEeducation,but41perhapsmostnotablyinrelationtodeterminingtheirschool’sapproachtoSRE.TheReviewbelievesthatgoverningbodiesshouldretainthisright,butunderlinesthatthisrelatestohow–ratherthanwhether–individualschoolsdeliverSRE.

Recommendation:Governingbodiesshouldretaintherighttodeterminetheirschool’sapproachtoSRE,toensurethatthiscanbedeliveredinlinewiththecontext,valuesandethosoftheschool.However,thismustbeconsistentwiththecoreentitlementtoPSHEeducation.

Moreover,governingbodieshaveadutytoprepareandpublishawritten42policyontheprovisionofSREandforthispolicytobeopentoinspectionattheschool,andacopyprovidedfreeinresponsetoarequestfromanyparentofapupil13.TheReviewissatisfiedthatgoverningbodiesshouldretainthisduty,butshouldinvolvepupils(atsecondarylevel),aswellasparents,whendevelopingthispolicy.

Recommendation:Governingbodiesshouldalsoretainthedutytomaintainanup-to-dateSREpolicy,whichismadeavailabletoinspectors,parentsandyoungpeople.Moreover,governingbodiesshouldinvolveparentsandyoungpeople(inthesecondaryphase)indevelopingtheirSREpolicytoensurethatthismeetstheneedsoftheirpupils,andreflectsparents’wishesandthecultureofthecommunitiestheyserve.

Furthermore,theReviewrecognisesthatitmaybenecessarytoprovide43additionalsupportandguidanceforgovernorsandfaithschoolstobetterunderstandtheirresponsibilitiesregardingPSHEeducation.

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Recommendation:TheDCSFshouldconsultschoolgovernorandfaithschoolrepresentativesaboutanysupplementaryresources,guidanceandsupporttheyneedandworkwiththemtoensurethatthisisinplacebeforestatutoryPSHEeducationcomesintoforce.

2.4 The parental right of withdrawal from sex and relationships education

ThisReviewhasconsideredthepositionoftherightaccordedtoparentsunder44theEducationAct,1996confirmedbytheLearningandSkillsAct,2000,towithdrawtheirchild(ren)fromaspectsofsexandrelationshipseducation(SRE)deliveredoutsidethestatutoryNationalCurriculumSciencerequirements.

Ofstedsuggestthatonly0.04%ofpupilsarewithdrawnfromthenon-45statutoryaspectsofsexandrelationshipseducation.14DiscussionswithstakeholdersduringtheReview–includingschools–alsoindicatedthenumberofwithdrawalsisminimal.Thisisdue,inpart,tosomeofthegoodpracticewehaveseeninarangeofschools(andlocalauthorities)whereparentsandcarersareactivelyengagedinthedesignofpolicystatementsregardingSRE;wherethecontentofSREcoverageiscommunicatedandunderstoodbyparents;andwhereconfidenceisunderpinnedbyhighqualityteachingandlearning.

Inspectionevidencesuggeststhemajorityofschoolsarealreadyconsulting46withparentsandcarersaspartofreviewingordevelopingprovisionforSRE.Thisisencouraging,andthisfindingwasreinforcedduringtheprocessoftheReview.Thereisavarietyofinnovative,aswellasmoretraditional,waysofengagingparentsinSRE–particularlyinprimaryandspecialschools–thathadreducedoreliminatedparentalwithdrawals,including:

sharinginformationandresourcesthroughparentseveningsand●●

newsletters;

developingpoliciesthroughParentTeacherAssociation(PTA)meetings●●

andconsultationgroups;

settinghomeworkassignmentsthatpupilscompletedinconjunctionwith●●

theirparents;and

establishingparentlinkworkerstodiscusstheissueswithparents,which●●

appearedparticularlyeffectivewherelanguageandculturaldifferencescanbeabarrier.

Thisprocessofreducingthelikelihoodofwithdrawalthrougheffective47practicewillsupportthefutureofstatutoryPSHEeducation.

21

Forsomeschools,especiallythoseworkinginafaithcontext,thereare48particularsensitivitiessurroundingthedeliveryofSRE.ButwealsoknowthatmanyfaithorganisationsandschoolshaveworkedsuccessfullyformanyyearstoprovideeffectiveSREinthecontextofPSHEeducation,ensuringchildrenandyoungpeoplereceivethelearningtheyneedtoremainfreefromharmandtodevelopintohealthy,confidentindividuals.ReflectingtherecommendationsoftheSREreviewgroupinrevisedguidanceonSRE,willdefinefurthertheprinciplesofeffectivedelivery.

ItisworthemphasisingthatthecurrentPSHEframeworkprovides49opportunitiesforageappropriateteachingonSREandthiswillcontinue.SeveralstakeholdersstressedthatcommentsinsomepartsofthemediaandelsewherethatstatutorySREwouldmean‘sexlessonsfor5yearolds’areinaccurateandmissthepointofSREinPSHEeducation.Infact,itissexeducationintheNationalCurriculumforSciencewhichfocusesonthehumanbiologyofreproduction.EffectivePSHEeducationcontextualisesthislearningwithintheframeworkofrelationships.TheSREreviewhighlightedthisasstronglyvaluedbyparentsandyoungpeople.

EffectivePSHEeducation,andSREinparticular,isdependentonopen50dialogue,clearcommunicationandpositiveandsupportivepartnershipsbetweenschoolsandparents,andbetweencommunitiesandschools.Astatutory‘core’,supportedbyengagementwithparentsandcarers,isthekeytoensuringchildrenandyoungpeoplehaveaccesstothehighqualitySREtheyareentitledto.

Thenotionofacommon‘entitlement’toPSHEeducationforallchildren51andyoungpeopleremainscentraltotherecommendationsofthisReview–thisentitlementincludesSRE.However,theReviewalsorecognisestherearestrongfeelingsthatmotivatetheverysmallnumbersofparentswhodocurrentlywithdrawtheirchildrenfromSRE.TheReviewbelievesstronglythatthemosteffectiveprovisionofSREshouldinvolveapartnershipbetweenparentsandschoolsandhasconsideredtherightofwithdrawal,inpart,fromthatperspective.

Recommendation:TheexistingrightofparentalwithdrawalfromSREshouldbemaintained.Whereparentsdochoosetowithdraw,schoolsshouldmakeitcleartothemthatindoingsotheyaretakingresponsibilityforensuringthattheirchildreceivestheirentitlementtoSREthroughalternativemeans.ThisrightofwithdrawaldoesnotextendtotheexistingstatutoryelementsoftheNationalCurriculumrequirementsregardingsexeducationinScienceatKeyStages1to4andwerecommendthatthisshouldcontinuetobethecase.Furthermore,thereshouldbenorightofwithdrawalfromthewholeoranyotheraspectofPSHEeducation.

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Thispositionwillneedtobeestablishedveryclearlyinanylegislationthat52followsandinsubsequentguidancetoschools.

