pdl and healthy schools network meeting autumn term 2013 access more information on: (the website...
TRANSCRIPT
PDL and Healthy Schools Network Meeting
Autumn Term 2013Access more information on:
www.hants.gov.uk/hpdw (the website for everything PDL and
Healthy Schools)
&
Helping children and young people to: • Be Healthy,• Stay Safe,
• Enjoy and Achieve,• Make a Positive Contribution• Have Economic Well Being
Extended schools
Extra curricular activities
Outdoor Education – e.g Trailblazers
MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING
Study Support
Drugs education incl. alcohol and tobacco
PSHE-PW
Personal Social Health & economic Education (PSHE-PW)
Sex and relationships
education (PSHE PW)
Work related learning PSHE EW
Enterprise education PSHE EW
Financial
capability PSHE EW
Individual learning plans & e-profiles
E-Profile AND PORTFOLIO – ASSESSMENT, RECORDING and ACTION
PLANNING
Careers education
and guidance PSHE EW
Functional skills:
• Communication
• Numeracy• ICT• Working together• Improving own performance• Problem solving
Physical activity
Religious education
Education for sustainable
development
Citizenship
and Rights Respect and
Responsibility,
Personal learning and thinking skills:Team workerSelf-managerIndependent enquirerReflective learnerCreative thinkerEffective participator
Social, Emotional Aspects of Learning
SEAL PSHE PW
Volunteering/active
citizenshipe.g. peer mentoring
Safety Education
Programme
• Billingsgate Fish Project• Healthy Schools – latest news/sharing good
practice• Upcoming training• School food plan – working with HC3S• PSHE Association – Guidance for schools and
new programmes of study• Change4Life
The PDL/Healthy Schools Team
Glyn WrightCounty Inspector/
Adviser PDL
Donna SmithTeacher adviser
Fire Service
Sam FrancisHampshire Leading Teacher
PDLChiltern Primary School
Julie ThompsonSenior Public
Health Practitioner
Ileana CahillSenior Public
Health Practitioner
Eleanor Jakeman
Freelance PDL- peer mentoring
Contact details• Glyn Wright, [email protected] • Admin support for PDL/Healthy Schools
- Anne McCarthy [email protected] Tel: 023 92441442
• Julie Thompson, [email protected]• Ileana Cahill, [email protected]• Donna Smith, [email protected]• Sam Francis, [email protected]• Eleanor Jakeman, [email protected]
Narrow the Gap
Support your young people with their self esteem, motivation and learning by ...• Improving participation• Building self-esteem• RRR• Pupil voice• Circle time• PSHE/PDL/Citizenship• Understanding risky behaviours• Building communication resilience• SMSC
If you would like support or training in these areas contact Sam Francis on: [email protected]
The School Food Plan 1. Funding• Funding: The Department for
Education is investing millions of pounds in school food over the next two years, including £11.8 million to help thousands of schools get help to increase the number of children eating school meals, and £3.15 million to ensure healthy breakfasts are available for thousands of children who arrive at school hungry.
School Food Plan 2
• Free school meals: Last week the government announced it’s going to fund free schools meals for all five, six and seven year olds in England from next September.
School Food Plan 3
• Cooking: Practical cooking will become compulsory for every pupil to Key Stage 3 next year.
School Food Plan 4• Legislation:
The Plan recommends looking at the school food standards - we'll keep you posted on how this progresses. As long as it's agreed that updated standards are practical and work for children's nutrition, government has pledged that these would apply to all schools.
School Food Plan 5• Monitoring:
Ofsted will guide inspectors to: – Consider the behaviour and culture in school
dining rooms– look at how schools promote healthy lifestyles– The progress on take up of school meals– the number of schools meeting the school food
standards– The morale of the catering staff– the number of schools with food awards AND children's cooking skills will also be monitored
by the Department for Education.
Free resources from the Children’s Food Trust• Click on www.childrensfoodtrust.org.uk
Billingsgate Fish Project
• Run by the Billingsgate Seafood School and established in 2000, the project aims to encourage a wider understanding of fish as a food through an investigation of sustainable species.
• The project’s goal is to teach children how fish is caught, prepared, cooked and enjoyed as part of a healthy diet.
• Sessions are flexible, and available for both Key Stage 1 and 2, but the main activities are: – The children will be shown a short DVD focusing on
sustainability, before being given the opportunity to handle, touch & smell a variety of different fish and shellfish.
– Further activities available include: peeling prawns, the demonstration of a simple recipe to taste or hands on preparation of a recipe dish.
• Sessions will be adapted to suit the school facilities and the age and number of the children taking part.
• A typical session would last between an hour and an hour and a half depending on the content of the session and the age of the children.
• The day in school would be spent working with various year groups. We would need to work with a minimum of 75 children over the day in smaller groups, ideally three or four classes.
