Leadership

How the government can improve PSHE in schools

A recent report has revealed the dire situation surrounding the current delivery of PSHE and sex education in schools - and it cannot be fixed without decisive action from the DfE. We summarise the report's main findings and recommendations for improvement.

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      string(335) "This is a report to Government by the Advisory Group on Drug and Alcohol Education. The report reviews the available evidence and make a series of recommendations to the Government on how to improve the education that young people receive about drugs and alcohol.

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      string(390) "... also recommends that the Government should formalise the entitlement to drug and alcohol education and improve its quality by:· Making Personal, Social and Health Education (PSHE) a statutory subject in schools, placing a duty on schools to adhere to guidance about drug and alcohol education – enabling schools to meet their ..."
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      string(336) "This is a report to Government by the Advisory Group on Drug and Alcohol Education. The report reviews the available evidence and make a series of recommendations to the Government on how to improve the education that young people receive about drugs and alcohol.

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      string(2032) "Framework (CAF);· Support schools in developing evidence based targeted prevention programmes, specifically to support young people at higher risk of drug misuse;· Increase awareness of local young people’s specialist drug misuse early intervention and treatment services by teachers and other relevant staff, as well as students and their families;· Establish clear procedures to ensure that young people with identified treatment needs are able to access the right services whilst continuing to receive education appropriate to their needs.The Advisory Group also recommends that the Government should formalise the entitlement to drug and alcohol education and improve its quality by:· Making Personal, Social and Health Education (PSHE) a statutory subject in schools, placing a duty on schools to adhere to guidance about drug and alcohol education – enabling schools to meet their statutory responsibility to promote well-being effectively; and· Improving teachers’ skills and confidence in delivering effective drug and alcohol education by exploring a specialist PSHE training route through initial teacher training and improving the quality of, and access to, continued professional development for PSHE teachers; and · Making drug education central to the new well-being agenda, the well-being indicators and forthcoming guidance; and through amending the Ofsted inspection framework to make explicit a requirement to consider the contribution of drug and alcohol education to overall well-being.The Advisory Group also recommends that the Government should continue to commission research and disseminate evidence of effective practice in drug and alcohol education, including building on the findings of the Blueprint study, when they are available.NotesAuthorRaspal Chima, Imaginative MindsDate CreatedNovember 2008Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Drug Education

