1. PSHE & ECM -evaluation and the Inspection of Wellbeing
‘Health Check’
PSHE & ECM -evaluation and the Inspection of Wellbeing
Sheffield 30/09/09

2. Intended outcomes 1) A greater understanding of:
Recent changes in wellbeing
Some of the changes to the new inspection process (from Sept. 2009),
The contribution of PSHE to the SEF and ECM outcomes
2) An opportunity to consider
Sources of evidence and
ways to measure pupil’s well-being.

3. Children’s policy changes since 1988
400 different initiatives
300 since 1999
200 since 2003
98 Acts of Parliament
40 Green and White papers
82 Strategies
51 Funding streams
69% No longer exist
25% Evaluated
49 Structures
5 Changes on Government departments
11 Secretaries of State

4. Question Why should you never bother to chase after: A blond(e)
A number 19 bus or
A new Government initiative
….There will be another on along in a minute!

5. The National Evidence UK is bottom for 5 of 6 groups of indicators:
High poverty
Poor Health
High Infant mortality
Low birth weight
Poor family & peer relationships
Risky behaviour
Drug & Alcohol misuse,
Teenage sex - teen pregnancy & STI
Low expectations and high NEETS
Low self-assessed wellbeing

6. Sheffield data ~ Primary schools
82% know it’s healthy to eat 5 fruit & veg. a day
4% tried smoking 20% tried alcohol
97% have someone to talk to when they need help.
38% report being bullied at school; 25% near home.
87% like school, 97% like learning new things
77% Y2, think they’ll be happy in the future.
69% Y5 think they’ll be happy in the future.
81% look after someone

7. Sheffield data ~ Secondary schools
55% of young people eat 5 fruit and veg a day
12% feel very sad or depressed most days
Young people said fewer boring lessons, practical activities, visits and using computers would help them learn.
48% have been bullied in past year mostly at school or college
45% of Y7 feel unsafe in the area they live due to people carrying knives or guns
31% Y10 feel unsafe in the area they live due to people carrying knives or guns

8. National Developments & well-being
OFSTED & ECM
National Developments & well-being
Every Child Matters 2004 ~ 5 outcomes:
Duty to promote well-being, community cohesion & participation
SEAL
Secondary curriculum (Sept. 08)
New primary curriculum for 2011
National Children’s Plan January 08
Developing well-being indicators for schools
SRE & Drugs education to become compulsory 5-16 – new Guidance
PSHE recommended as statutory from 2011 8

9. National Developments supporting well-being
Children’s Health Plan (DCSF/DOH)
National Healthy Schools +
21st Century School
The new Ofsted framework

10. Rationale for change Issues of concern Narrowing the gap
Outcomes for the underachieving / needs of underachieving groups
Ofsted now inspects all services

11. Weaknesses in KS1&2 PSHE
The lack of systematic assessment of pupils’ progress
Insufficient use of ICT
Learning objectives are not always sufficiently focused on clear, measurable learning outcomes
Sex and relationship education is often too little and too late
Incomplete curriculum coverage.

12. Weaknesses in KS 3&4 PSHE
Lack of discrete curriculum time or teaching only through thematic days
Lack of skilled, specialist teachers
Weak assessment
Ineffective use of ICT
Some lack of depth of knowledge & superficial or absence coverage

13. Success Criteria for PSHE
Strong commitment by senior managers
Member of staff with responsibility for PSHE
Dedicated curriculum time
Teachers confident in their subject knowledge
Compelling learning experiences
Effective use of resources

14. The new Inspection framework
‘Wellbeing isn’t a grade, it permeates every criteria in the new evaluation schedule.’
Gloucestershire Headteacher
(Pilot School 2009)

15. New Inspection: 3 main areas
Outcomes
Achievement & Enjoyment
5 ECM Outcomes
Behaviour
Attendance
Spiritual, moral, social & cultural
Provision
Quality of teaching
Use of Assessment to support Learning
Curriculum including partnerships
Care, Guidance & support

16. New Inspection: 3 main areas
3. Effectiveness of Leadership & Management
Leadership & management in embedding ambition and driving improvement
Effectiveness of the governing body in challenging & supporting
Engagement with Parents & Carers
Partnerships in promoting learning and wellbeing
Promoting equal opportunity & tackling discrimination
Safeguarding
Community cohesion,
Deployment of Resources

17. New Framework Overall Outcomes for Pupils:
OFSTED & ECM
New Framework Overall Outcomes for Pupils:
Based on judgements for:
- achieve and enjoy
- the extent to which pupils feel safe
- behaviour
- the extent to which pupils adopt healthy lifestyles
- pupils’ contribution to the school & wider community
- development of workplace skills for future economic well-being
- pupils’ spiritual, moral, social & cultural development