2.5 Coherence and a common identity for PSHE education

Manystakeholdersstressedwhattheyfeltwasapreoccupationinsome53sectionsofthemediaandinthewiderpublicdomainwithdebatesaboutsexandrelationshipseducation(SRE).TheypointedoutthatthiswassometimestothedetrimentofPSHEeducationasawhole,particularlytosomeofthelessnewsworthy,butnolessimportant,elementsincludingsafetyeducationandfinancialcapability.Alongsidethis,stakeholdersexpressedconcernthattheDCSFandothernationalbodies(includingOfstedandQCA)hadnotalwaysgivenclearpublicmessagesaboutPSHEeducationandthatthisresultedinconfusion,unnecessaryalarm,concernorinertia.

Itisparticularlyimportantthatintherunuptostatutoryimplementation,the54DCSFanditspartnersprovideclearandconsistentmessagesaboutPSHEeducation.Schools,parents,childrenandyoungpeople,andthewiderpublicneedtobekeptawareoftherangeofissuesthatPSHEeducationcovers,aswellasbeinggivenmoreopportunitiestoconsideritsunderlyingrationaleandthekeyconceptsunderpinningthesubject.

Recommendation:TheDCSFshouldreviewthestatusofallofitsexisting,separateguidancerelatingtotheissuescoveredinPSHEeducation.TheDCSFshouldthenpublishinduecourseanoverarchingdocumentthatsetsoutthecommonprinciplesunderpinningeffectivePSHEeducationandappliesthemtodeliveryofthecoreentitlement.

Thisguidanceshouldbebasedonthefindingsfromtheresearch55recommendedinChapter3ofthisreport,aswellasthenextOfstedthematicreportonPSHEeducation.Thisdocumentshouldbenon-statutoryandshouldalsomakeduereferencetoalltheotherDCSFguidancethatexistsinthisarea.Itshouldalsotakeaccountofthebiggerpictureforschoolsandclearlyarticulate,forexample,thelinksbetweenPSHEeducation,theNationalHealthySchoolsProgramme,theSocialandEmotionalAspectsofLearningresource,andtheforthcomingwellbeingguidanceandindicators.

Inaddition,severalstakeholdershaveexpressedtheirdissatisfactionwiththe56titleofPSHEeducation.ThechangeofnamefromPersonal,SocialandHealthEducationtoPersonal,Social,HealthandEconomiceducationinSeptember2008(secondaryonly)andthehandlingofthatchangewasfeltbysometohavefurthermuddiedthewaters;thishasledtocallsforPSHEeducationto

23

berenamedinanefforttotrimbackandsecureboththegrowingtitleandthediversityofcontentwithinit.

Itshouldbestressed,however,thatthereisnoclearalternativetitleonwhich57consensushassettledduringtheReviewitself,noristhereconsensusthatachangeofnameisnecessary.Nevertheless,therehasbeensufficientdebatethatthereislogicinputtingthisissueoutforwiderconsideration.

Recommendation:AlongsideorwithintheconsultationsurroundingthecoreNationalCurriculumentitlementforPSHEeducation,theDCSFshouldseektheopinionsofstakeholdersandthewiderpubliconwhethertochangethenameofPSHEeducationwithinthesecondaryNationalCurriculum.

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Chapter3

3.1 The effective delivery of PSHE education in schools

Nationally,therehasbeenlittleprimaryresearchconductedonthedelivery58andimpactofPSHEeducationasawhole15.Mostresearchissmall-scaleandtendstofocusonspecificstrandswithinthePSHEeducationcontext,suchassexandrelationshipseducationanddrugs,alcoholandtobaccoeducation.MuchofthecommentaryavailableonthequalityofPSHEinschoolsisbasedoninspectionevidencegatheredbyOfsted16,whichsuggeststhatthequalityofPSHEprogrammesisgenerallyimproving.Fromwhatwehaveheardandseen,theReviewwouldgenerallyendorsethisposition.

However,Ofsted’slatestreportconcludesthat‘thisbroadlyencouraging59pictureconcealssomevariation’17. Inconsistencyincoverageandvariabilityinqualityisofconcern.ThisissuefeaturedinboththereviewsofsexandrelationshipseducationanddrugandalcoholeducationpublishedinOctober2008,andithasbeenraisedagainduringtheprocessofconductingthisReview.

Whatsomechildrenandyoungpeopletoldusaboutvariability18

Inprimaryschools,childrentoldusthatthattheydidnotalwaysunderstandthePSHElessontheywerebeingaskedtoparticipatein.Theysaidthattheyoftenstruggledwhentheteacherappearedtobetryingtodeliversessionsquicklyandthattheymuchpreferreditwhentheyhadenoughtimetocompletetheirtaskscarefully.Insecondaryschools,youngpeopletoldusthattheyfeltthattheyneededtofeelvalued,trustedandlistenedtoinordertoenjoytheirPSHElearning.ManyofthestudentsfeltthattheywereoftenexpectedtorepeatpreviousPSHElearningwhichwasveryfrustratingforthem.TheyfeltthatmorespecialistPSHEteacherscouldimprovethissituation.

Ofsted(2005)60 19reportthefollowingasfeaturesofgoodteachinginPSHEeducation,echoingthoseinallNationalCurriculumsubjects:

well-structuredlessonswithclear,realisticlearningobjectives;●●

lessonactivitiesmatchedtolessonaims;●●

highexpectationsofpupils;●●

goodsubjectknowledgeonthepartofteachers;●●

effectiveuseofarangeofstrategiesincludinggroupwork,role-playand●●

wholeclassdiscussions;

BuildingCapacity

25

aclimatethatencouragedpupilstoexpresstheirviewsandfeelings;and●●

apromotionofrespectfortheviewsofothers.●●

Specifically,Ofstedhasalsoconcludedthata‘good’PSHEprogramme:61

addressestopicswhichcontributetothepersonalandsocialdevelopment●●

ofpupilsandwhicharenotfullymetelsewhereinthecurriculum;

organisesteachinginacoherentwaythatensurescontinuityand●●

progression;

makeseffectivecurricularlinkswithothersubjects;●●

offerspupilsfrequentopportunitiestotakeresponsibilityfortheirown●●

actionsandmakeinformedchoices;and

offersallpupilsthechancetoachievesuccessandberecognisedand●●

rewardedforachievement.

DuringthecourseoftheReview,itwasclearfromboththecallforevidence62andfromschoolvisitsandmeetingswithkeystakeholdersthatthesefeaturesofeffectivenessweregenerallywellunderstood.However,thereweresomeconcernsoverwhetherschoolswereshapingandimplementingtheirPSHEeducationprovisioninlinewiththesecoreprinciples.

ThedebateregardingthemosteffectivedeliverymodelsforPSHEeducation63hasbeenarichandlongstandingone.However,thereisnotenoughevidenceavailableatanationallevelfortheReviewtomakeadefinitivestatementregardingactualprevalenceoreffectivenessofparticulardeliverymodelsinschools.

Nevertheless,throughtheprocessofthisreviewaprevailingandpersuasive64viewhasemergedthata‘multi-dimensional’modelofdeliverymaybepreferable–onewhichprioritisesdiscretetimeinthecurriculumforplannedandassessedlearningtotakeplace;containsplannedcross-curricularelements;andincludesprovisionforextendedor‘enrichment’opportunitiessuchasthemedaysorexternalcontributorstothecurriculum.Additionally,theReviewhasalsoheardfrommanystakeholderstheviewthatspecialistPSHEeducationteachersareaconsistentfeatureofeffectivepractice.

