relationships. They are aware bullying and how to prevent They are aware of different of different forms of bullying them. forms of bullying and how to and how to prevent them. Students know how they can prevent them. Students feel Students know how they can access support if needed and supported by adults and peers. access support if needed but have a range of support this support tends to be ‘adult options e.g. adults and peer. led’. Coordination of There is no PSHE education The PSHE education There is a committed, skilled The PSHE education PSHE Education coordinator or if in post, has coordinator has received some and trained PSHE education coordinator is highly skilled few skills, lacks knowledge and training, has developed a core coordinator with good subject with a recognized PSHE understanding, and makes of provision, and is supporting knowledge that undertakes education qualification. minimal impact. The PSHE those teaching PSHE education. personal and professional education coordinator has no The coordinator has clear and development. status and no ‘voice’ on the regular communication with senior leadership team. the school’s senior leadership team. 16+ The coordinator has little or no There is a broad awareness of The coordinator leads a whole The coordinator has a strong understanding of the PSHE the PSHE education provision school planned approach working relationship with PSHE education provision offered by offered by partner schools building on the PSHE education education coordinators in partner schools. There is no There is a developing provision provided by partner partner primary schools and contact or relationship with relationship with local schools There is a good post 16 providers. There is a local employers (secondary) employers. (secondary) relationship with local good relationship with local employers and use if made of employers and use is made of the opportunities offered by the opportunities offered by local employers to enrich the local employers to enrich the school’s provision for CEIAG schools entire PSHE education and work related learning. provision. (secondary) 16+ Provision The coordinator has little or no There is a broad awareness of The coordinator leads a whole The coordinator has a strong understanding of the PSHE the PSHE education provision school planned approach working relationship with PSHE education provision offered by offered by partner schools building on the PSHE education education coordinators in partner schools. There is no There is a developing provision provided by partner partner primary schools and contact or relationship with relationship with local schools There is a good post 16 providers. There is a
relationships. They are aware of different forms of bullying and how to prevent them. Students know how they can access support if needed but this support tends to be ‘adult led’. bullying and how to prevent them. Students know how they can access support if needed and have a range of support options e.g. adults and peer. They are aware of different forms of bullying and how to prevent them. Students feel supported by adults and peers. Coordination of PSHE Education There is no PSHE education coordinator or if in post, has few skills, lacks knowledge and understanding, and makes minimal impact. The PSHE education coordinator has no status and no ‘voice’ on the senior leadership team. The PSHE education coordinator has received some training, has developed a core of provision, and is supporting those teaching PSHE education. The coordinator has clear and regular communication with the school’s senior leadership team. There is a committed, skilled and trained PSHE education coordinator with good subject knowledge that undertakes personal and professional development. The PSHE education coordinator is highly skilled with a recognized PSHE education qualification. 16+ The coordinator has little or no understanding of the PSHE education provision offered by partner schools. There is no contact or relationship with local employers (secondary) There is a broad awareness of the PSHE education provision offered by partner schools There is a developing relationship with local employers. (secondary) The coordinator leads a whole school planned approach building on the PSHE education provision provided by partner schools There is a good relationship with local employers and use if made of the opportunities offered by local employers to enrich the school’s provision for CEIAG and work related learning. (secondary) The coordinator has a strong working relationship with PSHE education coordinators in partner primary schools and post 16 providers. There is a good relationship with local employers and use is made of the opportunities offered by local employers to enrich the schools entire PSHE education provision. 16+ Provision The coordinator has little or no understanding of the PSHE education provision offered by partner schools. There is no contact or relationship with There is a broad awareness of the PSHE education provision offered by partner schools There is a developing relationship with local The coordinator leads a whole school planned approach building on the PSHE education provision provided by partner schools There is a good The coordinator has a strong working relationship with PSHE education coordinators in partner primary schools and post 16 providers. There is a
Essex%20Healthy%20Schools%20-%20Benchmarking%20Tool%20(Spring%202016).docx