learners being informed about education. Students are their progress and ways to involved in reflecting on their improve. own progress. Reporting to PSHE education is not included Teachers report progress Good reporting arrangements Through the reporting cycle Parents in reports to parents. against the end of Key Stage ensure parents/carers are fully pupils, staff and parents/carers statements or an alternative informed of pupils’ progress work together to review framework. There are and attainment in PSHE progress and identify priorities comments about learning in education. for future learning and 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
learners being informed about their progress and ways to improve. education. Students are involved in reflecting on their own progress. Reporting to Parents PSHE education is not included in reports to parents. Teachers report progress against the end of Key Stage statements or an alternative framework. There are comments about learning in PSHE education in annual reports. Good reporting arrangements ensure parents/carers are fully informed of pupils’ progress and attainment in PSHE education. 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. Through the reporting cycle pupils, staff and parents/carers work together to review progress and identify priorities for future learning and 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 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
Essex-Healthy-Schools-Benchmarking-Tool-Spring-2018.docx