primary & secondary education
2

Delivering Outstanding PSHE in Education

primary & secondary education

08:45 - 16:15

Tuesday 19 May 2020

Central London

This PSHE Education event will provide the opportunity to examine innovative and effective PSHE teaching and learning techniques. Participants will hear from leading organisations including the PSHE Association, Ofsted and Sex Education Forum and come away with practical apparatus for teaching PSHE and RSE in an inclusive, non-discriminatory fashion. Workshops and best practice case studies will share methods on using online safety toolkits, developing PSHE curriculum in primary and secondary settings and using data to deliver successful PSHE.

Audience

This Forum is specifically designed for Primary and Secondary Schools. Typical job titles will include:

  • PSHE Teachers
  • Headteachers
  • Deputy and Assistant Headteachers
  • Teachers of SRE
  • Humanities Leads
  • Heads of Pastoral
  • Heads of Wellbeing
  • Heads of Learning
  • Heads of School Improvement
  • Curriculum Managers
  • Teaching Assistants

This Forum is also open to the Health and Voluntary Sectors to encourage debate and discussion.

Key Speakers Confirmed:
  • Jenny Barksfield, Deputy CEO, PSHE Association
  • Dr Eleanor Draeger, Senior Trainer, Sex Education Forum
  • Roary Pownall, National Lead for PSHE and for Citizenship, Ofsted 
View the agenda and additional speakers

08:45

Registration, Refreshments and Networking


09:30

Chair's Welcome Address

Dr Pam Alldred, Reader – Education and Youth Studies, Brunel University, Member, Sex Education, Gender and Education and Annual Review of Critical Psychology editorial boards (invited)


09:40

Morning Keynote: Providing an Adequate PSHE Education Ahead of School Inspections

  • Analysing the responsibility of schools in relation to the National Curriculum framework including having a responsibility to promote the spiritual, moral, cultural, mental and physical development of pupils
  • Exploring Ofsted’s new framework and highlighting key areas for schools to consider ahead of inspections, in order to ensure they do not receive ‘inadequate’
  • Learning how the Ofsted framework will change PSHE education, such as a renewed focus on supporting those from disadvantaged backgrounds
  • Understanding the ‘Personal Development’ judgement which requires schools to produce evidence that they are preparing young people for the future of their education and later employment, which naturally requires a thorough PSHE programme
  • Demonstrating how schools can demonstrate a well-considered and comprehensive PSHE programme and how this will feed in to all Ofsted judgement areas, as well as being essential to safeguarding

Roary Pownall, National Lead for PSHE and for Citizenship, Ofsted (CONFIRMED)


10:10

Special Keynote: Providing Teachers with a Toolkit to Improve PSHE Education

  • Analysing the ‘We’ve got it covered…’ guidance aiding schools and councils to succeed government RSE requirements by fulfilling key requirements and expectations at each key stage through a mapping tool
  • Demonstrating how the PSHE Planning Toolkits for KS1,2,3 and 4 can be used for organising lesson plans by exploring medium-term learning outcomes planning grids for each year
  • Outlining key principles of effective practice to improve online safety and demonstrating how to use interactive and skills-based teaching strategies such as practical group work
  • Exploring how delegates can get involved in the ‘A curriculum for life’ campaign, making the case for statutory PSHE and demonstrating how it allows pupils to thrive academically

Jenny Barksfield, Deputy CEO, PSHE Association (CONFIRMED)


10:30

Questions and Answers Session


10:50

Refreshments and Networking


11:10

Case Study: Implementing a Risk Avert Programme to Improve Pupil’s Engagement with their Wellbeing

  • Exploring the ‘Risk Avert’ programme which helped secondary schools students change their attitudes towards risk taking, increase self-esteem and help them make better choices
  • Learning how to create risk profiles for pupils through a screening process to determine those most at risk and exploring how this can be woven into PSHE teaching more generally
  • Outlining the outcome of the programme which led pupils to make better choices to reduce risk and increased the number of pupils sharing and approaching staff with their concerns
  • Analysing how the programme drove new PSHE initiatives at the school, including prefect and peer support such as secondary pupils running circle time for younger primary pupils

Gaynor Wilson, Social Emotional Aspects of Learning Coordinator, St Martin’s Secondary School (CONFIRMED)


11:30

Case Study: Providing Outstanding PSHE in a Primary Setting

  • Exploring how to create an age appropriate PSHE curriculum in primary schools which is considerate of individual context and beliefs by addressing topics such as puberty, sexual abuse, bullying, sexting and social media, FGM and domestic violence
  • Learning how to ensure the PSHE curriculum is inclusive of online safety and of online learning in order to take preventative measures and prepare pupils for secondary school
  • Teaching how to produce a successful PSHE policy and guidance to be used school-wide and to be integrated into the wider curriculum through ensuring teachers engage in CPD around PSHE provision,
  • Sharing the development process of the PSHE Policy and the review process to adapt to the new statutory requirements

Sarah Rutty, Headteacher, Bankside Primary School (CONFIRMED)


11:50

Case study: Effectively Covering Sexual Violence in the PSHE Curriculum

  • Exploring how the school carried out an audit in a secondary setting which consulted students in years 8, 9, 10 and 11 on areas of most interest in the curriculum including rape, porn and sexual feelings
  • Analysing key results from the audit, including up to 75% of females in year 10 confirming that they have been called derogatory words related to sex and 39% of females being touched in an unwanted way in year 11
  • Demonstrating ways to engage both male and female students in being honest about feeling and behaviour through a letter writing workshop
  • Highlighting key barriers for the school teaching an inclusive PSHE, including the academic demands of other subjects and isolation of PSHE staff and exploring how this can be overcome

