Healthy Relationships Survey – summer 2014

1. Introduction

This report presents the results of a survey of school staff, conducted by North Somerset Council in summer 2014.

The survey was requested by the Child Sex Exploitation subgroup of the North Somerset Safeguarding Board. They wanted to find out how schools in North Somerset contribute to safeguarding children, by addressing ‘healthy relationships’ in the curriculum.

Two surveys were produced, one for primary schools and one for secondary schools. (KS3 and 4 only). Special Schools could decide to complete either or both of the surveys.

The survey was written by a group that included:

  • Health Improvement Coordinator: Children and Young People-NSC
  • Education Safeguarding Officer-NSC
  • Domestic Abuse Coordinator-NSC
  • Substance Advice Service (SAS) Manager/Mental Health Specialist –NSC
  • Specialist Community Public Health Nurse- NSCP/CIC
  • DeputySENCo-NailseaSchool
  • Trainee Educational Psychologist – NSC
  • Business Support Manager (Children)-NSC

The survey covered:

  • The organisation of Personal, Socal and Health Education(PSHE)
  • The content of education related to Healthy Relationships
  • Difficult areas and what support would help to deliver them
  • Current good practice and useful resources in schools
  • Additional support for pupils with difficulties forming healthy relationships and families experiencing abusive relationships

The council designed the survey and provided the questionnaire online.

The survey was anonymous. No staff names were asked for and any potentially identifying information has been deleted from the data file.

All 74 schools in the district were invited to take part. 35 Primary schools with Primary aged pupils and 10 schools with secondary aged pupils actually took part in the survey, although they didn’t all complete every question. As some Special Schools may have completed both surveys, we can’t assume that 45 different schools in total completed the survey. We can conclude that at least 56.7% of schools have been involved in the survey.

This report will be published on the school’s noticeboard.

July 2014

For more information contact:

Shaun Cheesman

Health Improvement Coordinator

North Somerset Council

Tel: 01275 818415

2. Recommendations

1.To facilitate networking, consideration should be given to the establishment of a ‘sharing’ website for PSHE, open to school staff and support agencies. Good practice could be shared and information disseminated, about sources of local support and current and up to date resources,for instance.

2.To support schools with Healthy Relationships, consensus should be reached locally on which Sex and Relationships Education Schemes of Work cover this area well, so they can be recommended to schools consistently.

3.Short units of work and support should be provided to Primary and Special schools, to assist them to deliver the aspects of Healthy Relationships which they find the most difficult:

  • What kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable and how to respond (inc. who to tell, how and when)’.
  • To recognise how images in the media do not always reflect reality and can affect how people feel about themselves (eg. magazines, music videos, TV drama).
  • Learning skills or strategies for resisting pressure to do something that makes them uncomfortable, anxious or that they believe to be wrong

4.Secondary schools should be supported to deliver the following aspects of Healthy relationships:

  • How to manage unwanted attention
  • The influence of the media on body image and attitudes towards relationships and sex (eg. music videos, advertising, pornography)
  • Identifying behaviours in a relationship which are abusive and learning strategies to manage then or get help
  • How to support peers

Consideration should be given to commissioning resources which will support secondary schools to deliver aspects of the above.

5.More work should be done to ensure that schools are clear about procedures for identifying local support services, especially The ‘Single Point of Access’, the Family Information Service and School Nursing Service.

6.Schools should be given advice and guidance on how to gather the views of children and young people about the delivery and teaching of Sex and Relationships, including Healthy Relationships. This issue has not been raised by the analysis, but was raised in discussions with the survey development group.

3. Analysis

Section 1

Question 1

Does your school have a dedicated member of staff who is responsible for coordinating PSHE?

Primary School responses:

Option / Count
Yes / 97% (34)
No / 3% (1)

Secondary School responses:

Option / Count
Yes / 100% (10)
No / 0% (0)

With the exception of one school, all of the other respondents had a member of staff who is responsible for coordinating PSHE. What we don’t know, is whether the role is the sole responsibility of the member of staff or whether they also have many other responsibilities. It is also unknown whether the secondary coordinator has any specialist knowledge of PSHE, or whether they have managerial responsibility only.

Question 2

Does your school have a planned, progressive programme of Personal, Social and Health Education?

Primary School responses:

Option / Count
Yes / 91% (32)
No / 9% (3)

Secondary School responses:

Option / Count
Yes / 100% (10)
No / 0% (0)

93.3% of the total number of schools who participated, reported that they have planned, progressive programmes of Personal, Social and Health Education. What isn’t clear, is how up to date they are and whether they are being delivered consistently across the school.

