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Healthy Schools Briefing - 30th September 2009

Please click on a link below to download the selected document:

• Every Child Matters Links Chart (200Kb) ›
• Guidance on ECM Evidence-Gathering for Outcomes (780Kb) ›
• PSHE & ECM – Evaluation and the Inspection of Wellbeing (910Kb)
• School's Contribution to LAAs (130Kb) ›
• SRE Self-Evaluation Tool (140Kb) ›
• SRE Audit Toolkit (280Kb) ›
• Success Criteria for School Improvement Partners (50Kb) ›

Supporting Learning and Social & Emotional Development Through Nurture Groups

Please click on the link below to download the full article:

• Nurture Article for SENCO (1.9Mb) ›

An analysis of the practices, processes, and complexity of exclusions and referrals in relation to drug-related incidents in Sheffield secondary schools.

Sheffield Healthy Schools has carried out a piece of research with 7 Sheffield Secondary Schools over the past year looking at drug related exclusions and referrals in the city. The research was funded from the Young People's Substance Misuse Grant awarded by the Sheffield Children's Joint Commissioning Group.

There is currently an imbalance between the number of pupils excluded from Sheffield secondary schools for drug-related incidents, and the number of referrals the specialist young peoples substance misuse service (SHED) report and would expect to be receiving. By investigating the practices and processes of drug related incidents, exclusions and subsequent referrals in a sample of Sheffield Secondary Schools, this research project aimed to better understand and explain the exclusion versus referral imbalance, and to make recommendations to reduce this imbalance.

The series of interviews provided a great deal if insight into drug-related school exclusions in Sheffield and have enabled a set of recommendations for improving future practice to be produced. The recommendations address issues such as: parental engagement; information-sharing and communications; referral pathways; changes to service provision; and publicity and PR. The Sheffield Children’s Joint Commissioning Group is now reviewing these recommendations.

To the schools and staff who took part in the research, many thanks. Copies of the report will be sent to those who took part in due course. For further details please contact Giles Ratcliffe at:
Tel: 0114 305 1035. Email: giles.ratcliffe@sheffieldpct.nhs.uk

PSHE definition

Personal, social, health education is a planned programme of learning opportunities and experiences that help children and young people grow and develop as individuals and as members of families and of social communities.

PSHE and schools

PSHE makes a major contribution to schools' contribution to the Every Child Matters (ECM) 5 outcomes for children and to the statutory responsibilities to:

• promote children and young people's wellbeing
• achieve the whole curriculum aims
• promote community cohesion

The relationship between PSHE provision and school ethos is important. An effective school ethos requires:

• effective relationships between all members of the school community
• pupils to play an active part in decision making
• school policies to be compatible with what is taught in PSHE

PSHE and children and young people

PSHE equips children and young people with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices . PSHE also enables children and young people to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they may encounter.

The taught curriculum

The content for primary schools is set out in the Framework for PSHE for key stages 1 and 2 (National Curriculum Handbook- QCA 1999). In the context of the PSHE framework, primary schools address many of the areas of learning included in the PSHE programmes of study. The primary curriculum is currently under review.

In the new secondary curriculum PSHE education is described in two new, interrelated, programmes of study for both key stages 3 and 4: one for personal wellbeing and one for economic wellbeing and financial capability.

Personal wellbeing draws together personal, social and health education, including sex education, the social and emotional aspects of learning (SEAL), while economic wellbeing draws together economic understanding, careers education, enterprise, financial capability and work-related learning. The programmes of study support the statutory requirements for careers education and sex education at key stages 3 and 4 and work-related learning at key stage 4.

The programmes of study should be used flexibly to ensure that PSHE programmes are appropriate to pupils' abilities and backgrounds. They should provide opportunities to address real life and topical issues and show pupils that they can make a difference to their own and others' lives.

PSHE Provision in Schools

PSHE programmes can include:

• specific timetabled lessons
• learning opportunities across the curriculum
• explicit opportunities in other curriculum subjects
• whole school and extended timetable activities
• specific projects
• information, support and guidance on specific areas of learning and development
• earning through involvement in the life of the school and wider community

PSHE should not be delivered solely through "suspended timetable" or "drop down " days,as this model fails to provide continuity and progression which is so vital to this area of the curriculum.(OFTED Guidance July 2008)

PSHE should be planned, coordinated, assessed, monitored and evaluated. Pupils should be involved in this process, influencing provision from the begining as well as having a say in how learning progresses.

PSHE is most effective when it uses a variety of active learning and assessment approaches and provides opportunities for pupils to reflect on their own and other people's experiences so they can use and apply their learning. Active involvement in the life of the school and wider community should help young people recognise and manage risk and take increasing responsibility for themselves and their choices.

The PSHE Association

The PSHE Association is a professional membership organisation set up to provide support for those involved in PSHE education and to help teachers and other PSHE professionals better plan, manage, deliver, evaluate and monitor PSHE provision.

To view or download the document click here

PSHE - Under An Umbrella

Please click the image to the left in order to view the poster detailing the overview of the PSHE Education – Guidance For Schools.

SRE Toolkit

This toolkit provides a selection of activities to help secondary schools involve young people when reviewing and auditing their sex and relationships education (SRE). It is designed for school senior management teams, PSHE coordinators and staff, including peer educators, involved in the delivery and review of SRE policy and curriculum. It is also of interest to local teenage pregnancy and healthy schools coordinators who have a role in helping schools to improve the SRE they are providing.

Click the link below to access the National Children’s Bureau/Sex Education Forum website.

Scroll down to the section ‘Involving Young People’ and click the document ‘Are you Getting It Right?’ to download the free SRE toolkit.

Link to SRE Toolkit >

Documents and Links

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