8 Nov 2008

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      string(349) "This House of Commons Education Committee report highlights the major contribution high quality PSHE and SRE can make towards safeguarding children and boosting their health and well being. The report notes that parents want schools to provide PSHE and teachers want better training, but the subject is being held back ..."
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      string(370) "... report has criticised the Government’s strategy for improving PSHE and SRE as ‘weak’ andasserts there being a ‘mismatch’ between its words and actions to improve the quality teaching inthese areas. It found the effectiveness of PSHE and SRE in many schools to be weak.Main Points: ■ PSHE requires ..."
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      string(414) "This House of Commons Education Committee report highlights the major contribution high quality PSHE and SRE can make towards safeguarding children and boosting their health and well being. The report notes that parents want schools to provide PSHE and teachers want better training, but the subject is being held back by a lack of funding and lowly status.
Leadership Briefing 9.07(103)"
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      string(6020) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.LIFE LESSONS: PSHE AND SRE IN SCHOOLSKeywordsLife lessons,PSHE, SRE,schools,safeguardingchildren, health,teachers,training,funding, qualityteaching,effectiveness  SummaryThis House of Commons Education Committee report highlights the major contribution highquality PSHE and SRE can make towards safeguarding children and boosting their health andwell being. The report notes that parents want schools to provide PSHE and teachers wantbetter training, but the subject is being held back by a lack of funding and lowly status.The report has criticised the Government’s strategy for improving PSHE and SRE as ‘weak’ andasserts there being a ‘mismatch’ between its words and actions to improve the quality teaching inthese areas. It found the effectiveness of PSHE and SRE in many schools to be weak.Main Points: ■ PSHE requires improvement in 40% of schools. The situation appears to have worsened overtime, and young people consistently report that the sex and relationships education (SRE)they receive is inadequate. This situation would not be tolerated in other subjects, and yet theGovernment’s strategy for improving PSHE is weak. There is a mismatch between the prioritythat the Government claims it gives to PSHE and the steps it has taken to improve the quality ofteaching in the subject. ■ Young people need the opportunity to receive high-quality PSHE and SRE at school. They havea right to information that will help keep them healthy and safe. PSHE also has a role to play indeveloping character and resilience, and has a positive effect on academic outcomes. Whenprovided in an age-appropriate way, SRE can contribute to a school’s safeguarding efforts, andinstil the principle of consent that will protect young people as they grow up. Delivering high-quality SRE is particularly important for the most vulnerable children, including looked afterchildren, LGBT children and those with special educational needs. ■ Improving the quality of provision of PSHE, and SRE within it, relies on addressing the shortageof suitably trained teachers and school nurses, and on ensuring that suitable curriculum timeis devoted to the subject. Funded CPD for teaching PSHE must be reintroduced to support thedelivery of the subject, and Ofsted must clarify how a school’s provision of SRE relates to itssafeguarding judgement and pupils’ ‘spiritual, moral, social and cultural’ development. ■ There is a lack of clarity on the status of the subject. This must change, and we accept theargument that statutory status is needed for PSHE, with sex and relationships education as acore part of it. We recommend that the DfE develop a workplan for introducing age-appropriatePSHE and SRE as statutory subjects in primary and secondary schools, setting out its strategyWeek Commencing 23rd February 2015http://www.publications.parliament.uk/pa/cm201415/cmselect/cmeduc/145/145.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.for improving the supply of teachers able to deliver this subject and a timetable for achieving this.The statutory requirement should have minimal prescription content to ensure that schools haveflexibility to respond to local needs and priorities. SRE should be renamed relationships and sexeducation to emphasise a focus on relationships. ■ Parental engagement is key to maximising the benefits of SRE. The Government should requireschools to consult parents about the provision of SRE, and ask Ofsted to inspect the way inwhich schools do this. The existing right of a parent to withdraw their child from elements of SREmust be retained.Recommendations: ■ Trends in teenage conceptions and STIs are driven by factors far outwith the provision of SREin schools and provide little insight into the usefulness of such education. Instead the quality ofPSHE and SRE should be measured through Ofsted inspections and through levels of studentand parent satisfaction. This should be the focus for the Government. ■ We recommend that the Government explore how pupil wellbeing could be measured in schools. ■ We recommend that the Government take steps to incentivise schools to raise the quality ofPSHE and SRE in schools. ■ We recommend that the Government formally endorse and issue the 2014 advice produced by thevoluntary sector, and promote this advice more actively to schools and governors. ■ We recommend that the Government monitor schools’ compliance with the requirement to publishinformation about their PSHE and SRE curriculum on their websites. ■ Ensuring that PSHE and SRE is delivered by confident and capable teachers is crucial toimproving the quality of teaching. We recommend that the DfE restore funding for the NationalPSHE CPD programme, with the aim of ensuring that all primary and secondary schools have atleast one teacher who has received specialist training in PSHE, and monitor progress towardsthis. ■ We recommend that the Government ensure that there are sufficient school nurses trainingplaces, and that the ratio of school nurses to"
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Leadership

