PSHE Audit

Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice,

Considering your school’s approach to PSHE;

We do not teach PSHE.

We teach PSHE but it is not viewed as an important or necessary part of all pupil’s education and/or it does not draw on good practice

We teach PSHE as an important and necessary part of all pupil’s education. This draws on good practice but is only used in a few classes.

We teach PSHE as an important and necessary part of all pupil’s education. This draws on good practice and is used in most classes.

We teach PSHE as an important and necessary part of all pupil’s education. This draws on good practice and is embedded across our school.

PSHE is a non‑statutory subject. To allow teachers the flexibility to deliver high‑quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescriptions.

Considering the needs of pupils in your school’s approach to PSHE;

We have no system to build PSHE provision around the needs of our pupils.

We have systems to build PSHE provision around the needs of our pupils, but these are not effective/ understood by stakeholders.

We have systems to build PSHE provision around the needs of our pupils and these lead to good PSHE education for some pupils.

We have systems to build PSHE provision around the needs of our pupils and these lead to good PSHE education for most pupils.

We have systems to build PSHE provision around the needs of our pupils and these lead to good PSHE education for the vast majority of pupils. We provide support for the few pupils whose needs are not met by the core curriculum.

However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Considering the extent to which your PSHE curriculum equips pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed choices;

The school does not have a tailored local PSHE programme.

The school has tailored our local PSHE programme but it does not equip pupils with a sound understanding of risk or with the knowledge and skills necessary to make safe and informed decisions.

The school has tailored our local PSHE programme so it equips pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. However, this is only evident in some classes.

The school has tailored our local PSHE programme so that it equips pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. However, and this is evident in most classes.

The school has tailored our local PSHE programme to reflect the needs of our pupils, and to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. This is embedded across the school.

Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

Considering the extent to which the school’s PSHE curriculum builds on National Curriculum statutory content, the basic school curriculum and statutory guidance on drug education, financial education, sex and relationships education and the importance of physical activity and diet for a healthy lifestyle:

The school does not have a PSHE curriculum.

The school has a PSHE curriculum, but it does not build on the statutory content of the National Curriculum or statutory guidance on drug education, financial education, Sex and Relationships education, physical activity and diet for a healthy lifestyle.

The school has a PSHE curriculum, which builds on the statutory content of the National Curriculum or statutory guidance on drug education, financial education, Sex and Relationships education, physical activity and diet for a healthy lifestyle. However, this is only evident in some classes.

The school has a PSHE curriculum, which builds on the statutory content of the National Curriculum or statutory guidance on drug education, financial education, Sex and Relationships education, physical activity and diet for a healthy lifestyle. This is evident in most classes.

The school has a PSHE curriculum, which builds on the statutory content of the National Curriculum or statutory guidance on drug education, financial education, Sex and Relationships education, physical activity and diet for a healthy lifestyle. This is embedded across the school.

The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education. They also make Health Education compulsory in all schools except independent schools.

Considering your school’s approach to Relationships, and health education:

We do not teach Relationships and/or Health education.

We teach some aspects of statutory RHE

We teach most aspects of statutory RHE.

We teach all aspects of statutory RHE, but provision is not consistent across the school.

The teaching of RHE is embedded across the school.

This guidance also sets out both the rights of parents/carers to withdraw pupils from sex education (but not Relationships or Health Education) and the process that head teachers should follow in considering a request from a parent. Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE.

Considering your school’s approach to sex education:

We have not established what we intend to teach in Sex education and have not published the parent’s right to withdraw.

we have established what we intend to teach in Sex Education and when this will be taught, but do not have systems in place for parental withdrawal.

We have established what we intend to teach in Sex Education and when this will be taught, and have systems in place for parental withdrawal, but these are not widely known.

Sex education is taught according to our agreed school plan in most classes and most parents are aware of the right to withdraw.

The teaching of sex education is embedded across the school and parents are fully aware of content and the right of withdrawal.

Schools are free to determine how to deliver the content set out in this guidance, in the context of a broad and balanced curriculum. Effective teaching in these subjects will ensure that core knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. Teaching will include sufficient well‑chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations.