• Bookings for the Autumn term 2013 and Spring term 2014 are now being taken.
• For more information please contact: Paula Williams, Schools Co-ordinator, email: [email protected] or complete and return the booking request form.
The position of PSHE• In September 2013, the DfE published a new National Curriculum
that is due to take effect in September 2014. • Whilst PSHE education remains a non-statutory subject, section 2.5
of the National Curriculum framework document states that: ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.’
• Along with the National Curriculum framework, the DfE also published a guidance document on PSHE curriculum and states that it is: ‘An important and necessary part of all pupils’ education’
• It goes on to note that: ‘Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.’
The position of PSHE continued• PSHE education is a means to fulfilling the statutory duties on
schools - section 2.1 of the National Curriculum framework states: • ‘Every state-funded school must offer a curriculum which is balanced
and broadly based and which: – promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society – prepares pupils at the school for the opportunities,
responsibilities and experiences of later life’
2002 Education Act and the 2010 Academies Act• Schools also have statutory responsibilities in relation to:
– promoting pupil wellbeing and pupil safeguarding (Children Act 2004)– community cohesion (Education Act 2006)
PSHE and Ofsted inspections• Whole school (Section 5) Ofsted inspections consider the extent to
which a school provides its pupils with a ‘broad and balanced curriculum that promotes their good behaviour and safety and their spiritual, moral, social and cultural (SMSC) development’.
• Ofsted’s PSHE education grade descriptors make a clear connection between PSHE education and SMSC, therefore, when looking for evidence upon which to base a judgment on SMSC, inspectors are likely to consider the impact of PSHE education provision.
• The 2013 Ofsted PSHE report highlights the relationship between a school’s PSHE provision and overall effectiveness, noting: “a close correlation between the grades that the schools in the survey were awarded for overall effectiveness in their last section 5 inspection, and their grade for PSHE education…”
• It is important to note that if PSHE lessons are observed as part of a Section 5 inspection, Ofsted will expect the same standards of teaching and learning as they would in any other subject. Poor PSHE education lessons can therefore impact on a schools overall judgment for quality of teaching.
The PSHE Association has developed ten principles of good PSHE Education that apply from KS 1- 4
• Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.
• Plan a ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.
• Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing.
The PSHE Association has developed ten principles of good PSHE Education that apply from KS 1- 4 (continued)
• Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.
• Provide information which is realistic and relevant and which reinforces positive social norms.
Principles of good PSHE Education continued:
• Provide information which is realistic and relevant and which reinforces positive social norms.
• Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.
• Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. Encourage staff, families and the wider community to get involved.
• Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.
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Principles of good PSHE Education continued:
• Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.
• Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, contribute their own experience, views and opinions and put what they have learned into practice in their own lives.
PSHE Association – programme of study KS1-4• Core Theme 1: Health and wellbeing • Core Theme 2: Relationships • Core Theme 3: Living in the wider world:
– KS1 and 2 Economic wellbeing and being a responsible citizen
– Living in the wider world: economic wellbeing, careers and the world of work
HS Update
• Latest news– 65 schools (including 2 independents) now
hold confirmed Whole School Reviews• Opportunity to share in small groups the
work you are doing currently• Any questions?
Healthy Schools Challenge – schools that have completed• HYTHE PRIMARY SCHOOL• PRESTON CANDOVER C E PRIMARY SCHOOL• PETERSFIELD INFANT SCHOOL
The challenge is about changing pupils’ behaviour or attitudes. Achieving the measurable outcomes that schools set for themselves can take anywhere between 12 months and three years.
Schools need to have a current whole school review before they submit for the challenge.
Back to Basics
• Sign up for the Healthy Schools Course • Email [email protected]• Next course: 7th February 2014• Find out more on the website –
www.hants.gov.uk/healthyschools
Healthy Schools supporting Vulnerable Children• 5.2 - How does your school respond to the needs of
all children and young people, including those who are less vocal and visible?
• 5.3 - What opportunities are there for children and young people to develop responsibility, build confidence and self-esteem?
• 6.1 - How does your school identify children and young people facing challenging circumstances? What support is provided for these identified groups?
Change 4 Life • “Smart Restart” – Just coming to the end of the 6 week
period where families were encouraged to make the most of a fresh start with the new school year. Families chose just one of 5 small changes and once registered, were supported with emails, texts and a free app. Have any of your families tried it?
• Advance warning: Jan 2014 there will be another Be Food Smart campaign - Change4Life's focus on healthy eating in the new year
• Local supporter: Register to receive updates and access free resources - www.nhs.uk/C4Lschools
Important to note• Next QAG submissions date:
– Thursday 14 November 2013
• Network meetings for Spring Term in March 2014, but still to be confirmed