Cross-curricularcoverageiscommoninprimaryandspecialschools,where65theroleofthePSHEco-ordinatoristoplan,manageandtrackcoverageacrosstherangeofareas.

Inprimary,Ofstedsuggestthatthelevelofcontactbetweenteachersand66theirclassesbringsbenefitsforPSHEeducationincludingapremiumongoodteachingandlearning:‘onereasonfortherelativelyhighqualityofteachinginprimaryschoolsisthecontactbetweentheteacherandtheclass.Typically,theprimaryteacherunderstandsthepupils’individualneedsverywellandusesthisinplanning.’20

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Inspecialschools,theReviewlearnedofseveralschoolswhoviewedtherole67ofPSHEeducationinthecurriculumascentraltotheeducationandschoolexperiencetheyprovided.

However,whilstacross-curricularmodelappearstoworkrelativelywellin68primaryandspecialschools,itmaybelesslikelytobesuccessfulinsecondaryschools.Thisislargelybecauseinsecondaryschoolssubjectsaregenerallytaughtmorediscretelyandthereforeteachersoftenhavelesscontactandknowledgeofthebroaderpersonaldevelopmentneedsoftheirpupils.PSHEco-ordinatorsthereforefinditmoredifficulttotrackdeliveryandprogressacrosssubjects.

Althoughnotexhaustive,thereareseveralprevalentmodelsthatbroadly69summarisesecondaryschools’approaches.MuchofthebestpracticethatweencounteredinsecondaryschoolsduringthereviewwasdeliveredbyspecialistPSHEeducationteamsthroughdiscretetimeinthecurriculum.ThisechoesthefindingsofOfsted,whohaverepeatedlystressedthattheconfidenceandknowledgeofspecialistPSHEeducationteachershaveapositiveeffectonteachingandlearning.Ofstedhavenotedforexample,‘specialistteachersaremorelikelytouseabroadrangeofteachingapproaches,suchaspairedandgroupwork,gamesandroleplay,ratherthanrelyingsimplyonprintedresourcesthatpresentinformationwithoutgivingpupilsopportunitiestoengageactivelywithitandconsiderhowtheinformationmightapplytothem’21.Encouragingly,OfstedreportthatthereisagrowingtrendtowardsspecialistPSHEeducationteamsinsecondaryschools.

AnothercommonwayofdeliveringPSHEeducationinsecondaryschoolsis70throughtutors.Theroleofthetutorinprovidingpupilswithalevelofpastoralsupport,careandguidanceiswellestablishedandisreinforcedincurrentgovernmentthinkingonpersonalisation.However,theeffectivenessofusingtutorstodeliverPSHEeducationhasbeencalledintoquestion,especiallywhereitisonlydoneinordertoexerciseexpediencyintermsoftimetabling22.

Wherethismodelworkswell,tutorshaveasoundunderstandingofPSHE71education,acommitmenttoitsrationale,andaprogrammethatiswellco-ordinatedandwhichensuresthattheprogrammesofstudyaresufficientlycovered.Insomeschools,acarouselmodelhasbeendesignedsothattutorscanspecialiseincertainissues.However,OfstedquestionstheassumptionthatevengoodtutorsnecessarilyhavetherequisiteknowledgetodeliverPSHEeducation23.

ThiswouldappeartosupportawiderfindingmadebyOfstedthatthequality72ofdeliverybynon-specialistsinPSHEisbelowthestandardofthatdeliveredbyspecialists.Thishasparticularimplicationsfortheworkforce,whicharedealtwithlaterinthisreport.Ofmostconcern,though,isthesuggestionmadebyOfstedthatthismodelcanhavealessthanpositiveeffectonpupils:

27

‘ateacher’slackofknowledgeand/orenthusiasmarequicklyapparenttothepupils,whoreactnegatively,oraresimplyembarrassedbytheirtutor’sreluctancetoteachthesubject.’ 24

A‘hybrid’modelcommonly‘fuses’PSHE,CitizenshipandREinorder73tocreateacurriculumareathatmaximisescurriculumtimeandteacherspecialism.ThemaindrawbackofthehybridmodelisthatPSHEisnaturallylimitedintermsofcoverageandifinsufficienttimeisaccordedtothesejointsubjects,itisunlikelythattheprogrammesofstudyforPSHEeducationwillbecoveredinsufficientdepth.Nevertheless,thereappeartobebenefitstothestatusofPSHEeducationwiththismodel.

The‘drop-down’orthemeddayiscurrentlyseenastheleasteffectiveoption74atbothprimaryandsecondarylevelswhendeliveredinisolationbecause,inessence,thelearningisnotconsideredtobesecureorrootedinchildrenandyoungpeople’swiderexperienceofthecurriculum,norisitpossibletoguaranteeprogression.Moreover,ifapupilisabsentonthisday,theycanmissoutontheentireoffer.Asfarbackas2005,Ofstedwarned:‘thesuccessofthesedaysislimitedbecausetheydonotconnectwithpupils’priorexperiencesormeettheirneeds…theyhavethepotentialtoenrichprogrammes,butnottoreplacethem’25.

However,whereschoolsseekto‘augment’PSHEprogrammeswithdrop-75downdaysthereisevidence26tosuggestthatthisapproachcanaddvalueifwellplannedandco-ordinated,includingtheinputfromexternalagencies.TheReviewhasheardconcernattheincreasingincidenceofdrop-downdaysattheexpenseofdiscretelessons.Thiswaslinkedtoacombinationoftimetablepressures,thenon-statutorystatusofPSHEeducationandreportsofmixedmessagesontheuseofdrop-downdaysfromnationalbodiesandOfstedinspectors.

Similarly,therewerereportsthatsomeschoolshavereplacedPSHEeducation76withcoverageofSEAL(SocialandEmotionalAspectsofLearning).TheReviewisclearthatwhilstSEALprovidesaframework,ideasandresourcesforteachingsocialandemotionalskills,itshouldbeseentosupportandenrichPSHEeducation,notasareplacementforit.

Thisfurtherhighlightstheneedforclearandcoherentmessagesfrom77nationalagencies,aswellasfromtheDCSF,abouttherelativeadvantagesanddisadvantagesofdifferentmodelsofdeliveryforPSHEeducation.

TheReviewisparticularlyconcernedthatthereisnotamoredefinitive78nationalpicturefromwhichtodrawconclusionsaboutprevalenceandeffectivenessofdeliverymodels.

Itisclearthatschoolsmustretaintheflexibilityandautonomytheyneedto79develop,designandmanageacurriculumexperienceforpupilsthatmeetstheirneeds.TheprocessofconductingtheReviewhasillustratedthatthere

28


appeartobestrongfoundationsinmanyschoolsuponwhichthechangesthatfallfromaccordingPSHEeducationstatutorystatuscanberelativelysimplyaccommodated.Emphasisingahighdegreeofflexibilityforschoolsintheircurriculumdesignanddeliveryisbothappropriateandnecessary.

Thisflexibilityisalsoimportantinthecontextofthe14-19reformsandthe80introductionofDiplomas,whichmayalsoinfluencehowschoolsdeliverPSHEeducation.TheschoolswespokewithwerelargelyconfidentthatthecurriculumplanningchallengesthatmayarisefromofferingDiplomaswouldnotnegativelyimpactonPSHEeducation.

