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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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IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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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IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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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IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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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IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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.
20
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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.
22
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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.
24
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
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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.
30
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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.
31
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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IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
Recommendation:WerecognisetheimportantcontributionsthatexternalorganisationsandvisitorscanmaketothePSHEcurriculumandrecommendthatschoolsareencouragedtoidentifyopportunitieswherethiswiderinputcanbemadeappropriately.Furthermore,theDCSFshouldconsiderhowbesttodisseminateexamplesofeffectivepracticemorewidelyacrossschoolsandlocalauthorities.
33
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
34
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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
IndependentReviewoftheproposaltomakePersonal,Social,HealthandEconomic(PSHE)educationstatutory
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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