Considering your school’s RSHE curriculum:

There is no planned programme for RSHE in our school.

There is a planned programme for RSHE but core knowledge is not broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons.

Core PSHE knowledge is broken down into units of manageable size that can be communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. However this curriculum is not in evidence in many classes.

Core RSHE knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. This is evident in most classes.

Core RSHE knowledge is broken down into units of manageable size and communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. This is embedded across the school.

Teaching will include sufficient well‑chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations.

Considering your school’s RSHE curriculum:

There is no planned programme for RSHE in our school.

Teaching does not include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations.

Teaching includes sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. However, this only happens in a few classes.

Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. This happens in most classes.

Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. This is embedded across the school.

The curriculum is ambitious and designed to give pupils, particularly disadvantaged pupils and pupils with SEND, the knowledge they need to take advantage of opportunities, responsibilities and experiences in later life.

Considering your school’s curriculum for PSHE:

The PSHE curriculum is not in place.

The PSHE curriculum in place, but it is not ambitious or designed to give pupils the knowledge they need to take advantage of opportunities, opportunities, responsibilities and experiences in later life.

The PSHE curriculum is ambitious and designed to give pupils the knowledge they need to take advantage of opportunities, opportunities, responsibilities and experiences in later life. , but is only used in some classes.

The PSHE curriculum is ambitious and designed to give the pupils the knowledge they need to take advantage of opportunities, opportunities, responsibilities and experiences in later life. but is not used well in a few classes.

The PSHE curriculum is ambitious and designed to give the pupils the knowledge they need need to take advantage of opportunities, opportunities, responsibilities and experiences in later life. and is used well in all classes.

The curriculum is planned and sequenced so that the end points that it is building towards are clear and that pupils develop the knowledge and skills, building on what has been taught before, to be able to reach those end points.

Considering your school’s curriculum for PSHE:

The PSHE curriculum is not in place.

The PSHE curriculum is in place but is not planned and sequenced so that the end points it is building toward are clear and the pupils develop the knowledge and skills, building on what has been taught before to be able to reach those end points.

The PSHE curriculum is planned and sequenced so that the end points that it is building towards are clear and that pupils develop the knowledge and skills, building on what has been taught before, to be able to reach those end points but it is only used in a few classes

The PSHE curriculum is planned and sequenced so that the end points that it is building towards are clear and that pupils develop the knowledge and skills, building on what has been taught before, to be able to reach those end points but it is not used used in a few classes

The PSHE curriculum is planned and sequenced so that the end points that it is building towards are clear and that pupils develop the knowledge and skills, building on what has been taught before, to be able to reach those end points and is used in all classes

The curriculum has rigour, where relevant, so that pupils learn the knowledge that they need to answer subject‑specific questions and to gain disciplinary knowledge of how the subject works (this should not prevent a topic‑based or thematic approach, however)

Considering your PSHE curriculum;

There is no PSHE curriculum in place.

The PSHE curriculum does not have rigour and pupils do not learn the knowledge they need to answer questions and gain PSHE knowledge.

The PSHE curriculum has rigour so that pupils can learn the knowledge that they need to answer subject-specific questions and to gain disciplinary knowledge of how the subject works, but it is only used in a few classes.

The PSHE curriculum has rigour so that pupils can learn the knowledge that they need to answer subject-specific questions and to gain disciplinary knowledge of how the subject works, but it not used in a few classes.

The PSHE curriculum has rigour so that pupils learn the knowledge that they need to answer subject-specific questions and to gain disciplinary knowledge of how the subject works, and it is used in all classes.

The curriculum accounts for delays and gaps in learning that have arisen and continue to arise as a result of the pandemic.

Considering your school’s post-pandemic approach to PSHE;

There is no PSHE curriculum.

The planned PSHE curriculum does not account for delays and gaps in learning that have arisen and continue to arise as a result of the pandemic

The planned PSHE curriculum accounts for delays and gaps in learning that have arisen and continue to arise as a result of the pandemic, but this is only evident in some classes.

The planned PSHE curriculum accounts for delays and gaps in learning that have arisen and continue to arise as a result of the pandemic. This is evident in most classes.

