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 local employers (secondary) employers. (secondary) relationship with local good relationship with local employers and use made of the employers and use is made of opportunities offered by local the opportunities offered by employers to enrich the local employers to enrich the school’s provision for CEIAG schools entire PSHE education and work related learning. provision. (secondary) Assessment, PSHE education is not assessed There is a whole-school Assessment, monitoring and Assessment, monitoring and Evaluation and in accordance with the school’s approach to assessment, evaluation for, and of, learning evaluation for, and of, learning reporting in PSHE assessment policy monitoring and evaluation and is well established in PSHE is embedded in PSHE education Education recording which is adopted in education in line with the and identifies further needs PSHE education. whole school policy. and priorities for planning future work. Assessment opportunities The PSHE education Planned opportunities for Planned assessment are ad hoc and often confused programme has planned assessment ensure high levels opportunities are used very with evaluations. opportunities for assessment, of continuity and progression. effectively to ensure continuity both for and of learning. Pupils are clear about their and that pupils make good progress and understand the progress in PSHE education. next steps in their learning. Pupil and/or teacher Pupil and teacher evaluations Evaluation outcomes in PSHE Pupils and teachers are actively evaluation do not inform are used to inform a process of education influences school involved in an on-going process improvement planning in PSHE improving PSHE education and improvement and the school’s of evaluation, improvement education. some evidence exists of improvement plan. and development of PSHE
school’s provision for CEIAG and work related learning. (secondary) 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 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 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. Assessment, Evaluation and reporting in PSHE Education PSHE education is not assessed in accordance with the school’s assessment policy Assessment opportunities are ad hoc and often confused with evaluations. Pupil and/or teacher evaluation do not inform improvement planning in PSHE education. There is a whole-school approach to assessment, monitoring and evaluation and recording which is adopted in PSHE education. The PSHE education programme has planned opportunities for assessment, both for and of learning. Pupil and teacher evaluations are used to inform a process of improving PSHE education and some evidence exists of Assessment, monitoring and evaluation for, and of, learning is well established in PSHE education in line with the whole school policy. Planned opportunities for assessment ensure high levels of continuity and progression. Pupils are clear about their progress and understand the next steps in their learning. Evaluation outcomes in PSHE education influences school improvement and the school’s improvement plan. Assessment, monitoring and evaluation for, and of, learning is embedded in PSHE education and identifies further needs and priorities for planning future work. Planned assessment opportunities are used very effectively to ensure continuity and that pupils make good progress in PSHE education. Pupils and teachers are actively involved in an on-going process of evaluation, improvement and development of PSHE
Essex-Healthy-Schools-Benchmarking-Tool-Spring-2018.docx