1 Context
Following a National review PSHE remains a non-statutory subject which schools are recommended to teach but have no statutory duty to do so. This paper highlights the numerous policy documents which have been produced recently, key messages, discrepancies between policies and recommendations for action.
2 Related policy documents – key messages and recommendations
Key Messages from policy / Policy Discrepancies / RecommendationsPSHE remains non-statutory (PSHE review) / Provide consistent messages to schools about what is and isn’t statutory (Consultation on PSHE Education)
All schools should teach PSHE (PSHE review; (DfE PSHE Guidance) / Not part of National Curriculum review
The DfE are not planning to update PSHE programmes of study or current RSE guidance and have decided not to make it statutory / RSE should be made statutory alongside drug education
(Consultation on PSHE Education)
PSHE should be taught across all key stages and sex education should be taught within the context of relationship education
(Consultation on PSHE Education)
All schools have a statutory duty to provide a broadly based and balanced curriculum (National curriculum Review) / PSHE is not included in the National Curriculum review / PSHE should be a crucial delivery mechanism for this aim and needs to be explicitly mentioned (PSHE Association)
The National Curriculum should prepare pupils for the opportunities, responsibilities and experiences of later life (National Curriculum Review) / Drug education is not included in the National Curriculum review / References need to be made to safe and responsible use of chemicals, including medicines, the effects of alcohol, tobacco and volatile substances at Key Stages 1 and 2. Specific references to tobacco, volatile substances and alcohol at Key Stage 3 (PSHE Association)
Ofsted recognise that PSHE makes an outstanding contribution to a pupils spiritual, moral, social and cultural development. (Ofsted) / This is a National Curriculum aim but does not mention the contribution PSHE makes to achieving it / Schools should be made explicitly aware of the importance of a strong PSHE curriculum as poor PSHE lessons can affect a schools overall judgement for quality of teaching (PSHE Association)
Specific reference to sexual health has been removed from key stage 3 (Science curriculum) / This conflicts with the DH target to continue reducing teenage pregnancies and STI’s / Key stage 3 students need to be aware of their sexual health and learn about it as part of a balanced RSE programme (Sexual Health Framework 2013)
The science curriculum suggests learning about the structure and function of the male and female reproductive system is without details of hormones (Science curriculum) / Key stage 3 learning needs to be rooted in the concept of male and female fertility to which hormones are integral (PSHE Association)
Information about contraception will not be taught until Key stage 4 (Science curriculum) / HSE survey reports early onset of sexual activity is 16 / This is too late to learn about contraception for the first time. (PSHE Association)
All children and young people receive good-quality sex and relationship education at home, at school and in the community (Sexual health framework 2013) / The National curriculum does not mention RSE / Primary science should ensure that both boys and girls know about puberty before they experience the onset of physical changes and know how a baby is born (SRE Guidance 2000)
Create an honest and open culture around sex and relationships (Sexual Health Framework 2013) / The National Curriculum does not mention RSE / RSE should be taught across all key stages in an age appropriate way (PSHE Association)
Sexual Health Framework (2013) is very clear about the expectations of schools / The National Curriculum review doesn’t include RSE / There needs to be a more joined up approach between departments to promote a comprehensive picture for schools to be clear on their requirements
Young people and parents want high quality sex and relationship education (Sexual Health Framework 2013) / The National curriculum science review has removed some key aspects of the RSE curriculum / Schools should be encouraged to work with parents to provide information about what they are teaching as part of PSHE and provide support sessions to enable parents to be more confident about discussing RSE (Sex Education Guidance 2000)
The Sexual health framework (2013) recommends all children receive good quality RSE education / Academies do not have to teach sex education / Through their funding agreements academies need to provide a broad and balanced curriculum and to have regard to the SRE Guidance (2000) (PSHE Association)
All schools delivering RSE are required to ensure that their pupils receive high-quality information on the importance of good sexual health (Sexual Health Framework 2013) / This has been removed from the science National Curriculum proposals / Schools need to provide a broad and balanced curriculum and have regard to the SRE guidance (2000) when providing sex education (Sex Education Forum 2013