ThechangeinstatusofPSHEmeansthatintheperiodleadingupto81implementationfrom2011schoolswillexpectanenhancedlevelofsupportandguidanceinordertoenablethemtoplantheirprovisioneffectively.EvidenceofthemostsuccessfulmodelsfortheorganisationanddeliveryofPSHEeducationisthereforevital.

Recommendation:TheDCSFshouldcommissionfurtherresearchthatwillestablishandreportontheprevalentmodelsofdeliveryforPSHEeducationandtheireffectivenessinimprovingoutcomesforchildrenandyoungpeople.

ThisresearchshouldmakelinkswiththenextOfstedthematicreport82(scheduledfor2010)inorderthatschoolscanusethisinformationwhenplanningfortheimplementationofstatutoryPSHEeducation.Furthermore,thisresearchisintendedforthepurposeofguidance,ratherthanprescription.OthersubjectsintheNationalCurriculumarenotsubjecttoprescriptionregardingdelivery,andweseenoreasonwhyPSHEshouldbeanydifferent.

3.2 Developing the workforce

ThedevelopmentoftheschoolandwiderworkforcedeliveringPSHE83educationinschoolshasbeenarecurringthemethroughouttheReview.Itisclearthattherearehighexpectationsfromstakeholdersinthisarea.Aswehavedescribed,informationfromOfstedandfromothersources,includingchildrenandyoungpeople,clearlyestablishestheprinciplethateffectivelearninginPSHEisdependentonthequalityofteachingandthatwherespecialistsareengagedindelivery,qualityoflearningimproves27.

TheReviewrecognisesthatimprovingtheoutcomesanddeliveryofPSHE84educationisdependentonbothInitialTeacherTraining(ITT)andthebreadthofContinuingProfessionalDevelopment(CPD)opportunities.Consequently,amorefocusedandrigorousapproachtoITTandCPDforteachersandthosewithinthechildren’sworkforceisrequiredasPSHEeducationmovestostatutorystatus.

29

TheReviewrecognisesthatprimaryteacherswillallbeexpectedtoteach85someelementsofPSHEeducationwithintheproposed‘Understandingphysicaldevelopment,healthandwellbeing’programmeoflearningandwiththelikelyprevalenceoftutordeliveryinsecondaryschools,itisnecessaryforalltraineeteacherstoencountersomecoverageofPSHEeducationduringtheirITTexperience.

Recommendation:AllInitialTeacherTraining(ITT)coursesshouldincludesomefocusonPSHEeducation.WeagreewiththerecommendationfromtheSREanddrugandalcoholeducationreviewgroupsthattheDCSFshouldworkwiththeTrainingandDevelopmentAgencyforSchools(TDA)toinvestigateadedicatedrouteforITTthatwill,intime,createacohortofspecialistPSHEeducationteachers.

However,werecognisethattheremayinitiallybeonlyalimitednumberof86PHSEeducationspecialistsproducedthroughasmall,butgrowing,numberofcourses.Furthermore,eveninthelong-termthereislikelytoremainagapbetweendemandforPSHEsubjectspecialistsinschoolsandnumberscomingthroughITT.Indeed,itmaybethatschoolswillneedtoconsiderhowbesttosharetheexpertiseofasubjectspecialistacrossaclusterorfederationofschools.

AspecialistITTrouteisnottheonlypossiblewaytodevelopthecapacity87oftheworkforceinPSHEeducation.TheReviewisstronglyattractedtothepossibilityofdevelopingaPSHE‘enhancement’optioninITT.ThiswouldenabletraineeteachersinothercurriculumsubjectstogainthenecessaryexperiencetodeliverPSHEeducationduringtheirITTexperience,withouthavingtodemonstrateallofthequalifiedteacherstatus(QTS)standardsacrosstwoageranges.

Thiscouldpotentiallyleadtoagreatervolumeofnewteacherswiththe88necessaryexperienceandtrainingtocontributetoimprovementsinthedeliveryofPSHEeducation.

Recommendation:TheDCSFshouldalsoworkwithTDAtoconsideraPSHEenhancementoptioninITT,aswellaspromotingPSHEeducationthroughtheMastersinTeachingandLearningandtheAdvancedSkillsTeachersprogramme.

However,initialteachingtrainingisonlypartofthesolution–thereisa89significantschoolandwiderworkforcecurrentlyinvolvedindeliveringPSHEeducationwhowouldbenefitfromCPD.

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TheReviewheardpositiveaccountsofthenationalCPDprogrammefor90PSHEeducationfundedbytheDCSF,andrecognisesthecontributionthatthisinitiativehasmadetoimprovingthequalityofPSHEinschoolstodate.TheDCSFshouldthereforecontinuetosupportaPSHEeducationCPDprogramme.However,thisprogrammerequiresasignificanttimecommitmentfromparticipants,andweareawareofthedemandforotherformsofCPD,suchasthroughINSET,shortcoursesandtwilightsessions,whichareoftenprovidedbylocalauthorities.

Recommendation:TheDCSFshouldcontinuetosupportaPSHECPDprogramme.TheDCSFshouldalsoworkwithTDAandlocalauthoritiestoexploretheothertypesofCPDonofferinPSHEeducation.ThisshouldaimtoidentifylocalprovisionofCPDinPSHEeducationthatiscollaborative,sustainedandevaluated,inordertoexemplifygoodpracticeinguidance.

ThenationalCPDprogrammehasrecentlyexpandeditsremittoincorporate91participantsfromthewiderworkforcewhocontributetoPSHEeducation,suchasyouthworkers,communityliaisonofficers,Connexionspersonaladvisers,healthandsocialwelfareprofessionals,aswellasteachingassistants.TheReviewwasalertedtoseveralexampleswhereteachingassistantsplayedasignificantroleinPSHEeducationprogrammes,byhelpingtofacilitatediscussionsandco-ordinatetheuseofoutsideagenciesinPSHElessons,drop-downdaysandotheractivities.Manyoftheadministrativeandorganisationalactivitiesassociatedwiththeseactivitiescanbecarriedoutbysupportstaff,whocanworkcollaborativelywithteacherstohelpdeliverthePSHEeducationprogramme.GoodpracticeexamplesoftheuseofsupportstaffandthewiderworkforceshouldbeincludedinthePSHEeducationguidancewehavealreadyrecommended.

Recommendation:CPDshouldalsobeavailableforsupportstaffandthewiderchildren’sworkforceinvolvedinPSHEeducation.

Finally,itisvitalthatheadteachersandseniorleadershipteamssupporttheir92staffinundertakingCPDinPSHEeducation.

Recommendation:TheDCSFshouldthereforeworktoraisetheprofileofPSHEeducationamongstschoolseniorleadershipteams.

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3.3 External contributors to PSHE education

Schoolsarefamiliarwiththeuseofexternalorganisationstosupportand93enhancethedeliveryoftheirPSHEcurriculumprovision.BecauseofthesensitivityandspecialityofsomeissuescurrentlywithinthescopeofPSHEeducation,theuseofexternalcontributorscanbedesirable.However,itisalsoclearthattheuseofvisitorsmustbeplannedandmanagedbytheleadteacherinthecontextofthefullPSHEeducationprogramme.Further,thecontentofwhatisdeliveredbyexternalcontributorsmustbeconsistentwiththecoreentitlementandunderlyingaimsofPSHEeducation.