18. Contributing to society Developing EWB skills Physical & Mental Health
Outcomes & Evidence
Possible
sources of
evidence
Example of outcomes
Achieve &
Enjoy
Contributing to society
Developing EWB skills
Physical & Mental Health
Protection from harm & neglect (Stay Safe)

19. The extent to which pupils adopt healthy lifestyles
Inspectors should assess how well pupils develop a basic knowledge and understanding of health issues and apply this knowledge in their own lives
Potential areas for investigation:
The uptake of school meals
Pupils’ choice of food
Physical activity
Sex and relationships related issues
Pupils’ mental and emotional health

20. Sex & Relationships related issues:
Inspectors will want to investigate pupils’ understanding and knowledge relevant to their age.
Secondary school pupils should be aware of the dangers of STI and AIDS.
Inspectors should also consider pupils’ knowledge and understanding in these areas in the context of the approach to SRE taken by the school.

21. Mental & emotional health:
Can pupils recognise the signs of stress & mental ill health?
Can pupils respond to the signs of stress either through preventative measures or accessing confidential advice and support?
Safety, behaviour and bullying?
Pupil response to SEAL.
Many schools have records and analysis of the impact of SEAL on both groups of pupils and individuals.

22. ‘Limiting Judgements’
Achievement
Equal Opportunities
Safeguarding
N.B. An inadequate judgement in achievement, EO or safeguarding means that the overall effectiveness of the school is likely to be judged ‘inadequate’.

23. Attainment, Learning and Progress
OFSTED & ECM
Attainment, Learning and Progress
Attainment
Greater focus on school improvement for pupils and groups
ECM outcomes included
Significant emphasis of the impact of teaching on achievement
Learning and progress
Judgement based on progress of current pupils – CVA measures progress over time, but not as important as progress of current pupils
Inadequate if considerable numbers of pupils, or groups of pupils, underachieve in one or more key stage.

24. Safeguarding Key outcomes:
OFSTED & ECM
Safeguarding
Key outcomes:
Effectiveness in taking reasonable steps to ensure all learners are safe
Effectiveness in helping all learners to feel safe
Features:
Learners are safeguarded and protected
Learners’ welfare concerns are identified and responded to appropriately
Safeguarding learners is a priority
Agencies & professionals work together to safeguard learners

25. Equality & Diversity Definition:
OFSTED & ECM
Equality & Diversity
Definition:
Actively promoting positive relationships & respect for human rights
Understanding and respecting differences
Taking positive action to tackle discrimination, inequality & unfairness
Make best use of skills and talents of individuals
Focus on improving outcomes that raise standards & improve lives.
Judged by two operating principles:
How effectively a school is narrowing the achievement gap
How effectively a school actively promotes equality & diversity and tackles discrimination.

26. How can schools contribute to community cohesion?
All schools are responsible for equipping pupils to live and thrive alongside people from different backgrounds.
For schools working with diverse populations, existing activities helping pupils to learn with, from and about each other, will already be contributing towards community cohesion.
Where the population is less diverse or predominantly from one socio economic, ethnic, faith or non-faith background, more will need to be done to promote opportunities for interaction between children and young people from different backgrounds.

27. Julius Caesar (1599) Act 4 sc3 “There is a tide in the affairs of men,
Which, taken at the flood, leads on to fortune;
Omitted, all the voyage of their life is bound in shallows and in miseries.
On such a full sea are we now afloat,
And we must take the current when it serves, Or lose our ventures”.

28. OFSTED & ECM jbrees@live.co.uk
That's all folks!

29. A suggested way to complete the new SEF
Identify key words and/or concepts in the wording of the bullet point – ‘what inspectors should evaluate’.
Decide on an initial provisional grade based on your general view of the school’s performance.
Underline key words in the grade descriptor for your provisional grade.
Make a bullet point of evidence you have which is relevant to those key words. Give measurable indicators of success wherever possible.
Ask: Does the provisional grade still look right? Look at the descriptors above and below your grade to confirm your judgement.
Bury Children’s Services 2009

30. One possible way of completing the new SEF
OFSTED & ECM
One possible way of completing the new SEF
Governing Body has expertise……. EVIDENCE
…is making a positive difference…. EVIDENCE
…is rigorous in ensuring staff and pupils are safe… EVIDENCE
…discharges statutory duties effectively... EVIDENCE
…is fully involved in evaluating the school…
EVIDENCE
…ensures users’ views feature prominently when priorities and targets for improvement are set…
…shows determination in challenging and supporting the school…EVIDENCE
In this case, since the judgement is good, a phrase here might read:
“We believe that in order to judge effectiveness as outstanding, governors need to engage more with parents and staff”
The guidance for the pilot is that this section should use ‘key phrases’ from the evaluation criteria to exemplify the reasons for the judgement. The words and phrases here in red/italic have been taken from the new descriptor for GOOD governance