Tamasine Preece, PSHE lead, Bryntirion Comprehensive School (CONFIRMED)


12:10

Questions and Answers Session


12:30

Lunch and Networking


13:30

Afternoon Keynote: Ensuring That PSHE Is Inclusive of RSE in Schools

  • Exploring the 10 steps to providing high quality RSE as an identifiable part of PSHE for school leaders such as identifying an appropriate lead for RSE
  • Learning how to monitor, evaluate and assess RSE in schools, including through a learning cycle which emphasises the need to plan, do, reflect, practice and learn
  • Providing an assessment checklist, ensuring teachers are celebrating pupil progress in RSE, progress is reported and highlighting support through the ‘Assessment, Evaluation and RSE’ guide
  • Demonstrating what parents deem as important in PSHE and encouraging schools to communicate with parents on RSE through online resources and space for one-to-one conversations

Dr Eleanor Draeger, Senior Trainer, Sex Education Forum (CONFIRMED)


13:50

Questions and Answers Session


14:05

Interactive Panel & Audience Discussion: Working Collaboratively to Provide an Excellent PSHE Education

Gain insights from headteachers and councils across the UK as they debate how schools can best work together to improve the provision of inclusive, PHSE and RSE education by using online social media forums to share best practice, working as a council to improve local public health and, acting as educators, advisors and collaborators to achieve change on a local level.

Delegates will have the opportunity to ask questions and discuss the front-line challenges and solutions to approaching PSHE with the panel and peers.

Delia Smith OBE, Principal, Ark Academy (invited)

Nadia McIntosh, Headteacher, Richard Atkins Primary School (invited)

Sue Harrison, Director of Children’s Services, Central Bedfordshire Council (invited)

David Quirke-Thornton, Strategic Director, Children’s and Adults Services, London Borough of Southwark (invited)


14:45

Refreshments and Networking


15:05

Special Keynote: Learning How School Leaders Can Provide Quality Assurance in RSE Provision

  • Exploring the ‘Relationships and Sex Education Quality Assuring’ guidance on how school leaders can develop RSE provision and ensure that they are effectively meeting students’ entitlement
  • Analysing primary quality standards for primary schools and demonstrating how school leaders follow a process of review, develop and deliver and learning how to develop a school fact file to keep track with standards
  • Outlining quality standards for secondary schools setting out the core criteria for school leadership to assess their RSE against and thus improve the quality
  • Setting a criteria for learning and teaching RSE in primary and secondary school, including understanding confidentiality and demonstrating how teachers can utilise experiential teaching approaches

Norah O’Brien, Chair, The RSE Hub (invited)


15:25

Case Study: Successfully Implementing a Practical Online Safety PSHE Toolkit

  • Demonstrating how to teach children to be safe online using the ‘crossing the lie’ toolkit, providing practical guidance on approaching cyberbullying, sexting, peer pressure and self-esteem
  • Sharing lesson plans which identify the idea of ‘Crossing the line’ in relation to PSHE, including how jokes can be taken too far
  • Exemplifying how teachers can effectively teach PSHE and online safety by using role play, allowing students to get practically involved in PSHE learning
  • Identifying how to handle difficult questions or disclosures safely and appropriately including remaining calm and non-judgmental
  • Presenting a challenging situation where a student discloses information to a teacher, working to resolve the issue and formulate an appropriate response

Will Gardner, CEO, Childnet, Director, UK Safer Internet Centre (CONFIRMED)


16:55

Questions and Answers Session


16:15

Chair's Summary and Close

*programme subject to change


A 2019 poll by the NSPCC and National Education Union found that 47% of teachers lack confidence in their own ability to deliver the new PSHE curriculum in schools. This is despite the fact that 90% of parents surveyed by YouGov believed PSHE lessons needed to be improved for pupils.

In June 2019, the government released the ‘Relationships education, relationships and sex education (RSE) and health education’ statutory guidance and highlighted that the new RSE and health education curriculum will be mandatory from September 2020. The guidance details how schools, governors and councils can develop an LGBTQ inclusive policy on RSE and PSHE, work closer with parents on their input to the curriculum and how teachers can improve physical and mental health. Furthermore, Ofsted have produced a new framework for which schools will be judged against in upcoming inspections. It emphasises the need for personal development and will take account of a school’s PSHE curriculum.

In order to successfully implement the new curriculum for RSE and PSHE, Sex Education Forum released the ‘We’ve got it covered…’ guidance. The guidance includes a toolkit for teacher who want to improve their PSHE provision and directs schools and councils on how they can reach and succeed government requirements by following their mapping tool outlining key expectations per key stage. The tool provides medium-term planning grids for each year group detailing key expectations and lesson learning outcomes for key stages 1,2,3 and 4.

In light of a 2017 research study by University of Hertfordshire, children are being put at risk of self-harm due to a lack of PSHE lessons within schools, it is important that schools are able to meet the requirements set out by the government’s new PSHE curriculum which will be statuary by September 2020. With a variety of statutory requirements now placed on schools and a greater pressure to teach age appropriate RSE, better promote online safety and support pupil mental wellbeing, the onus now falls on schools to ensure that they are delivering effective and informative PSHE teaching.

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