The planned PSHE curriculum accounts for delays and gaps in learning that have arisen and continue to arise as a result of the pandemic. This is evident in all classes and embedded across the school.

The curriculum remains as broad as possible for as long as possible, including when delivered remotely.

Considering your school’s post-pandemic curriculum for PSHE:

There is no planned PSHE curriculum.

The planned PSHE curriculum does not remain as broad as possible for as long as possible, including when delivered remotely.

The planned PSHE curriculum remains as broad as possible for as long as possible, including when delivered remotely for some children.

The planned PSHE curriculum remains as broad as possible for as long as possible, including when delivered remotely for most children.

The planned PSHE curriculum remains as broad as possible for as long as possible, including when delivered remotely for the vast majority of children. Support is in place for any child not accessing the planned curriculum.

The school does not offer disadvantaged pupils or pupils with SEND a reduced curriculum.

Considering your school’s PSHE provision for disadvantaged pupils and those with SEND;

The school does not offer PSHE to disadvantaged pupils or pupils with SEND.

The school offers a reduced PSHE curriculum to disadvantaged pupils or pupils with SEND.

Many disadvantaged pupils or those with SEND receive a reduced PSHE curriculum.

A few disadvantaged pupils or those with SEND receive a reduced PSHE curriculum

Disadvantaged pupils or those with SEND receive at least as much PSHE as other pupils.

Teachers have expert knowledge of the subjects that they teach and are supported, where necessary, to address gaps in their knowledge so that pupils are not disadvantaged by ineffective teaching.

Considering the PSHE subject knowledge of your teachers:

Teachers do not have knowledge of PSHE.

Teachers have some knowledge of PSHE but are not supported to address gaps in their knowledge.

Teachers have a growing knowledge of PSHE and are supported to address gaps in their knowledge.

Most teachers have good knowledge of PSHE and are well supported to address gaps in their knowledge through good-quality CPD.

All teachers have expert knowledge of PSHE and receive excellent tailored support to address gaps in their knowledge

Teachers present information clearly, promote appropriate discussion, check pupils’ understanding systematically, and identify misunderstandings and adapt teaching as necessary to correct these.

Considering the classroom practice of your teachers in PSHE:

Teachers do not know how or what to present in PSHE.

Teachers do not present information in PSHE clearly in line with school policy, or promote appropriate discussion, check pupils’ understanding systematically, and identify misunderstandings and adapt teaching as necessary to correct these.

Many teachers do not present information in PSHE clearly in line with school policy, or promote appropriate discussion, check pupils’ understanding systematically, and identify misunderstandings and adapt teaching as necessary to correct these.

A few teachers do not present information in PSHE clearly in line with school policy, or promote appropriate discussion, check pupils’ understanding systematically, and identify misunderstandings and adapt teaching as necessary to correct these.

All teachers present information in PSHE clearly in line with school policy, and promote appropriate discussion, check pupils’ understanding systematically, and identify misunderstandings and adapt teaching as necessary to correct these.

Teachers deliver the subject curriculum in a way that allows pupils to transfer key knowledge to long‑term memory. Teaching is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points.

Considering PSHE teaching in your school

The PSHE curriculum is not in place.

A PSHE curriculum is in place, but it is not delivered in a way that allows pupils to transfer key knowledge to long-term memory. Teaching is not sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points.

The PSHE curriculum is designed to deliver the curriculum in a way that allows pupils to transfer key knowledge to long-term memory. Teaching is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. However, this is not evident in many classes.

The PSHE curriculum is designed to deliver the curriculum in a way that allows pupils to transfer key knowledge to long-term memory. Teaching is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. However, this is not evident in a few classes.

The PSHE curriculum is designed to deliver the curriculum in a way that allows pupils to transfer key knowledge to long-term memory. Teaching is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. This is embedded across the school.

Teachers use assessment to check pupils’ understanding to inform teaching, and to help pupils embed key concepts, use knowledge fluently and develop their understanding, and not simply memorise disconnected facts.

Considering your school’s use of assessment in PSHE:

Assessment is not used in PSHE.

Assessment is used in PSHE but it does not effectively check pupils’ understanding to inform teaching, and to help pupils embed key concepts, use knowledge fluently and develop their understanding, and not simply memorise disconnected facts.

