1. Safe Guarding/PSHE Curriculum

2. Ensuring that your Safeguarding / PSHE Curriculum is meeting the needs of your Children and Young People ‘People IN the Know’

5.  This is for you to adapt to suit your school PSHE structure and your students needs.  What support do your teaching team need? A planning and recording tool…

6.  What is the structure of your PSHE curriculum?  What do your students need?  What do we want to cover in each year group?  What do we want as a progressive topic to follow on in each year group?  What are the definite ‘yes’ topics you need to cover?  What topics do we want to cover that aren’t on the list?  What resources do you have? Planning…Think About….

7. Complete your group information times and dates for school year

8. Start by filling in your school holidays. ‘Drag and drop’ to relevant weeks. Next, ‘drag and drop’ topic area from drop down options. Duplicate to suit. Used topics become shaded. You can add ‘ Your own topic’ to complete later. ‘Save’ your timetable.

9. To see what the topic covers, click on the title on the timetable to view Key questions, Summary of Outcomes and suggested resources. You can also delete the topic if placed incorrectly by clicking the ‘delete’ button.

10. When you ‘save’, this page appears. To complete ‘Your own topic’ click on title to open. Your pre-filled topics appear like this.

11. Complete to suit your topic

13. Click on the pre-filled topic title to see content. This can be edited to suit your setting and cohort. Save your changes.

14. Download the timetable or topic information

15. Sample timetable

16. Sample topic information

17. Click here to add an activity such as an assembly

19. Overall Effectiveness Before making the final judgment on the overall effectiveness, inspectors must evaluate:  The effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development

20. Good/Outstanding PSHE in prime position to show a wide variety of SMSC New Ofsted SMSC definitions are much wider in their description…making it easier to show evidence

21. Spiritual The spiritual development of pupils is shown by their: ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them use of imagination and creativity in their learning willingness to reflect on their experiences

22. Moral The moral development of pupils is shown by their: ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England understanding of the consequences of their behaviour and actions interest in investigating and offering reasoned views about moral and ethical issues, and ability to understand and appreciate the viewpoints of others on these issues

23. Social (1) The social development of pupils is shown by their: use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

24. Social Continued acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

25. Cultural (1) The cultural development of pupils is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

26. Cultural Continued willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

27. Leadership and Management  How leaders promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics), through their words, actions and influence within the school and more widely in the community  The effectiveness of safeguarding

28. Personal Development, Behaviour and Welfare Outstanding: Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have

29. Personal Development, Behaviour and Welfare Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well- being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.

30. Personal Development, Behaviour and Welfare Pupils have an excellent understanding of how to stay safe online, the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society

31. Ofsted Evidence Base Complaints Pre Inspection Research Website - Must display your PSHE curriculum - use this to show off! Pupils/Students Views Observations and Discussions Questionnaires and Parent View Documentation

32. Evidence Form

33. Ofsted Publication on Impact of PSHE Overview of the Impact of PSHE Education The evidence shows that personal, social, health and economic (PSHE) education can improve the physical and psychosocial well-being of pupils. A virtuous cycle can be achieved, whereby pupils with better health and well-being can achieve better academically, which in turn leads to greater success. Taking a whole school approach to health and well-being is linked to pupils’ readiness to learn. A recent review of the link between pupil health and well- being and attainment advocated promotion of health and well-being as an essential element of a school’s effectiveness strategy (Public Health England, 2014).

34. Safe Guarding.. Keeping Children Safe in Education Domestic Abuse between young people (Teenage relationship Abuse) - including issues around consent. Female Genital Mutilation (FGM) including understanding the signs and knowing the referral process Child Sexual Exploitation (CSE) including ensuring that young people understand how to keep themselves safe.

35. Keeping Children Safe in Education Forced Marriage – not the same as arranged marriage. Recognise the signs and help young people to do the same. Mental health – self harm and suicide. Don’t forget the resources that you have in the PINK curriculum

36. Staff working together.... Encourage your SLT to involve you in meetings. Use the new Ofsted guidelines to persuade… Safeguarding is the responsibility of ALL staff in school – whatever subject they teach. DSL, PSHE Co-ordinator, Pastoral Support leads and Business Managers – work together Early Help – early interaction with young people through the curriculum