Schoolnurses,healthprofessionalsorrepresentativesfromotherservices,94includingdrugandalcoholtreatmentorcareerseducationforexample,aresometimesbroughtintoPSHEeducationwherethereisspecific,specialistinputrequiredtoenrichexistingprovision.Additionally,schoolsmakeuseofthefullrangeofexternalorganisations,suchasthePolice,educationbusinesspartnerships,andlocalornationaltheatreineducationgroups,toprovidecurricularenhancement.

Childrenandyoungpeoplecommonlysaythattheyappreciatewhatexternal95contributorstothecurriculumdotoenhancetheirlearningandthereisaviewthatinformationoncertainissuescarriesmoreweightandcredibilityfromoutsideagenciesthanteachers.Furthermore,externalcontributorscanfamiliariseyoungpeoplewithlocalservices,whichcanhelpincreasetheirabilityandconfidencetoseekspecialistadvicewhennecessary.

Whatsomechildrenandyoungpeopletoldusaboutexternalcontributorstothecurriculum28

SomeoftheyoungpeoplewespoketoinsecondaryschoolstoldusthattheirschoolsarrangedvisitsbyrelevantandinterestingvisitorstotheirPSHElessons.Theyfeltthattheseoftenhelpedthemtoengagewithandunderstandthetopictheywerelearning.Anexamplewashighlightedofavisitorcomingtotheschooltosupportdrugeducationwheretheyrememberedtheirlearningfarmorebecausetheycouldrelateittotheexperienceofthevisitor.

Thereisaroleforthelocalauthorityinprovidinghighqualityguidancefor96schoolsinhowtobestmanagetheseinputsandsomequalityassurancetoolsbasedonnewnationalguidancethatwillestablishaconsistentexpectationregardingexternalcontributorsacrossallschools.Clearly,manyschoolsandlocalauthoritiesdomanagetheseinputseffectively.Indeed,thereportencounteredseverallocalauthoritieswhoproduceguidanceforschoolsonhowtomanagetheseexternalinputs.

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Recommendation:WerecognisetheimportantcontributionsthatexternalorganisationsandvisitorscanmaketothePSHEcurriculumandrecommendthatschoolsareencouragedtoidentifyopportunitieswherethiswiderinputcanbemadeappropriately.Furthermore,theDCSFshouldconsiderhowbesttodisseminateexamplesofeffectivepracticemorewidelyacrossschoolsandlocalauthorities.

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Chapter4

4.1 Assessment in PSHE education

TheissueofassessmentinPSHEeducationhasbeenthesubjectof97considerableattentionsincethepublicationofthenon-statutoryFrameworksin2000.ItisacommonlyheldviewthatPSHEeducationissomehowuniqueamongstthebodyofsubjectsbothstatutoryandnon-statutorythatmakeupthecurrentcurriculum.

Where‘traditional’subjectsmayappearespeciallyfocusedonawell-98establishedbodyofknowledgeandskillsconnectedtothediscipline,PSHEeducationcanbepresentedasmakingaparticularlydirectconnectionwithawidersetofactiveskills,attitudesandattributesthatchildrenandyoungpeopleneedtodevelop.Moreover,PSHEeducationconnectsverystronglywiththepersonal,socialandemotionaldevelopmentofallchildrenandyoungpeople.

However,itisimportanttorecognisethatPSHEeducationalsocontainsa99well-definedbodyofknowledge,understandingandskillsthatitisimportantforpupilstolearnandforschoolstoassess.

Formanyyears,Ofstedhasstressedthatitisimportantthatteachersassess100systematicallytheprogresstheirpupilsaremakinginPSHEeducation,inorderforschoolstounderstandtheeffectivenessoftheirprovision,monitorprogressanddevelopacurriculumthatmeetstheneedsoftheirpupils.

Themainpurposeofassessmentistocheckthatlearningistakingplace,to101identifywhatlearnerscandowell,andwhereandhowtheycandobetter.Effectiveassessmentisfundamentaltoimprovingteachingandlearning.Itisalsocentraltopersonalisinglearningandsupportingindividualprogression.Researchandinspectionfindingssuggestthateffectiveassessment:

enablesstafftotailorprovisionandpracticetothelearnersneeds;●●

trackstheprogressthatthelearnersmake;●●

motivateslearnersandbooststheirselfesteem;●●

encouragesandhelpsthelearnerstotakeincreasingresponsibilityfortheir●●

learning;and

helpstopreparethelearnersforaworkinglifeinwhichtheywillhavemost●●

oftheresponsibilityforassessingtheirperformanceandidentifyingandmeetingtheirtraininganddevelopmentneeds29.

EvaluatingProgress

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However,bothOfstedandtheQualificationsandCurriculumAuthority(QCA)102havereportedthatassessmentremainstheweakestaspectofPSHEprovisioninschools30.

TherecommendationofthisReviewtointroduceastatutorycoreentitlement103forPSHEeducationintheNationalCurriculumwillfurtherstrengthenthestatusofPSHEandwillenhanceapremiumonexcellentteachingandlearningagainstthiscoreentitlement.Thiswill,naturally,impactonassessmentpracticeinschools.

QCAalreadypublisheshelpfulguidanceonassessment,recordingand104reportingofPSHEatKeyStages1–4,aswellasendofKeyStagestatements31.Thesestatementsareintendedtoprovideguidanceontheknowledge,skillsandunderstandingthatmostpupilsshouldattaininPSHEeducationbytheendofeachKeyStage32.QCAisclearthatthesestatementsarenotprovided‘toassesstheworth,personalityorvaluesofindividualpupils’33, rathertheyofferprogressionacrossKeyStages.

Asalreadysuggested,thereisaviewthattheuniquenessofPSHEeducation105andthepotentialvalueofitforstudentsisthatinasystemwherepupilsfeelregularlytested,PSHEeducationoffersaspacewherethepressuretoperformtoa‘level’doesnotexist.Thisviewiscoherentwithananxietyinsomequartersthatyoucannottestandreportonlearningthatis,bydefinition,‘personal’.

However,othersregardPSHEeducationasessentiallythesameasother106‘subjects’,withabodyofknowledge,skillsandunderstandingthatcan,andshould,beregularlyassessedinordertoshowlearningoutcomesagainstplannedobjectives.

TheReviewhasconsideredarangeofinnovativepracticethatillustrateshow107theessentialprinciplesofassessment34canandarealreadyappliedtoPSHEeducationsuccessfully.TheuniquenessoftheteachingandlearninginPSHEeducationandtheconnectionwithchildrenandyoungpeople’sownpersonaldevelopmentandwellbeingarefactorsthatdemandschoolstobeflexible,creativeandinnovativewithassessmentinordertomaketheprocessrelevantandmeaningfulforall.

Indeed,someofthemosteffectivepracticethatweencounteredinschools108involvedpupils’selfandpeerassessment.Thereforealongsideteacherassessment,selfandpeerassessmentshouldhaveakeyroletoplayinthefuturedevelopmentofassessmentmethodsinPSHEeducation.