Question 3

In line with the DfE mandatory timeline, is your PSHE curriculum currently displayed on your school website?

Primary School responses:

Option / Count
Yes / 32% (10)
No / 68% (21)

Secondary school responses:

Option / Count
Yes / 70% (7)
No / 30% (3)

41.4% of all schools who responded to this question have displayed their Personal, Social and Health Education Curriculum on their school website, in line with the DfE timeline. There is a variation here between primary and secondary schools, with a majority of secondary schools having published their PSHE curricula online and a minority of primary schools having published their PSHE curricula online.

The number of schools who haven’t published their PSHE curricula online may reflect a lack of knowledge that this is a requirement. Alternatively, it might simply mean that some schools are slightly behind due to other pressures, as this needed to be done by the end of spring 2014 (no date was specified).

Section 2

Question 1

What do you do in a structured way, to support your pupils with Healthy Relationships?

This question listed different aspects of Healthy Relationshipseducation and asked schools if they covered them:

1) In a systematic way each year, but not through discrete PSHE lessons (e.g. cross curricular, assemblies events, visitors, visits etc.)

2) In a systematic way through discrete PSHE lessons

For each aspect listed, schools could choose either one of the options, both or neither.

Primary and Secondary Schools were each given a different list of aspects to consider. These were based on the PSHE Scheme of Work produced by the PSHE Association in 2013. Schools were asked to say whether each aspect was covered in KS1 and KS2 in Primary Schools and KS3 and KS4 in Secondary Schools. The primary and secondary responses to this question are considered separately below.

Primary school responses:

1= Covered systematically but not through PSHE lessons

2=Covered through discrete PSHE lessons

Aspect / 1 / 2 / both
a) To identify their special people (family, friends, carers), what makes them special and how special people should care for one another / KS1 / 21% (6) / 0% (0) / 79%
(23)
KS2 / 24%
(7) / 3%
(1) / 72%
(21)
b) To learn about the skills needed to develop and maintain positive relationships / KS1 / 17%
(5) / 3%
(1) / 79%
(23)
KS2 / 13%
(4) / 10%
(3) / 77%
(23)
c) To realise the nature and consequences of teasing, bullying and aggressive behaviours in relationships. / KS1 / 10%
(3) / 7%
(2) / 83%
(24)
KS2 / 7%
(2) / 10%
(3) / 83%
(25)
d) What kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable and how to respond (inc. who to tell, how and when). / KS1 / 36%
(9) / 28%
(7) / 36%
(9)
KS2 / 34%
(10) / 28%
(8) / 38%
(11)
e) Recognise that they share a responsibility for keeping themselves and others safe, when to say, 'yes', 'no', 'I'll ask' and I'll tell'. / KS1 / 23%
(6) / 12%
(3) / 65%
(17)
KS2 / 21%
(6) / 21%
(6) / 59%
(17)
f) When it is ok to keep a secret (eg a surprise party) and when we should not agree to keep something secret. / KS1 / 37%
(10) / 22%
(6) / 41%
(11)
KS2 / 33%
(10) / 27%
(8) / 40%
(12)
g) Understanding the safe and responsible use of ICT. / KS1 / 11%
(3) / 11%
(3) / 79%
(22)
KS2 / 10%
(3) / 17%
(5) / 73%
(22)
h) Learning skills or strategies for resisting pressure to do something that makes them uncomfortable, anxious or that they believe to be wrong. / KS2 / 17%
(5) / 24%
(7) / 59%
(17)
i) To recognise how images in the media do not always reflect reality and can affect how people feel about themselves (eg magazines, music videos, TV drama). / KS2 / 30%
(7) / 30%
(7) / 39%
(9)
j) Deepening understanding of keeping safe online, including social media, online games and mobile phones. / KS2 / 10%
(3) / 20%
(6) / 70%
(21)
k) The importance of protecting personal information, including passwords, addresses and images / KS2 / 7%
(2) / 32%
(9) / 61%
(17)

Between 28 and 30 people responded to each aspect listed. Most aspects were addressed in both PSHE lessons and in other structured ways, indicating that they are well covered.

Fewer than 28 people responded to some aspects, which implies that these areas

are not being covered at all in a small number of schools.

This is particularly true for KS1, when teaching about ‘acceptable and unacceptable

contact’ and ‘when it’s ok to keep a secret’. (aspects d-f). It is also noticeable, both

in KS1 and KS2, that these 3 aspects are more likely to be taught either in PSHE

lessons or outside structured PSHE lessons, but not both.

