PSHE education in annual Regular pupil and teacher teaching. reports. evaluations are consistently Reports to parents and carers used to inform a process of clearly detail how students improving and developing have made progress towards PSHE education. Students are the end of the key stage provided with detailed statements or an alternative feedback both orally and framework. through written assessment and know what they need to do to sustain progress. The duty to There is no clear planning or The school is exploring ways it All PSHE education teachers Wellbeing guidance is central promote wellbeing policy for addressing aspects of can address wellbeing and is are aware of the principle to all the school does and the duty to promote wellbeing considering how the PSHE tenets of the duty to promote embedded in the school aims within PSHE education. education curriculum can be wellbeing and these are and ethos. The PSHE education used to support this and how implemented in their policy, schemes of work and to measure the impact of what approaches to the delivery of lessons cross reference the it provides. PSHE education and in wellbeing guidance. In addition activities in and beyond the to rigorous pupil and parental school. There is an overall perception surveys and strategy for the promotion of involvement in the SHEU wellbeing driven by national surveys for KS2, 3 & 4, and local data, and PSHE assessment in PSHE education education is a significant makes a direct contribution to contributor to this strategy the school’s data on promoting within the formally taught students’ wellbeing. The data curriculum. obtained by the school directly informs review and next step planning for PSHE education. There is little understanding of The roles of staff responsible The work of the school’s The school fully engages with how development as a healthy for coordinating health and HWDG is recognised by SLT and pupils, staff, parents and the school or the promotion of wellbeing developments clearly governors as essential for wider community as part of its health and wellbeing link with school improvement. promoting the health and school review cycle in the
PSHE education in annual reports. Regular pupil and teacher evaluations are consistently used to inform a process of improving and developing PSHE education. Students are provided with detailed feedback both orally and through written assessment and know what they need to do to sustain progress. teaching. Reports to parents and carers clearly detail how students have made progress towards the end of the key stage statements or an alternative framework. The duty to promote wellbeing There is no clear planning or policy for addressing aspects of the duty to promote wellbeing within PSHE education. The school is exploring ways it can address wellbeing and is considering how the PSHE education curriculum can be used to support this and how to measure the impact of what it provides. All PSHE education teachers are aware of the principle tenets of the duty to promote wellbeing and these are implemented in their approaches to the delivery of PSHE education and in activities in and beyond the school. There is an overall strategy for the promotion of wellbeing driven by national and local data, and PSHE education is a significant contributor to this strategy within the formally taught curriculum. Wellbeing guidance is central to all the school does and embedded in the school aims and ethos. The PSHE education policy, schemes of work and lessons cross reference the wellbeing guidance. In addition to rigorous pupil and parental perception surveys and involvement in the SHEU surveys for KS2, 3 & 4, assessment in PSHE education makes a direct contribution to the school’s data on promoting students’ wellbeing. The data obtained by the school directly informs review and next step planning for PSHE education. There is little understanding of how development as a healthy school or the promotion of health and wellbeing The roles of staff responsible for coordinating health and wellbeing developments clearly link with school improvement. The work of the school’s HWDG is recognised by SLT and governors as essential for promoting the health and The school fully engages with pupils, staff, parents and the wider community as part of its school review cycle in the
Essex%20Healthy%20Schools%20-%20Benchmarking%20Tool%20(Spring%202016).docx