Life Lessons: PSHE and SRE In Schools

19 Feb 2015

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      string(323) "Mental health services for children have never been a priority, particularly in schools. Now, despite a growth in interest in wellbeing, they are languishing further behind as the cuts bite in. Paula Lavis, from the Children and Young People’s Mental Health Coalition, looks at the problems, the evidence and ..."
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      string(334) "Mental health services for children have never been a priority, particularly in schools. Now, despite a growth in interest in wellbeing, they are languishing further behind as the cuts bite in. Paula Lavis, from the Children and Young People’s Mental Health Coalition, looks at the problems, the evidence and best practice."
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      string(5247) "include:Challen, A. et al. (2011) UK Resilience Programme evaluation: final report. London: Department for Education.CAMHS EBPU, et al. (2011) Me and my schools: findings from the national evaluation of Targeted Mental Health inSchools 2008-2011. London: Department for Education.For schools looking at how to implement whole-school policies, promote mental health and identify services, The Childrenand Young People’s Mental Health Coalition have produced Resilience and results: how to improve the emotional andmental wellbeing of children and young people in your school.The NICE guidance on improving wellbeing in primary and secondary schools is also available.nnThe argument for early intervention isn’t just a moral one of reducing unhappinessand enabling children to fulfil their potential, it’s also financial. Low-cost parentingprogrammes for children with conduct disorders are highly effective and have beenestimated to save in the order of £10,000 per child over 25 years. The same researchshowed that £1 spent on the prevention of conduct disorders through social andemotional-based interventions in schools gives a total return of nearly £84.http://tinyurl.com/ozdltt6http://tinyurl.com/ozdltt6https://www.gov.uk/government/publications/uk-resilience-programme-evaluation-final-reporthttps://www.gov.uk/government/publications/findings-from-the-national-evaluation-of-targeted-mental-health-in-schools-2008-to-2011https://www.gov.uk/government/publications/findings-from-the-national-evaluation-of-targeted-mental-health-in-schools-2008-to-2011http://www.cypmhc.org.uk/resources/resilience_results/http://www.cypmhc.org.uk/resources/resilience_results/http://publications.nice.org.uk/social-and-emotional-wellbeing-in-primary-education-ph12http://publications.nice.org.uk/social-and-emotional-wellbeing-in-secondary-education-ph20https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/215626/dh_126386.pdfwww.teachingtimes.com n Vol 4.3Safeguarding/Mental health and wellbeing Every Child Journal73Mental health in schoolsMost young people go to school and indeed spend a large proportion of their lives there,so it’s a key space for promoting the mental health and wellbeing of a large proportion oflocal children and young people, and, importantly ensuring that those who need it haveeasy access to specialist support.There is some evidence that suggests that young people would rather speak to theirteacher about their problems than go to their GP or a mental health professional. Thismay be because they have a good relationship with a trusted teacher but it may also bebecause they don’t know what to do, or are frightened of seeking help.So what can schools do? Partnership working is essential, particularly with localservices such as their local CAMHS, or voluntary sector services. But schools shouldn’texpect these services to do everything. For that reason, the Mental Health Children andYoung People’s Coalition produced a guidance document for schools called ‘Resilienceand Results. This document aims to encourage schools to think about how they canpromote mental health within their school and provide additional support for those withmental health problems. It includes case studies which illustrate what schools could do,and quotes from young people, parents,and teachers.Resilience and Results refers to theimportance of a whole-school approach,which requires the promotion of mentalhealth to be integrated within the ethos,routine life and core business of theschool. There is a good evidence base fora whole-school approach to promotingthe mental health and wellbeing of allstudents, and it is recommended in theNICE guidance on improving wellbeingin both primary and secondary schools.There are ten key elements that needto be applied in order to implementthis approach. Good leadership andmanagement are absolutely vital, andschools that are good at promotingmental health have headteachers whoreally see the importance of this workand how it can help them meet theirtargets around attainment, attendanceand so on. Other key elements includethe ethos within the school, supportingschool staff and helping themunderstand and promote their ownmental health, teacher training and theirunderstanding of mental health; andincluding mental health promotion in the curriculum.Mental health promotion can be covered in the personal, social, health education(PSHE) curriculum, but it should also be incorporated across the curriculum. For instance,some schools have used sport as a way to build resilience and other life skills that canbe transferred to other lessons and to young people’s lives more generally. In order toachieve this, there needs to be a whole-school approach which is led from the top, and isinvested in.Whilst PSHE provides a good opportunity to help improve children and youngpeople’s understanding of mental health and wellbeing, we hear from young peoplethat it isn’t always well taught. Ofsted has reported that 40% of schools’ PSHE"
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Special Needs