WeadoptthesamepositionastheRosereviewoftheprimarycurriculum109regardingassessment,namelythatassessmentisintegraltoteachingandlearningandthatitinvolvesmorethantesting35.ThisReviewseesnoneedtorecommendthedevelopmentoftraditionalqualificationsorterminalexaminationstandardsforPSHEeducation.

35

ThisReviewbelievesthatattainmentlevelsinPSHEarenotdesirable.To110establisharigidattainmentframeworkinthiswaywouldbothcompromisetheuniquenessofthePSHEeducationlearningexperienceandtheflexibilityofschoolstodeliverthesubject.

Recommendation:LegislationshouldseektoexcludePSHEeducationfromtherequirementtohavestatutorylevelsofattainment.

Furtherworkisneededonhowbesttocaptureandsharemorewidely111effectiveassessmentpractice.TherecentworkonAssessmentforLearning(AfL)–incorporatingAssessingPupilProgress(APP)–whichinvolvesusingassessmentintheclassroomtoraisepupils’achievementshouldbeexploredinrelationtoPSHEeducation.The10principles36ofAssessmentforLearningarebroadandflexibleenoughforschoolstoapplysuccessfullytoPSHEeducation.

Recommendation:TheDCSFshouldworkwiththeQCAtofindappropriateandinnovativewaysofassessingpupilprogressinPSHEeducation.

4.2 Engaging with children, young people, parents and carers

ItisclearthatPSHEeducationhasthepotentialtoconnectwithchildrenand112youngpeople.Theyseetherelevanceofthesubjecttotheirlives.ThatisnottosaythatallchildrenandyoungpeoplefeelthatPSHEeducationshouldbeabouttheirpersonalexperiences.Rather,theysuggestthattheremaybegreaterownershipof,andengagementintheirlearning,iftheexperiencestheyhaveofPSHEtakecloseaccountnotonlyofwhattheyfeeltheyneedtolearn,butalsohowtheyprefertolearnit.

36


Whatsomechildrenandyoungpeopletoldusabouttheirengagement37

ThechildrenwespoketoinprimaryschoolswereunanimousintheirpraiseforhavingthepotentialforparticipatingineffectivediscussionsinPSHElessons.Theyfeltthattheyreallyenjoyedtheirlessonswhentheteacherfacilitatedsmallandsometimeswholegroupdiscussionswhereeverypupilfelttheycouldcontributetotheprocess.

Inthesecondaryschoolswevisited,mostoftheyoungpeoplearticulatedaviewthattheywantedtobemoreinvolvedintheprocessofshapingPSHEeducation.TheythoughtthiscouldtakemanyformsincludingbeingabletochoosethetopicsinPSHEtobeingmoreactivelyinvolvedinboththelearninganddeliveryofthelessons.

Thenotionthatchildrenandyoungpeopleshould,therefore,beoffered113greateropportunitiestoparticipateintheirPSHEeducationlearningexperiencesisnotnew.Improvementsinassessment,especiallyperhapsthroughthemorewidespreadapplicationofAssessmentforLearning(AfL)approachestoPSHEeducationoutlinedabove,shouldaddresssomeoftheconcernsofthisReviewthatchildrenandyoungpeoplearenotcurrentlyengagedenoughinreflectingon,reviewingandevaluatingtheirownprogressinPSHEeducation.

Manyschoolsalreadyconductsurveysofchildrenandparentviewsonhow114welltheschooloperatesinmeetingtheirneeds.Thesesurveysofferanidealopportunityforschoolstoengagewithpupilsandparentsinestablishingspecifically howPSHEeducationmeetstheirneedsandwhatcouldbeimprovedindoingso–thisrelatesnotonlytothecontentofthecurriculumprogrammebutalsotocommunicationregardingthespecificentitlementsinPSHE.Itistobehopedthattheforthcomingwellbeingindicatorswillstrengthenthevoicesofchildren,parentsandcarersineffectivenessjudgementsmadebyOfstedduringschoolinspection.

However,thisReviewalsosharestheconcernthatOfstedraisesthatschools115donotadequatelytakeaccountofchildrenandyoungpeople’sneedswhendesigningtheirPSHEprogrammes.Clearly,thisisachallenge,butitisalreadyhappeninginsomeschools.

37

WhatsomechildrenandyoungpeopletoldusaboutengagementwithparentsandcarersOnlyafewofthechildrenandyoungpeoplewespoketofeltthattheirparentsorcarersknewverymuchaboutthePSHEeducationtheywerereceivingatschool.Theywere,though,verysupportiveofbetterengagementwithparents.Somethoughtsincluded:

‘Trytomakessurethateveryoneistoldmuchmoreaboutwhatishappeningsothattheycanthendecideiftheywanttoengageintheprocess.’

‘Inviteandinvolveparentsinwhatishappeninginschoolsmore.’

Recommendation:TheDCSFshouldconsiderfurtherwaysofpromotingpupilandparentengagementinthedevelopmentanddeliveryofPSHEeducation,andhowtodisseminategoodpracticeinthisarea.

4.3 Accountability

OfstedcurrentlyprovidesaccountabilityandqualityassuranceforPSHE116educationthroughwiderjudgementsmadeduringschool(Section5)inspections,aswellastheir‘thematic’inspectionsthatareproducedeverythreeyears.ThenextthemedreportisduefromOfstedin2010,anditwillbethefirsttoconsiderthebroadermodelofsecondaryPSHEeducationwithtwinprogrammesofstudy.ItmayalsomakeusefulconclusionsabouttheimpactonPSHEeducationoftheNationalHealthySchoolsProgrammeandthewiderrolloutofSEAL.ClearlythisreportwillhaveparticularrelevanceforschoolsinpreparingforstatutoryPSHEeducation,andalongsideanyprimaryresearchcommissionedbytheDepartment,shouldbeusedtoinformguidanceforimplementingstatutoryPSHEeducation.

Assubjectsarenotinspectedduringschool(Section5)inspections,thereis117noreasonwhyPSHEeducationshouldbetreatedanydifferently.However,schoolinspectionsdocheckthatschoolsaredeliveringtheNationalCurriculum,sowouldneedevidencethattheprogrammesofstudy/learningforPSHEeducationarebeingmet,particularlywhentheyarefirstintroduced.Furthermore,schoolsmakeanimportantcontributiontothewellbeingofchildrenandyoungpeopleandhavebeenunderanexplicitstatutorydutytopromotepupilwellbeingsince2007.

38


Therefore,whilstschoolinspectionsdonotfocusonthesubjectnatureof118PSHEeducation,theydomakejudgementsonaschool’scontributiontoallaspectsofchildren’sandyoungpeople’swellbeing,asdefinedbythefiveEveryChildMattersoutcomes.EffectivePSHEeducationclearlymakesanimportantcontributiontopupilwellbeing,andthisisaclearincentiveforschoolstoimprovetheirprovision.SchoolsalsocommonlyrecordinformationabouttheirPSHEeducationprogrammeintheirself-evaluationforms(SEF),whichprovideanotherwayinwhichschoolscanshowprogressanddemonstratewhattheyaredoingtoimproveprovision.SecondaryschoolsalsohaveastatutorydutytodeliveraplannedprogrammeofCareersEducation,whichprovidesafurthercheckthatthisaspectofPSHEisbeingdelivered.