There was also a low response rate from KS2 to aspect i) ‘recognizing that images in the media do not always reflect reality and can affect how people feel about themselves’. A significant minority of schools do not appear to be addressing this area. It was also more likely to be taught either in PSHE lessons or outside structured PSHE lessons, but not both.

Secondary school responses:

1= Covered systematically but not through PSHE lessons

2=Covered through discrete PSHE lessons

Statement / 1 / 2 / both
a) The qualities and features of positive relationships and the skills needed to maintain them / KS3 / 33%
(3) / 33%
(3) / 33%
(3)
KS4 / 56%
(5) / 22%
(2) / 22%
(2)
b) Identifying behaviours in a relationship which are abusive and learning strategies to manage them or get help / KS3 / 38%
(3) / 25%
(2) / 38%
(3)
KS4 / 44%
(4) / 33%
(3) / 22%
(2)
c) Understanding rights and responsibilities within relationships, including the right not to be intimate until ready and the importance of respecting the right of others to withhold consent during physical relationships (inc. Laws to protect right of consent). / KS3 / 30%
(3) / 10%(1) / 60%
(6)
KS4 / 10%
(1) / 40%
(4) / 50%
(5)
d) Strategies to manage both the need for peer approval and peer pressure. / KS3 / 50%
(5) / 10%
(1) / 40%
(4)
KS4 / 50%
(5) / 30%
(3) / 20%
(2)
e) How to manage unwanted attention. / KS3 / 50%
(4) / 13%
(1) / 38%
(3)
KS4 / 44%
(4) / 33%
(3) / 22%
(2)
f) The influence of the media on body image and attitudes towards relationships and sex (eg music videos, advertising, pornography). / KS3 / 56%
(5) / 22%
(2) / 22%
(2)
KS4 / 63%
(5) / 13%
(1) / 25%
(2)
g) The safe and responsible use of information communication technology, including social media, online games and 'sexting'. / KS3 / 20%
(2) / 10%
(1) / 70%
(7)
KS4 / 30%
(3) / 20%
(2) / 50%
(5)
h) The safe management of own and others' personal data, including images. / KS3 / 22%
(2) / 11%
(1) / 67%
(6)
KS4 / 33%
(3) / 22%
(2) / 44%
(4)
i) The role and location of local support services for young people, such as 'No Worries!’ / KS3 / 56%
(5) / 0%
(0) / 44%
(4)
KS4 / 40%
(4) / 30%
(3) / 30%
(3)
j) How to support peers. / KS3 / 30%
(3) / 10%
(1) / 60%
(6)
KS4 / 56%
(5) / 0%
(0) / 44%
(4)
k) The possible negative influence of drugs and alcohol on healthy relationships and sexual behaviour. / KS3 / 22%
(2) / 11%
(1) / 67%
(6)
KS4 / 10%
(1) / 30%
(3) / 60%
(6)

Responses for each of the aspects above were made by 8-10 people, which implies that 1 or 2 secondary schools may not be covering some of the areas at KS3 or KS4, but there is no obvious aspect which is not being covered by a significant number of schools.

There are some aspects which are less likely to be covered both in the PSHE curriculum and outside it. (aspects with 6 or less respondents when KS3 and 4 are combined) They are:

  • The qualities and features of positive relationships and the skills needed to maintain them
  • Identifying behaviours in a relationship which are abusive and learning strategies to manage them or get help
  • How to manage unwanted attention
  • The influence of the media on body image and attitudes towards relationships and sex (eg music videos, advertising, pornography).
  • Strategies to manage both the need for peer approval and peer pressure.

It is noticeable in the secondary responses, that where an aspect is covered either in PSHE lessons or outside them, it is more likely to be addressed outside PSHE lessons. The only two exceptions, which are more likely to be taught in PSHE lessons are:

  • At KS4 - Understanding rights and responsibilities within relationships, including the right not to be intimate until ready and the importance of respecting the right of others to withhold consent during physical relationships (inc. Laws to protect right of consent).
  • At KS4 - The possible negative influence of drugs and alcohol on healthy relationships and sexual behaviour

This reflects the movement in secondary schools away from delivery through PSHE lessons to drop down days and other forms of provision.

Question 2

Which of the above aspects do you find the most difficult to cover?

Schools were asked to identify up to 3 areas. The responses of primary and secondary staff are examined separately below.

