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Questionnaire for Secondary Schools PSHE Leads
Below is a questionnaire to ask you about how PSHE is delivered in your school.
Evidence1, 2 shows that education and health are closely linked and promoting the health and wellbeing of pupils and students within schools and colleges has the potential to improve their educational outcomes and their health and wellbeing outcomes. For more details, please see
Ofsted’s 2013 PSHE education report also highlights the relationship between a school’s PSHE provision and overall effectiveness, observing “a close correlation” between surveyed schools’ section 5 (whole school) inspection results, and their grade for PSHE education. Section 5 inspections take into account whether a school provides its pupils with a ‘broad and balanced curriculum that promotes their good behaviour and safety and their spiritual, moral, social and cultural (SMSC) development’. Ofsted’s grade descriptors for PSHE education make a clear connection between PSHE education, SMSC and behaviour and safety, so is likely to been very interested in the subject’s provision when looking for evidence to support these elements of section 5 inspections. Ofsted has also been clear about how important PSHE education is to pupil safeguarding. The latest Ofsted inspection framework also states: ‘The responsibilities placed on governing bodies and proprietors include: making sure that children are taught about how to keep themselves safe’.
Healthy Schools Kingston and the Public Health team at the Royal Borough of Kingston recognise that schools do a huge amount for PSHE but would also like to know how best to support schools further in PSHE provision for the benefit of children and young people locally.
There is more supportive information about the PSHE curriculum in Appendix 1
Please note: this survey is NOT an audit.
If you wish to discuss your PSHE provision with us in more detail to consider what support may be of use to your school, please leave your name and school name here. This is optional.
Please return your electronically completed questionnaire to
or hard copies to:
Nadine Lane
Public Health Directorate
2nd Floor, Guildhall 1
High Street
Kingston-upon-Thames KT1 1EU
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1 Bradley B and Greene A (2013). Do health and education agencies in the United States share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents' academic achievement and health behaviors. Journal of Adolescent Health, 52 (5), 523-32 2.
2 Suhrcke M, de Paz Nieves C (2011). The impact on health and health behaviours on educational outcomes in high income countries: a review of the evidence. Copenhagen: WHO Regional Office for Europe
General Questions
- Name of your school ______
- Name of the person completing this form (optional)______
- Are you providing PSHE as part of the curriculum?
No / Yes
- If yes, please indicate how
Year Group: / Regular PSHE sessions throughout the academic year / Drop down days / Other (please state)
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Year 13
- Do you use a specific Scheme of Work/ programme of study? If so, please identify which one here and indicate if it is internally developed
No / Yes
Internally developed
External
- Who delivers your PSHE sessions?
Dedicated PSHE Lead / Teaching Assistants / Class teachers / Heads of Year / Other (please state)
- Does your PSHE Lead (or equivalent) have dedicated time for curriculum development, CPD, lesson planning etc?
No / Yes
- Do you currently receive any support in delivering PSHE? Eg external agencies delivering sessions, Health Link Workers, contingency plans to allow for leave?
No / Yes
- If Yes, please provide details
______
- In general, what is your level of confidence in engaging with parents about SRE, Mental Health and Wellbeing (MHW), Drugs, Alcohol and Tobacco (DAT), Healthy Eating and Healthy Weight (HE/HW), and Physical Activity (PA) in order to support their children/ young people at home? Please circle and label each circle with the topic you are referring to e.g. SRE MHW
On 0 to 5 scale where 0 is no confidence and 10 is completely confident. Please circle appropriate number
0 1 2 3 4 5 6 7 8 9 10
- How do you know/check if your PSHE curriculum meets the standards required?
______
- How do you monitor and evaluate the delivery of PSHE? Eg Lesson observation, progress against lesson plans, individual pupil progress logs etc
______
- Do you have a PSHE policy? (or individual SRE, Drugs, Alcohol and Tobacco, Behaviour, policies) – please state which.
______
______
- Do you have any suggestions as to how PSHE delivery could be improved?
______
______
Do you teach:
- about the following aspects of‘SRE’ (Sex and Relationships Education)?
- Puberty Yes / No
- Relationships (including same sex relationships), Yes / No
- The right to protect their body from inappropriate and unwanted contactYes / No
- Safety online / e-safetyYes / No
- identifying, referring and appropriately reporting and referring children at risk or affected by Child Sexual Exploitation and FGM Yes / No
- about the following aspects ofdrugs, alcohol and tobacco?
- ShishaYes / No
- Cannabis Yes / No
- Tobacco Yes / No
- E-cigarettes Yes / No
- DrugsYes / No
- AlcoholYes / No
- Nitrous OxideYes / No
- about the following aspects of Emotional Health and Wellbeing:
- five ways to wellbeing Yes / No
- exam stress Yes / No
- anxiety Yes / No
- self-harm Yes / No
- depression Yes / No
- eating disorders Yes / No
- building resilience Yes / No
- self-esteem Yes / No
- confidence Yes / No
- bullying Yes / No
- about the following aspects of healthy eating and healthy weight?