Inaddition,Ofstedisplanningtostrengthentheevidenceavailabletoitabout119theschoolcontributiontowellbeingfromSeptember2009byusingschoollevelindicatorsofwellbeing.WhilstatthetimeofthisReview,Ofstedhadyettopublishthefinalsetofindicators,itishopedthatsomeoftheseindicatorswillmeasurethequalityofvariouselementsofPSHEeducationasperceivedbyparentsandpupils.

Schools’provisionofPSHEeducationisalsosubjecttoscrutinyinorder120togainaccreditationfortheNationalHealthySchoolsProgramme.AsofSeptember2008,98%ofschoolswereparticipatinginthisProgramme,whichprovidesafurtherlevertosupporttheeffectiveimplementationofPSHEeducation.

Recommendation:Wearesatisfiedthattheexistingaccountabilityframeworkandplannedwellbeingindicatorswillprovidesufficientmonitoringandevaluationoftheeffectivenessofaschool’sPSHEeducationprogramme.Therefore,theReviewrecommendsthatnoadditionalrequirementsshouldbeplacedonschoolsintermsofinspection.

39

Chapter5

Therewillnowbeafullpublicconsultationthatwillinviteviewsonthe121principleofwhetherPSHEeducationshouldbemadestatutory;andonthechangestothelegislationrequiredtoachievethis;andontheproposedprogrammesofstudy/learning.Itisimportantthataswellasexpertgroupsandrepresentativeorganisations,individualteachers,parentsandyoungpeoplerespondtotheconsultation,andthereforewewouldstronglyencourageyoualltotakepartinthisprocess.

Thispublicconsultationisscheduledtobecompletedbytheendofthe122summerterm2009.IfMinistersthentakeforwardtheirintentiontomakePSHEeducationstatutory,therewillneedtobeprimarylegislationaspartofthenextBill,whichwillbegininautumn2009.

Inorderforschoolstohaveafullacademicyeartoprepareforthe123implementationofstatutoryPSHEeducation,itislikelythatthiswouldbeintroducedinSeptember2011.

IhopethatthisReviewwillprovehelpfulininformingthepublicconsultation124andparliamentarydebatethatfollow.

NextSteps

40

ContributorstotheCallforWrittenEvidence

AppendixA

AssociationforCareersEducationandGuidance

AssociationofChiefPoliceOfficers

AssociationofSchoolandCollegeLeaders

AssociationofTeachersandLecturers

BlackpoolChildrenandYoungPeople’sDepartment

BoardofDeputiesofBritishJewsandtheUnitedSynagogueAgencyforJewishEducation

BritishHumanistAssociation

BritishRedCrossSociety

Brook

CareersEducationConsultant

CatholicEducationServiceforEnglandandWales

ChildhoodBereavementNetwork

Children’sSafetyEducationFoundation

ChristianActionResearchandEducation

ChristianConcernforourNation

ChurchofEnglandEducationDivision

DepartmentforChildren'sServicesCityofPlymouth

DepartmentofPrimaryCareandPopulationHealthUniversityCollegeLondon

DrugEducationForum

DrugEducationPractitioners’Forum

EastSussexSchoolImprovementService

EconomicsandBusinessEducationAssociation

EducationConsultant

EducationalPsychologist

EnglishSecondaryStudents’Association

EvangelicalAlliance

FamiliesandFriendsofLesbiansandGays

FamilyandParentingInstitute

FamilyEducationTrust

41

FamilyLinks

FamilyPlanningAssociation

FinancialServicesAuthority

FreeChurchEducationCommittee

GayandLesbianHumanistAssociation

GrahamAllen,MP

HeadofPSHE–LamptonSchool,Hounslow

HeadofPSHE–WisewoodSchoolandCommunitySportsCollege,Sheffield

HeadofPSHE/CitizenshipDepartment–TunbridgeWellsGrammarSchoolforBoys,Kent

HeadTeacher–ValleySchool,Nottinghamshire

HealthBehaviourGroup

HealthySchools,DepartmentofHealth

ImplementationReviewUnit

InclusiveSchoolImprovementService,SuffolkCountyCouncil

InformationAdviceandGuidanceStrategyAdvisor,SheffieldCityCouncil

InstituteofCareerGuidance

InstitutionofOccupationalSafetyandHealth

JewishActionandTrainingforSexualHealth

LearningforLifeCoordinator–MinsthorpeCommunityCollege,WestYorkshire

LifeEducationCentres

MaranathaCommunity

MuslimCouncilofBritainEducationCommittee

MuslimParentandCommunityGovernor,EastLondon

NationalAIDSTrust

NationalAssociationforAdvisers,InspectorsandConsultantsofPersonalandSocialEducation

NationalAssociationofHeadTeachers

NationalAssociationofSchoolmastersUnionofWomenTeachers

NationalChildren’sBureau

NationalGovernors’Association

NationalHealthEducationGroup

42


NationalLeadNurseAssessorforPSHEContinuingProfessionalDevelopmentProgramme

NationalSocietyforPreventionofCrueltytoChildren

NationalYouthAgency

Ofsted

ParentingUK

PersonalFinanceEducationGroup

PositivelyWomen

PSHE&CitizenshipAdviser–HertfordshireChildren,Schools&Families

PSHEandReligiousEducationTeachers–St.Christopher’sECHighSchool,Accrington

PSHEAssociation

PSHECoordinatorandTeacher–SecondarySpecialSchool

PSHEEducationStrategicPartnersGroup

PSHERegionalSupportAdvisorforYorkshireandHumber

PSHETeacher–KingEdwardVIISchool,Sheffield

PSHETeacher–NorthEastLincolnshireHealthySchools

RoyalSocietyforthePreventionofAccidents

SecularMedicalForum

SexEducationForum

SpecialistPublicHealthSchoolNurse

Stonewall

StrategicChoicesLimited

TeenagePregnancyIndependentAdvisoryGroup

Tender

TerrenceHigginsTrust

UKYouthParliamentmembers

UnitedNationsChildren’sFundUK

WestSussexYouthCabinetmembers

43

AppendixB

Individuals,organisationsandotherinstitutionsconsultedAlKhoeiFoundation[Shi'aMuslim]

