Changing the delivery of PSE
Previously in this school all learners in Key Stages 3 and 4 received one lesson of PSE per fortnight. A carousel model of delivery was used and the programme was staffed by a cohort of twenty teachers which changed each year. Teachers who were keen to teach PSE only joined the team if timetabling constraints permitted.
There were a number of reasons for change the existing model.
Sex and Relationships Education was not being delivered in a coherent way.
There was no continuity of delivery as members of staff changed every year.
Opportunities for staff training were limited.
Monitoring and assessment was difficult to carry out.
How did change happen?
After a whole school PSE curriculum audit was completed, the headteacher consulted with each faculty about changing the way in which PSE was delivered. It was agreed that a change was needed to ensure that pupils were supported effectively through their physical, emotional, moral and spiritual development.
The school successfully applied for a General Teaching Council of Wales grant to create teams to deliver PSE across Key Stages 3 and 4. The grant was used to train staff for five teams; Careers, Community, Health, Skills and Sex and Relationships. Training and support was provided by the LEA PSE Advisor, Healthy Schools Officer, the Behavioural Support Service, and the Police. Staff spent time during training sessions discussing and preparing schemes of work which gave them 'ownership' of the element of the programme they would be delivering. The PSE coordinator worked with Team Leaders to prepare teaching materials and detailed lesson plans based on preparatory work completed during by the teams during training.
The whole school PSE programme is now delivered using a three tiered approach.
1. National Curriculum subjects have a role to play in the delivery of PSE
Opportunities for PSE are highlighted in departmental schemes of work.
2. Discrete PSE sessions
A discrete PSE model, based on five teams each with a team leader, has been adopted successfully. The PSE coordinator oversees the work of eighty teachers in five teams. PSE is delivered every fortnight with each tutor group now receiving five PSE topics, each of four lessons, per year. Contributions from external agencies such as Healthy Schools, the Police and the school nurse have been fully integrated into the programme. Opportunities for developing ICT skills, as well as training in anger management, basic first aid and resuscitation are also provided.
3. Focused activities
The programme also offers opportunities for curriculum enrichment through 'stand down' days covering issues such as crime reduction, substance misuse, food and fitness and community projects.
Recording and reporting
Members of the teaching teams monitor the progress of individual learners during each topic. A commendation system is used to recognise pupil contributions to lessons. A standard report pro forma is used to share learners' progress in PSE with parents. The PSE coordinator gives a presentation at the New Intake Evening to raise parental awareness of the PSE programme. The school PSE website is also regularly updated.
Monitoring and evaluation
Typically each team member delivers three sessions out of four for each topic leaving time for preparation, monitoring and evaluation. Monitoring procedures enable team members to undertake peer observation of PSE lessons. This provides an opportunity for continuing staff development. As part of the ongoing monitoring of PSE provision, the PSE coordinator carries out quality assurance checks twice a year which involves the sampling of learners' work across Key Stages 3 and 4. Learners and staff evaluate the programme regularly using pro forma and meetings. The PSE Development Plan links to the School Development Plan. There is an annual review with the Senior Leadership Team to identify areas for further development and there are two INSET slots for PSE each academic year.