- opportunities to make their own choices about food Yes / No
- what might influence their choicesYes / No
- the benefits of eating a balanced dietYes / No
- hydrationYes / No
- dealing with cultural issues eg RamadanYes / No
- what is a healthy weight Yes / No
- overweight and obesity Yes / No
- underweight and malnutrition Yes / No
- eating disorders Yes / No
- body image and body confidenceYes / No
- self-esteem Yes / No
- appearance related bullyingYes / No
- about the following aspects of physical activity:
- physical activity and sport Yes / No
- individual and team sports Yes / No
- active travel and recreation Yes / No
- body hygieneYes / No
- eating well and hydration for physical activity and sportYes / No
- sports drinks and protein shakes etc Yes / No
- over exercising Yes / No
- body image and body confidenceYes / No
On 0 to 10 scale where 0 is no confidence and 10 is completely confident, please circle the appropriate number.
- What is your level of confidence in provision of SRE?
0 1 2 3 4 5 6 7 8 9 10
- What is your level of confidence in provision of drugs, alcohol and tobacco education?
0 1 2 3 4 5 6 7 8 9 10
- What is your level of confidence in provision of emotional wellbeing education (the development of social and emotional skills and protective factors)?
0 1 2 3 4 5 6 7 8 9 10
- What is your level of confidence in provision of healthy eating and healthy weight education?
0 1 2 3 4 5 6 7 8 9 10
- What is your level of confidence in provision about physical activity education from a PSHE perspective?
0 1 2 3 4 5 6 7 8 9 10
- What type of support would you welcome? (Please put cross in appropriate box. You may wish to tick more than one box)
Dedicated lead within the school / Using an external facilitator to train existing staff / Using external speakers within lessons / Guidance on quality / Guidance on most useful resources
available / Other:
please state
Sex and relationships education (SRE
Drugs, Alcohol and Tobacco
Mental and Emotional Wellbeing
Healthy Eating and Healthy Weight
Physical Activity
- Are parents given any opportunity to learn about the following PSHE areas themselves in order to support their children/ young people at home? Please put cross in appropriate box and if yes, briefly provide details.
SRE / Drugs, Alcohol and Tobacco / Mental and Emotional Wellbeing / Healthy Eating / Physical Activity
No
Yes
If yes – please provide details
Specific Relationships and Sex Education (SRE) Questions
- Is SRE delivered within PSHE or other curricula eg biology etc
within PSHE / within other cirricula eg Biology
- Do you have an opt-out scheme
No / Yes
- If yes, what proportion of children/ young people are ‘opted out’ of SRE by their parents/carers?
______
- What are the main reasons given?
Specific Mental Health and Emotional wellbeing questions
- Do you have a curriculum that integrates the development of social and emotional skills and protective factors, within all subject areas, which will reduce their risk of turning to unhealthy coping mechanisms (please put cross in box as appropriate):
No / Yes
good communication skills
good problem-solving skills
healthy coping skills, including healthy responses to moments of crisis
the knowledge, skills and confidence to seek help
the ability to recognise, name, describe and understand a range of emotions
the ability to manage difficult emotions in a healthy way
friends and social engagement and interaction
positive self-esteem and appreciation of difference and uniqueness
experience of, and ability to manage, failure.
- What focus is given within the curriculum to social and emotional learning and promoting personal resilience, and how is learning assessed?
______
______
- How does the school ensure timely and effective identification of students who would benefit from targeted support and ensure appropriate referral to support services? This should include:
- providing specific help for those children most at risk (or already showing signs) of social, emotional and behavioural problems
______
- identifying and assessing in line with the common assessment framework children who are showing early signs of anxiety, emotional distress or behavioural problems
______
- discussing options for tackling these problems with the child and their parents/carers.
______
- providing a range of interventions that have been proven to be effective, according to the child’s needs
______
MANY THANKS FOR THE TIME YOU HAVE TAKEN IN COMPLETING THIS QUESTIONNAIRE
Appendix 1
SECONDARY SCHOOL PSHE CIRRCIULUM:
Health and Wellbeing and Relationships Aspects of the PSHE curriculum
Background: based on PSHE Association programme of study, 2014:
In Key Stages 3 and 4, pupils should be taught:
how to manage transition
how to maintain physical, mental and emotional health and wellbeing including sexual health*
about parenthood and the consequences of teenage pregnancy
how to assess and manage risks to health and to stay, and keep others, safe
how to identify and access help, advice and support
how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco, maintaining a balanced diet, physical activity, emotional health and wellbeing and sexual health
how to respond in an emergency including administering first aid
the role and influence of the media on lifestyle. * Sexual health is included within this core theme however it is important that it is also considered within the context of healthy relationships.