Striking a balance

21 May 2014

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      string(436) "... be delivered, to assist schools when delivering PSHE safety training.· The Government should maximise the opportunities to promote safety and risk awareness through programmes in schools such as Healthy Schools, Sustainable Schools and Change4Life and through Children’s Centres. The Government should also assess the feasibility of extending these opportunities ..."
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      string(416) "Enabling children to stay safe is a top priority for Government, as set out in the Staying Safe Action Plan, published in February 2008 and included a commitment to carry out a Priority Review. The Review covers injuries and deaths of children and young people under the age of 18 in England. This report sets out the findings and recommendations of the Review.

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      string(4486) "parents and communities on unintentional injury. This should also be disseminated to the local level to encourage local stakeholders to carry out communications campaigns aimed at local issues.Supporting the Workforce with Communication· The Government should develop practical guidance for practitioners about the key safety messages, and about the different levels of risk at different ages. This work should be informed by customer insight, and the evidence base.Central Government Communication· Central Government Departments should agree and use consistent language and messages, drawing on customer insight research, when communicating to the public and practitioners about safety, recognising that language used to the public may differ from that used with and by practitioners.Safety Training in Schools· The Government should consider how PSHE should promote safety messages further. This could be done by updating guidance on how best safety aspects might be delivered, to assist schools when delivering PSHE safety training.· The Government should maximise the opportunities to promote safety and risk awareness through programmes in schools such as Healthy Schools, Sustainable Schools and Change4Life and through Children’s Centres. The Government should also assess the feasibility of extending these opportunities into the FE sector.Safety Training Beyond School· The Government should identify national and regional providers of out-of-school activities and explore with them the opportunities for increased safety advocacy within their provision. Information about such opportunities should be made available to parents and practitioners in local areas. The newly launched Child Safety Education Coalition’s work will be pivotal in this area.· The Government should work to co-ordinate more closely interventions to combat youth anti-social behaviour with the wider Every Child Matters and Safeguarding agendas.Training Packages and Resources· The Government should undertake central quality assurance of safety education and training resources and packages. The newly launched Child Safety Education Coalition’s work will be key in this area.Home, Road, Fire and Water Safety· All levels of the delivery chain continue to be driven by current action and momentum on home, road, fire and water safety.· The Government should consider further measures to address the issues of accidents in the home. Deprived areas with high accidents rates in the under 5s should particularly be targeted though practitioners and communications.· The Government should undertake further work to consider fire safety issues including: whether more domestic sprinkler systems should be introduced, how to best encourage the use of smoke alarms with non-removable batteries/hard-wired and how kitchen safety messages could be passed on to children as they are taught to cook.· The Government should consider further measures to address the issues of high levels of injury and death to young (often male) drivers and their passengers.· A new road safety strategy and targets for post-2010 should take account of the findings of this Priority Review.· Local areas, for example through LSCBs, should undertake a risk analysis of water hazards and take action as appropriate where this is found to be a priority.Child Employment· The Government should consider what more should be done to improve safety for children who are in employment. To improve child safety particularly, the Government should consider how to make the safety measures in place for work-based training through schools and colleges extend to all types of child employment.Government Drug and Alcohol Strategies· The Government should consider what more work should be done to address the risk that drugs and alcohol pose to children and young people’s safety in the context of accidents and how to maximise the opportunities presented through the drug and alcohol strategies to improve our understanding of child unintentional injury and to promote child safety messages more widely.ActionNotesAuthorRaspal Chima, Imaginative MindsDate CreatedMarch 2009Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Accident Prevention Amongst Children

20 Feb 2009