25
Tracking & Monitoring SMSC John Rees Independent Consultant Optimus Conference Tuesday 21 st May 2013 15.30 – 16.20
Tracking & Monitoring SMSC
John Rees
Independent Consultant
Optimus Conference Tuesday 21st May 2013
15.30 – 16.20
Objectives for today:
• An update on Ofsted’s SMSC criteria
• Ofsted expectations and questions Inspectors might ask
• Research evidence linking SMSC with achievement
• Ways to enhance SMSC delivery across the school • Developing a strategic plan for whole-school SMSC
• Subject specific, whole-school and cross-curricular SMSC
• Practical strategies to monitor and track SMSC development in your school to demonstrate its contribution to ‘Overall Effectiveness’
• Opportunities to share good practice
To provide colleagues with:
SMSC
• What it is?
• How might we monitor provision?
• What (else) it might be(come)?
SMSC and school improvement
The school curriculum should provide:
Learning and achievement
Spiritual, Moral, Social and Cultural development
These two aims reinforce each other.
Development in both areas is essential to raising
standards of attainment for all pupils. QCA 1999
Every state-funded school must offer….
…… a curriculum which is balanced and broadly based and which:
• Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
• Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and…..
DfE: The National Curriculum in England: Feb. 2013
What’s the school policy on SMSC?
Are clear principles and values expressed through the schools aims
and evident in its practice?
Ofsted SMSC
• Spiritual: Beliefs, perspective on life, respect for different people's feelings and values
• Moral: Recognise difference between right and wrong (apply in own lives), moral and ethical issues
• Social: Co-operating, resolving conflicts effectively (respect, peace)
• Cultural: Cultural influences, respect for cultural diversity, accept, respect and celebrate diversity
What impact and outcomes might you expect?
From Spiritually, Morally, Socially and Culturally educated (young) people?
SMSC in more detail (1)
• Experiencing fascination, awe and wonder
• Exploring the values and beliefs of others
• Understanding human feelings and emotions
• Using imagination and creativity in learning
Spiritual:
A ‘Spiritually’ Developing Person?
The ability to:
• Evaluate stories
• Listen to wisdom
• Appraise effects
• Reflect on the future
• Find happiness in that of others
• Cultivate independence of material wealth
• Be wary of ‘external goods’
• Live with uncertainty
• Exercise self-control
• Draw on strength
Mike Newby, 2005
SMSC in more detail (1)
• Experiencing fascination, awe and wonder
• Exploring the values and beliefs of others
• Understanding human feelings and emotions
• Using imagination and creativity in learning
Spiritual:
Moral:
• Investigating moral values and ethical issues
• Recognising right and wrong and applying it
• Understanding the consequences of actions
SMSC in more detail (2)
• Developing personal qualities and using social skills
• Participating, cooperating and resolving conflict
• Understanding how communities and societies function
Social:
Cultural: • Exploring, understanding and respecting diversity
• Participating in and responding to cultural activities
• Understanding and appreciating personal influences
How might we monitor provision?
• By Curriculum area?
• Whole school?
• Where & How to audit?
What are Ofsted looking for?
• Outstanding: the school’s thoughtful and wide-ranging promotion of pupils’ SMSC development enables them to thrive in a supportive, highly cohesive learning community.
• Good: deliberate and effective action is taken to create a cohesive learning community through the promotion of pupils’ SMSC development. There is a positive climate for learning.
Where SMSC is good …
• Pupils are reflective about beliefs, values and more profound aspects of human experience, using their imagination and creativity, and developing curiosity in their learning.
• Pupils are able to develop and apply an understanding of right and wrong in their school life and life outside school.
• Pupils take part in a range of activities requiring social skills.
• Pupils develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation and disability.
Where SMSC is good, pupils ….
• Gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education or training
• Develop an appreciation of theatre, music art and literature and they respond positively to a range of artistic, sporting and other cultural opportunities
• Develop the skills and attitudes that enable them to participate fully and positively in democratic modern Britain
• Understand and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life.
Ofsted should: Investigate curriculum impact on pupils’ SMSC development.
97. This may be seen through: • lesson observations of different subjects … • Discussion with pupils and staff will provide an important
insight into how well SMSC is planned as part of the curriculum in other subjects.
• Observation of other activities. • The opportunities created by the school for pupils to take
part in a range of artistic, cultural, sporting, dramatic, musical, mathematical, scientific, technological and, where appropriate, international events and activities that promote aspects of pupils’ SMSC development.
Subsidiary guidance, Supporting the inspection of maintained schools and academies April 2013
Monitoring pupils’ social development
Motivation Rarely / never
With structured support
With occasional prompting
Almost always
Can work in a pair cooperatively
Can work in a small group cooperatively
Acknowledges different views and opinions of others
Demonstrates conflict resolution skills
Knows how to address adults appropriately
Understands roles and responsibilities within teams
Contributes to the development of a class identity
• SEL skills, attitudes and behaviour
• Improved academic performance
• Including 11% gain on standardised achievement tests
(Durlak et al 2011)
A meta-analysis of school-based social and emotional learning (SEL) programmes
Pupils (n=288,221) from nursery to high school showed significantly improved:
Evaluation of primary SEAL found: • SEAL implementation and school ethos were directly associated
with attainment results. • Whole-school implementation was associated with engagement with families, communities, staff wellbeing and staff professional development.
(Banerjee, 2010)
A positive ethos correlated with:
• More positive pupil peer interaction. • Better Ofsted ratings for behaviour. • Lower levels of persistent absence. • Higher attainment in KS2 SATs.
Linking Ethos and Learning • Quality and character of school life
• People feeing socially, emotionally and physically safe
• Fosters young people’s development and learning
Dr Marilyn Tew, Human Scale Education http://www.hse.org.uk/hse/
Dr Robin Banerjee, University of Sussex N = 30,000 pupils
• Pupils’ perceived levels of empowerment and confidence building predicts standardized scores at KS2 and GCSE.
• This association is significantly mediated by pupils’ sense of feeling safe and important at school
Links to outcomes
The Impact of Pupil Behaviour and Wellbeing on Educational Outcomes
• Better emotional wellbeing associated with higher achievement,
• Attention problems predict lowers achievement at all ages,
• Problematic behaviour associated with poorer achievement,
• Being bullied associated with lower achievement,
• Children’s measures of school wellbeing associated with academic progress in secondary.
Gutman & Vorhaus (2012) IoE, University of London
DfE RR-252
Quality of teaching in the school
When evaluating the quality of teaching in the school, inspectors will consider the extent to which: • The teaching in all key stages and subjects promotes pupils’ learning and progress across the curriculum • Teachers have consistently high expectations of pupils
• Teachers and other adults create a positive climate for learning in which pupils are interested and engaged.
The most important purpose of teaching is to raise pupils’ achievement.
…. the impact that teaching has on the promotion of pupils’ spiritual, moral, social and cultural development.
Ofsted Jan. 2013
Action Planning for SMSC
• Whole School? • Curriculum? • Teaching?
• Where do I / we want to be?
• Tomorrow? • By Easter? • For September?
• What additional help do I need? Remember, one step at a time!
• Where am I / are we now?
• What can I reasonably change?