Core Theme 1: Health and wellbeing Over Key stages 3 and 4
In order to develop the concepts and skills identified above, pupils should be taught:
1. how to manage transition
2. how to maintain physical, mental and emotional health and wellbeing including sexual health* 3. about parenthood and the consequences of teenage pregnancy
4. how to assess and manage risks to health and to stay, and keep others, safe
5. how to identify and access help, advice and support To become a member of the PSHE Association and access our support services, visit
6. how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; emotional health and wellbeing and sexual health 7. how to respond in an emergency including administering first aid
8. the role and influence of the media on lifestyle
* Sexual health is included within this core theme; however it is important that sexual health is considered within the context of healthy relationships. There will be similar broad overlap and flexibility between topics and areas in all three core themes.
Notes & Guidance: Core Theme 1. Health and wellbeing
Key Stage 3
Pupils should have the opportunity to learn:
1. to recognise their personal strengths and how this affects their self-confidence and self-esteem
2. to recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self-esteem
3. to be able to accept helpful feedback or reject unhelpful criticism
4. to understand that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment
5. the characteristics of mental and emotional health and strategies for managing it; to manage growth and change as normal parts of growing up (including consolidation and reinforcement of Key Stage 2 learning on puberty, human reproduction, pregnancy and the physical and emotional changes of adolescence)
6. the risks associated with female genital mutilation (FGM), its status as a criminal act and sources of support for themselves or their peers who they believe may be at risk, or who may have already been subject to FGM.
7. the importance of taking increased responsibility for their own personal hygiene
8. the purpose and importance of immunisation and vaccination
9. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain STIs
10. about contraception, including the condom and pill (see also Relationships)
11. the benefits of physical activity and exercise and the importance of sleep
12. to recognise and manage what influences their choices about exercise
13. the importance of balance between work, leisure and exercise
14. what constitutes a balanced diet and its benefits (including the risks associated with both obesity and dieting)
15. what might influence their decisions about eating a balanced diet
16. how the media portrays young people, body image and health issues and that identity is affected by a range of factors, including the media and a positive sense of self
17. about eating disorders, including recognising when they or others need help, sources of help and strategies for accessing it
18. ways of recognising and reducing risk, minimising harm and getting help in emergency and risky situations
19. a knowledge of basic first aid and life-saving skills
20. to understand risk within the context of personal safety, especially accident prevention and road and cycle safety (through the Bikeability programme)
21. the positive and negative roles played by drugs in society (including alcohol)
22. factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse
23. to recognise and manage different influences on their decisions about the use of substances, (including clarifying and challenging their own perceptions values and beliefs) including managing peer influence
24. the personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol (or delaying the age at which to start)and the benefits of not smoking including not harming others with second-hand smoke
25. the safe use of prescribed and over the counter medicines
26. the risks and consequences of ‘experimental’ and ‘occasional’ substance use and the terms ‘dependence’ and ‘addiction’
27. about how to access local health services 28. about cancer and cancer prevention, including healthy lifestyles, acknowledging that childhood cancers are rarely caused by lifestyle choices.
Notes & Guidance: Core Theme 1. Health and wellbeing
Key Stage 4:
Building on Key Stage 3, pupils should have the opportunity to learn:
1. to evaluate the extent to which their self-confidence and self-esteem are affected by the judgments of others
2. to make effective use of constructive feedback and differentiating between helpful feedback and unhelpful criticism
3. the characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression)
4. strategies for managing mental health including stress, anxiety, depression, self-harm and suicide, and sources of help and support
5. where and how to obtain health information, advice and support (including sexual health services)
6. to take increased responsibility for monitoring their own health (including testicular and breast self-examination)
7. how lifestyle choices affect a foetus
8. about STIs, including HIV/AIDS, how to protect themselves and others from infection and how to respond if they feel they or others are at risk
9. to recognize and manage feelings about, and influences on, their body image including the media’s portrayal of idealised and artificial body shapes
10. about health risks and issues related to this, including cosmetic procedures
11. how to recognise and follow health and safety procedures
12. how to find sources of emergency help and how to give basic and emergency first aid in appropriate contexts
13. about personal safety and protection, reducing risk and minimising harm in different settings (including social settings, the street, on roads and during travel)
14. the short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities, including the health risks related to second-hand smoke
15. understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and to whom to talk if they have concerns
16. the wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyle
17. about checking yourself for cancer and other illnesses, including knowing what to do if you are feeling unwell and checking for signs of illness; and how to overcome worries about seeking help and being an assertive user of the NHS