Author: / Louise Bates, Public Health Manager
Sponsor: / Ben Anderson, Public Health Consultant
Department / Public Health Directorate
Date: / 23rd April 2013
3 References
Truss, Elizabeth (2013) The Parliamentary Under - Secretary of State for Education Written Ministerial Statement: Review of Personal Social Health and Economic Education. Retrieved from: http://www.parliament.uk/documents/commons-vote-office/March-2013/21-3-13/3.EDUCATION-Review-personal-social-health-and-economic-education.pdf?dm_i=HSS,1D3RX,3W0CXV,4MO1P,1 Accessed on 15th April 2013
Department for education (2013) Consultation on PSHE Education: Summary Report. Retrieved from: http://media.education.gov.uk/assets/files/pdf/p/pshe%20cons%20report.pdf Accessed on 18th April 2013
Department for Education (2013) The National Curriculum in England: Framework Documentation for Consultation. Retrieved from: https://media.education.gov.uk/assets/files/pdf/n/national%20curriculum%20consultation%20-%20framework%20document.pdf Accessed on 17th April 2013
Department for Education (2013) Personal, Social, Health and economic (PSHE) Education. Retrieved from: http://education.gov.uk/schools/teachingandlearning/curriculum/b00223087/pshe?dm_i=HSS,1D3RX,3W0CXV,4MO1O,1 Accessed on 20th April 2013
Department for Education (2013) Science: Programme of Study for Key Stage 4. Retrieved from: http://media.education.gov.uk/assets/files/pdf/s/science%20-%20key%20stage%204%2004-02-13.pdf Accessed on 22nd April 2013
Department of Health (2013) A Framework for Sexual Health Improvement in England. Retrieved from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/142592/9287-2900714-TSO-SexualHealthPolicyNW_ACCESSIBLE.pdf Accessed on 16th April 2013
Department for Education and Employment (2000) Sex and Relationship Education Guidance. Nottingham: DfEE Publications. Retrieved from: https://www.education.gov.uk/publications/eOrderingDownload/DfES-0116-2000%20SRE.pdf Accessed on 19th April 2013
Department of Health (2012) Improving Outcomes and Supporting Transparency: Part 1A: A public health outcomes framework for England, 2013-2016. Retrieved from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/127177/Improving-outcomes-and-supporting-transparency-part-1A.pdf.pdf Accessed on 23rd April 2013
Department for Education (2010) The Importance of Teaching: The Schools White Paper. Retrieved from: https://www.education.gov.uk/publications/eOrderingDownload/CM-7980.pdf Accessed on 24th April 2013
Kirby, D (2007) Emerging Answers 2007: Research Findings on Programs to Reduce Teen Pregnancy and Sexually Transmitted Diseases. Washington, DC: National Campaign to Prevent Teen and Unplanned Pregnancy.
UNESCO (2009) International guidelines on sexuality education; an evidence informed approach to effective sex, relationships and HIV/STI education. Paris: UNESCO.
NICE (2010) Public Health draft guidance; School, college and community-based personal, social, health and economic education focusing on sex and relationships and alcohol education. http://www.nice.org.uk/nicemedia/live/11673/49240/49240.pdf
White, D. and Pitts, M. (1998) Educating young people about drugs: a systematic review. Addiction, 93, 1475–1487.
PSHE Association (2013) Update for Members Following Announcement of DfE PSHE Review Outcome. Retrieved from: http://www.pshe-association.org.uk/news_detail.aspx?ID=1342 Accessed on 19th April 2013
Sex Education Forum (2013) Sex Education Form Response to the Public Consultation on the Draft National Curriculum Proposals. Retrieved from: www.sexeducationforum.co.uk Accessed on 18th April 2013
Sex Education Forum (2009) Does Sex and Relationship Education Work? A Sex Education Forum Evidence Briefing. Retrieved from: http://www.ncb.org.uk/media/494585/sef_doessrework_2010.pdf Accessed on 23rd April 2013
Appendix 1: Links to the Public Health Outcomes Framework
PSHE has a contribution towards the following public health outcomes:
Children in poverty
Pupil absence
First time entrants to youth justice system
16-18 year olds not in education, employment or training
Under 18’s conceptions
Hospital admissions caused by intentional injury and deliberate injuries in under 18s
Emotional wellbeing of looked after children
Smoking prevalence 15 year olds
Hospital admissions as a result of self harm
Self reported wellbeing
Alcohol related admissions to hospital
Chlamydia diagnoses (15 – 24 year olds)
4 Appendix 2: The Importance of Teaching White Paper 2010
‘Good schools will be active promoters of health in childhood and adolescence, because healthy children with high esteem learn and behave better at school. Within the current PSHE framework, schools will provide age-appropriate teaching on relationships and sexual health, substance misuse, diet, physical activity and mental health issues.’