AlcoholConcern

AssociationforCareersEducationandGuidance

AssociationofSchoolandCollegeLeaders

Barnardos

BoardofDeputiesofBritishJewsEducationDepartment

BritishHumanistAssociation

BritishRedCross

Brook

CamdenandIslingtonHealthySchoolsScheme

CareersEngland

CatholicEducationService

ChildAccidentPreventionTrust

ChildnetInternational

Children’sRightsAllianceforEngland

ChurchofEnglandNationalSociety

ChurchesTogetherinEngland

DrinkawareTrust

DrugEducationForum

Economics,BusinessandEnterpriseAssociation

EnglishSecondarySchoolsAssociation

FamilyEducationTrust

FamilyPanningInstitute

FinancialServicesAuthority

FreeChurchesEducationCommittee

GrahamAllen,MP

ImplementationReviewUnit

InstituteofCareerGuidance

InstituteofJainology

InternationalSocietyforKrishnaConsciousness

44


JewishActionandTrainingforSexualHealth

Metamorphoses

NationalAssociationofSchoolmastersUnionofWomenTeachers

NationalChildren’sBureau

NationalConfederationofParentTeacherAssociations

NationalEducationBusinessPartnershipNetwork

NationalGovernorsAssociation

NationalHealthEducationGroup

NationalPSEAssociationforAdvisors,Inspectors&Consultants

NationalSocietyforPreventionofCrueltytoChildren

NationalYouthAgency

Ofsted

OrthodoxChristianChurchofRussiantradition

ParentGovernorsNetwork

ParentingUK

PartnershipHealthGroup

PersonalFinanceEducationGroup

PrimaryHeadsReferenceGroup

PSHEAssociation

PSHEStrategicPartnersGroup

QualificationsandCurriculumAuthority

Relate

ReligiousEducationCouncilofEnglandandWales

ReligiousEducationCouncilPartnershipAdviser

ReSolv

RomanCatholicDioceseofWestminster

RoyalSocietyforthePreventionofAccidents

SecondaryHeadsReferenceGroup

SexEducationForum

SikhSACRErepresentative

SirJimRose

SpecialistSchoolsandAcademiesTrust

45

St.JohnAmbulance

TeenagePregnancyIndependentAdvisoryGroup

TrainingandDevelopmentAgencyforSchools

UKYouthParliament

WorkforceAgreementMonitoringGroup

YoungWomen’sChristianAssociation

46

FieldVisits

AppendixC

ArchbishopIlsleyCatholicTechnologyCollege&SixthFormCentre,Birmingham

BartleyGreenSchool–SpecialistTechnology&SportsCollege,Birmingham

Base51–CentreforYoungPeople12-25years,Nottingham

BrentPupilReferralUnit,London

CambridgeshirePSHEService

CarshaltonBoysSportsCollege,Surrey

ElizabethGarrettAndersonLanguageCollege,Islington

EllisGuildfordSchoolandSportsCollege,Nottingham

HighfieldSpecialSchool,Cambridgeshire

HodgeHillGirls’sSchool–SpecialistScience,Maths&ComputingSecondarySchool,Birmingham

KingEdwardVIISchoolandLanguageCollege,Sheffield

MiltonPrimarySchool,Cambridge

NottinghamCityChildren’sServices

NottinghamHealthySchools

StLuke’sJuniorSchool,Brighton

StMaryMagdelenRCPrimarySchool,Brighton

TorrianoJuniorSchool,Camden

47

NationalCurriculumCouncil.(1989).InterimWholeCurriculumCommittee,1ReporttotheSecretaryofState.

Watkins,C.(1992).Wholeschoolpersonal-socialeducation:policyand2practice.NationalAssociationforPastoralCareinEducation.

NationalAdvisoryGrouponPersonal,SocialandHealthEducation.(1999).3PreparingYoungPeopleforAdultLife.Nottingham:DFEE

QualificationsandCurriculumAuthority.(2002).Personal,SocialandHealth4Education:InitialGuidanceforSchools.p.2.London:QCA

NationalAdvisoryGrouponPersonal,SocialandHealthEducation.(1999).5PreparingYoungPeopleforAdultLife.Nottingham:DFEE,andQualificationsandCurriculumAuthority.(2000).Personal,SocialandHealthEducation:InitialGuidanceforSchools.p.4.London:QCA

Ibid.(2000).p.66

Ibid.p.57

Ofsted.(2007).TimeforChange?Personal,SocialandHealthEducation.8Ref.No.070049.London:Ofsted

IndependentReviewIntoMakingPSHEEducationStatutory.(239 October2008).LetterfromtheSecretaryofStatetoSirAlasdairMacdonald.

NationalChildren’sBureauandIndependentReviewIntoMakingPSHE10EducationStatutory.(2009)ChildrenandYoungPeople’sParticipation:AReportoftheChildrenandYoungPeople’sFocusGroups.London:unpublished

Rose,J.Sir.(2008).IndependentReviewofthePrimaryCurriculum:Interim11Report.p.46.London:unpublished

NationalCurriculum:12 http://curriculum.qca.org.uk/key-stages-3-and4/personaldevelopment/index.aspx#page1_a

EducationAct,1996Section40413

Ofsted.(2002).SexandRelationshipsEducation,HMI431.London:Ofsted14

DCSF.(2009).Personal,Social,HealthandEconomic(PSHE)education15ResearchEvidenceNote.AnalysisandResearchDivision,SchoolsResearchTeam:unpublished.

Ofsted.(2005).Personal,socialandhealtheducationinsecondaryschools.16HMI2311.London:Ofsted

Ofsted.(2007).TimeforChange?Personal,SocialandHealthEducation.17Ref.No.070049,p.14.London:Ofsted

AppendixD

Endnotes

48


NationalChildren’sBureauandIndependentReviewIntoMakingPSHE18EducationStatutory.(2009).ChildrenandYoungPeople’sParticipation:AReportoftheChildrenandYoungPeople’sFocusGroups.p.12.London:unpublished

Ofsted.(2005).Personal,socialandhealtheducationinsecondaryschools.19HMI2311.London:Ofsted

Ofsted:(2007).TimeforChange?Personal,SocialandHealthEducation.20Ref.No.070049,p.15.London:Ofsted

Ofsted.(2007).TimeforChange?Personal,SocialandHealthEducation.21Ref.No.070049,p.17.London:Ofsted

Ofsted.(2005).Personal,socialandhealtheducationinsecondaryschools.22HMI2311,p.6.London:Ofsted

Ibid.p.6andOfsted.(2007).TimeforChange?Personal,SocialandHealth23Education.Ref.No.070049,p.16.London:Ofsted

Ofsted.(2005).Personal,socialandhealtheducationinsecondaryschools.24HMI2311,p.6.London:Ofsted

Ibid.p.1625

Ibid.p.15-1626

Ofsted.(2002).StandardsandQuality.Ibid.2005andIbid.2007.27

NationalChildren’sBureauandIndependentReviewIntoMakingPSHE28EducationStatutory.(2009).ChildrenandYoungPeople’sParticipation:AReportoftheChildrenandYoungPeople’sFocusGroups.p.14.London:unpublished

AssessmentinPSHEEducation.(2009).PSHEStrategicPartnersGroup29

QualificationsandCurriculumAuthority.(2005).Personal,socialandhealth30education:2004/5annualreportoncurriculumandassessment.London:QCA

QualificationsandCurriculumAuthority.(2005).PSHEatKeyStages1–4:31Guidanceonassessment,recordingandreporting.London:QCA

QualificationsandCurriculumAuthority.(2005).PSHEKeyStages1and232endofKeyStagestatements.London:QCA

AssessmentinPSHEeducation:33 www.qca.org.uk/qca_7186.aspx

QualificationsandCurriculumAuthority.(2005).PSHEatKeyStages1–4:34Guidanceonassessment,recordingandreporting.London:QCA

Rose,J.Sir.(2008).IndependentReviewofthePrimaryCurriculum,Interim35Report.

49

Endnotes

The10principlesareavailableasapdfthroughQCA–36www.qca.org.uk/qca_4335.aspx

NationalChildren’sBureauandIndependentReviewIntoMakingPSHE37EducationStatutory.(2009).ChildrenandYoungPeople’sParticipation:AReportoftheChildrenandYoungPeople’sFocusGroups.p.13-14.London:unpublished

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