Planned assessment processes in PSHE are able to check pupils’ understanding to inform teaching, and to help pupils embed key concepts, use knowledge fluently and develop their understanding, and not simply memorise disconnected facts. However, assessment is only used effectively in a some classes.

Planned assessment processes in PSHE are able to check pupils’ understanding to inform teaching, and to help pupils embed key concepts, use knowledge fluently and develop their understanding, and not simply memorise disconnected facts. Assessment is used effectively in a most classes.

Planned assessment processes in PSHE are able to check pupils’ understanding to inform teaching, and to help pupils embed key concepts, use knowledge fluently and develop their understanding, and not simply memorise disconnected facts. This is embedded across the school.

Teachers consider the most important knowledge or concepts that pupils need to know and focus on these, and prioritise feedback, retrieval practice and assessment.

Considering your school’s PSHE curriculum

Knowledge and concepts in PSHE have not been considered or mapped.

The school’s PSHE curriculum does not consider the most important knowledge or concepts that pupils need to know and focus on these, and prioritise feedback, retrieval practice and assessment.

The school’s PSHE curriculum considers the most important knowledge or concepts that pupils need to know and focus on these, and prioritises feedback, retrieval practice and assessment. However, this is not in evidence in many classes.

The school’s PSHE curriculum considers the most important knowledge or concepts that pupils need to know and focus on these, and prioritises feedback, retrieval practice and assessment. However, this is not in evidence in a few classes.

The school’s PSHE curriculum considers the most important knowledge or concepts that pupils need to know and focus on these, and prioritises feedback, retrieval practice and assessment. This is embedded across the school.

Teachers ensure that remote education, if needed, enables all pupils to access lessons and learn, and monitor pupils’ engagement and communicate with parents and colleagues effectively if there are concerns.

Considering your school’s approach to remote education

PSHE is not taught remotely.

Remote PSHE education does not enable all pupils to access lessons and learn, or enable teachers to monitor pupils’ engagement and communicate with parents and colleagues effectively if there are concerns.

Some remote PSHE education enables some pupils to access lessons and learn, and monitor pupils’ engagement and communicate with parents and colleagues effectively if there are concerns.

Most remote PSHE education enables pupils to access lessons and learn, and monitor pupils’ engagement and communicate with parents and colleagues effectively if there are concerns.

All remote PSHE education enables all pupils to access lessons and learn, and monitor pupils’ engagement and communicate with parents and colleagues effectively if there are concerns.

All pupils, particularly disadvantaged pupils and those with SEND acquire the knowledge and cultural capital they need to succeed in life.

Considering your school’s PSHE curriculum

There is no PSHE curriculum.

The PSHE curriculum does not support pupils to acquire the knowledge and cultural capital they need to succeed in life.

The planned PSHE curriculum supports pupils to acquire the knowledge and cultural capital they need to succeed in life. However, this is not in evidence in many classes or for certain groups of pupils.

The planned PSHE curriculum supports pupils to acquire the knowledge and cultural capital they need to succeed in life. However, this is not in evidence in a few classes or for a few groups of pupils.

The planned PSHE curriculum supports all pupils to acquire the knowledge and cultural capital they need to succeed in life. This is embedded in all classes and for all groups of pupils.

All pupils, particularly disadvantaged pupils and those with SEND make progress, in that they know more, remember more and are able to do more. They are learning what is intended in the curriculum.

Considering your school’s PSHE curriculum

There is no PSHE curriculum.

The PSHE curriculum does not support pupils to make progress.

The PSHE curriculum ensures some pupils make progress and learn what is intended in the curriculum.

The PSHE curriculum ensures most pupils make progress and learn what is intended in the curriculum.

The PSHE curriculum ensures all pupils make progress and learn what is intended in the curriculum.

All pupils, particularly disadvantaged pupils and those with SEND produce work of high quality.

Considering the work produced in PSHE in your school

There is no PSHE curriculum.

The PSHE curriculum does not support pupils to produce work of high quality.

The PSHE curriculum supports some pupils to produce work of high quality.

The PSHE curriculum supports most pupils to produce work of high quality.