“Effective sex and relationship education is essential if young people are to make responsible and well informed decisions about their lives. ”
5 Appendix 3: Evidence
National and international research shows that good quality SRE has a protective function as young people who have had good SRE are more likely to choose to have sex for the first time later. There is no evidence that SRE hastens the first experience of sex. These findings are confirmed by three separate evidence reviews: Kirby 2007, UNESCO 2009 and NICE 2010. Kirby (2007) examined 48 SRE programmes and found that 40 percent of these had a significant impact in three aspects of behaviour: delaying the initiation of sex; reducing the number of sexual partners; and increasing condom or contraceptive use.
Research shows that certain models of drug education can achieve modest reductions in the consumption of cannabis, alcohol and tobacco, and delay the onset on their use. White D and Pitts M (1998) Educating young people about drugs; a systematic review: Addiction.
There are also indications that drug education has a role in reducing the risks associated with drug use, reducing the amount of drugs used and helping people to stop.
The strongest empirical evidence for ways to prevent teenage conceptions is:
• high-quality education about relationships and sex and access to and correct use of effective contraception. 2013 Sexual Health Framework
6 PSHE Review 2013 - Outcome
PSHE will remain a non-statutory subject but Education Minister Elizabeth Truss said that PSHE “remains an important and necessary part of all pupils’ education” and that the DfE believes “all schools should teach PSHE, drawing on good practice”.
7 Summary of PSHE Consultation responses
PSHE education should be provided and effectively taught across all key stages through a planned programme that expands gradually and develops key concepts, increases knowledge, deepens understanding and improves key skills.
Sex education should be taught within the context of relationship education. It was suggested that pupils were being taught about the mechanics of sex without an understanding of relationship management, and that the latter was vital to ensure children and young people appreciated and respected themselves and their peers.
RSE should be made statutory alongside drug education, this is not reflected in the national curriculum review.
Parents are crucial partners particularly in RSE. Need support to support their children.
PSHE needs discrete curriculum time.
Confusion around what is and isn’t statutory, should be consistent so schools know what they should teach and when.
8 National Curriculum Requirements – 2013 proposals
All schools have a statutory duty to provide a curriculum that is broadly based, balanced, meets the needs of all pupils and:
•Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society (Ofsted inspect schools on this also)
•Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
PSHE should be one of the crucial delivery mechanisms for the above aims, but it needs to be explicitly mentioned as schools could misinterpret.
PSHE is included in the final stages of the document as part of the Basic Curriculum, but could be missed and there is no guidance on how to teach it. Drug education is not mentioned.
The curriculum should include specific references to the safe and responsible use of chemicals, including medicines found in the home and specific references to the effects of alcohol, tobacco and volatile substances on the body's systems in Key Stage 1 and 2. There should be specific references to tobacco, volitile substances and alcohol at Key Stage 3 as promoted by leading drug education charity Mentor.
9 DfE Guidance following PSHE consultation
PSHE is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice.
The DfE will not be providing new or updated programmes of study for PSHE, and they will not be revising current guidance on sex and relationship education.
For drug and alcohol education, we are launching a new evidence-based information service to develop a database of evaluations of programmes aimed at improving outcomes for young people. They will score the strength of evidence of impact for a submitted programme, so schools and others will know which programmes have the best evidence of impact.
10 Ofsted
Ofsted recognises that PSHE education makes ‘an outstanding and sustained contribution to pupils’ spiritual, moral, social and cultural development’ so when looking for evidence of SMSC it is likely to observe the PSHE provision in a school.
Poor PSHE education lessons can therefore affect a school’s overall judgment for quality of teaching. Schools should be made explicitly aware of this and the importance of a strong PSHE curriculum.
11 Proposed changes to the science curriculum
The science programme of study for primary pupils carries a significant part of the biological aspects of sex and relationships education. It does not address relationships or the social, emotional, cultural and moral dimensions of development. These are currently part of the PSHE framework. As PSHE will remain non-statutory it is essential to get the content of the science curriculum right.
Specific reference to ‘sexual health’ has been removed from the proposed new Key Stage 3 science curriculum.
The new Key Stage 3 proposed content advises that learning about the structure and function of the male and female reproductive system is ‘without details of hormones’. Key Stage 3 learning needs to be rooted in the concept of male and female fertility, to which hormones are integral.
Information about contraception will not be taught until Key Stage 4. This is too late to introduce learning about contraception for the first time.
Primary science should ensure that both boys and girls know about puberty before they experience the onset of physical changes and know how a baby is born, in line with the current SRE guidance.