Primary school responses:

Option Count
a) To identify their special people (family, friends, carers), what makes them special and how special people should care for one another / 0% (0)
b) To learn about the skills needed to develop and maintain positive relationships / 3% (1)
c) To realise the nature and consequences of teasing, bullying and aggressive behaviours in relationships / 6% (2)
d) What kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable and how to respond / 71% (22)
e) To recognise that they share a responsibility for keeping themselves and others safe, when to say, 'yes', 'no', 'I'll ask' and I'll tell' / 26% (8)
f) When is it ok to keep a secret (eg a surprise party) and when we should not agree to keep something secret / 13% (4)
g) Understanding the safe and responsible use of ICT / 10% (3)
h) Learning skills or strategies for resisting pressure to do something that makes them uncomfortable, anxious or that they believe to be wrong / 35% (11)
i) To recognise how images in the media do not always reflect reality and can affect how people feel about themselves / 45% (14)
j) Deepening understanding of keeping safe online, including social media, online games and mobile phones / 23% (7)
k) The importance of protecting personal information, including passwords, addresses and images / 19% (6)

It is clear from the response above, that primary schools find teaching about ‘what kind of physical contact is acceptable and comfortable or unacceptable and uncomfortable and how to respond’ to be the most challenging aspect of healthy relationships. Linked to this, about 1 in 4 respondents found it difficult to teach children about ‘when to say ‘yes’, ‘no’ ‘I'll ask’ and I’ll tell’.

Other aspects of concern are:

  • Learning skills or strategies for resisting pressure to do something that makes them uncomfortable, anxious or that they believe to be wrong
  • Recognising how images in the media do not always reflect reality and can affect how people feel about themselves

Perhaps unsurprisingly, primary schools are most comfortable addressing the aspects of the curriculum which are related to fostering positive relationships. There were also few concerns about the safe and responsible use of IT and ‘when is it ok to keep a secret (eg a surprise party) and when we should not agree to keep something secret’.

Secondary school responses:

Option Count
a) The qualities and features of positive relationships and the skills needed to maintain them / 20% (2)
b) Identifying behaviours in a relationship which are abusive and learning strategies to manage then or get help / 40% (4)
c) Understanding rights and responsibilities within relationships, including the right not to be intimate until ready and the importance of respecting the right of others to withhold consent during physical relationships (inc. Laws to protect right of consent) / 20% (2)
d) Strategies to manage both the need for peer approval and peer pressure / 30% (3)
e) How to manage unwanted attention / 50% (5)
f) The influence of the media on body image and attitudes towards relationships and sex (eg music videos, advertising, pornography) / 50% (5)
g) The safe and responsible use of information communication technology, including social media, online games and 'sexting'. / No Data
h) The safe management of own and others' personal data, including images / 10% (1)
i) The role and location of local support services for young people, such as 'No Worries!' / 20% (2)
j) How to support peers / 40% (4)
k) The possible negative influence of drugs and alcohol on healthy relationships and sexual behaviour / 20% (2)

Unfortunately, due to an error, g)‘The safe and responsible use of information communication technology, including social media, online games and 'sexting' was left out of the question above, so it’s not possible to know whether secondary schools find this aspect difficult to deliver.

The two largest aspects of concern for secondary schools were:

  • How to manage unwanted attention
  • The influence of the media on body image and attitudes towards relationships and sex (eg music videos, advertising, pornography)

There were also a significant number of concerns raised about:

  • How to support peers
  • Identifying behaviours in a relationship which are abusive and learning strategies to manage then or get help

Secondary schools, like Primary schools, had fewer concerns about teaching positive relationships.

Section 3

Question 1

Is there anything that would support you to deliver this area of work more effectively?

Primary school responses

There were 20 responses from Primary Schools and suggestions for support broadly fell into the following areas:

Provision of up to date resources

This came up the most and individual examples given were materials on how to discuss sexting and updated SRE DVDs. One respondent mentioned the importance of resources being in ‘childspeak’ and another mentioned specific lesson plans. There was a comment about the need for support material at KS1 and about the need for updated SEAL materials, although this is clearly a national issue.

PSHE/SRE Scheme of Work

Within this category, it was suggested that recommendations for good PSHE Schemes of Work could be made. Another respondent mentioned a ‘better SRE syllabus’, perhaps suggesting that one could be provided for guidance locally.

It was also mentioned that it would be helpful to have basic Schemes of Work for more difficult topics, which could be adapted by each school. Another school suggested that it would be useful to have suggestions for cross curricular opportunities, so that important areas could be ‘drip fed’ to children throughout their time in school, at an age appropriate level.