The PSHE curriculum supports all pupils to produce work of high quality.

All pupils, particularly disadvantaged pupils and those with SEND are being prepared for their next stage of education, training or employment at each stage of their learning, including whether pupils in sixth form are ready for the next stage and are going on to appropriate, high‑quality destinations.

Considering your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum does not ensure Pupils are being prepared for their next stage of education, training or employment at each stage of their learning, including whether pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations.

The planned PSHE curriculum is designed to ensure pupils are being prepared for their next stage of education, training or employment at each stage of their learning, including whether pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations. However, this is only in evidence for some pupils.

The planned PSHE curriculum is designed to ensure pupils are being prepared for their next stage of education, training or employment at each stage of their learning, including whether pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations. This is in evidence for most pupils.

The planned PSHE curriculum is designed to ensure pupils are being prepared for their next stage of education, training or employment at each stage of their learning, including whether pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations. This is in evidence for the vast majority of pupils. Support is in place for those who are not successfully accessing this curriculum.

Having a calm and orderly environment in the school and the classroom, as this is essential for pupils to be able to learn.

Considering the impact of your school’s PSHE curriculum on your school’s environment for learning

There is no link between the PSHE curriculum and behaviour and attitudes.

The planned PSHE curriculum does not support a calm and orderly environment in the school and the classroom.

The planned PSHE curriculum supports a calm and orderly environment in the school and the classroom. However, this is not in evidence in many contexts across the school.

The planned PSHE curriculum supports a calm and orderly environment in the school and the classroom. This is not in evidence in some contexts across the school.

The planned PSHE curriculum supports a calm and orderly environment in the school and the classroom. This is in evidence in the vast majority of contexts and is embedded across the school. Support is in place for pupils who find this challenging.

Setting clear routines and expectations for the behaviour of pupils across all aspects of school life, not just in the classroom.

Considering the impact of your school’s PSHE curriculum on behaviour

There is no link between the PSHE curriculum and routines and expectations for the behaviour of pupils.

The planned PSHE curriculum does not support clear routines and expectations for the behaviour of pupils.

The planned PSHE curriculum supports clear routines and expectations for the behaviour of pupils across all aspects of school life, not just in the classroom. This is not in evidence in many contexts across the school.

The planned PSHE curriculum supports clear routines and expectations for the behaviour of pupils across all aspects of school life, not just in the classroom. This is in evidence in most contexts across the school.

The planned PSHE curriculum supports clear routines and expectations for the behaviour of pupils across all aspects of school life, not just in the classroom. This is in evidence in the vast majority of contexts across the school. Support is in place for pupils who find this difficult.

Having a strong focus on attendance and punctuality so that disruption is minimized

Considering the impact of your school’s PSHE curriculum on attendance and punctuality

There is no PSHE curriculum.

The planned PSHE curriculum does not support attendance and punctuality.

The planned PSHE curriculum supports attendance and punctuality. However, this is not in evidence for many pupils and attendance is poor.

The planned PSHE curriculum supports attendance and punctuality. However, this is not in evidence for some pupils and attendance for some groups of pupils is poor.

The planned PSHE curriculum supports attendance and punctuality. This is in evidence for the vast majority of pupils and attendance is good. Effective support is in place for the few pupils who find this difficult.

Having clear and effective behaviour and attendance policies with clearly defined consequences that are applied consistently and fairly by all staff. Children, and particularly adolescents, often have particularly strong concepts of fairness that may be challenged by different treatment by different teachers or of different pupils.

Considering the impact of your PSHE curriculum on the understanding of f consequences and fairness

There is no PSHE curriculum.

The planned PSHE curriculum does not address the concept of consequences and fairness.

The planned PSHE curriculum addresses the concepts of consequences and fairness. However, these concepts are not well understood or in evidence for many pupils.

The planned PSHE curriculum addresses the concepts of consequences and fairness. However, these concepts are not well understood or in evidence for some pupils.

The planned PSHE curriculum addresses the concepts of consequences and fairness. These concepts are well understood or in evidence for all pupils.

Developing pupils’ motivation and positive attitudes to learning, as these are important predictors of attainment. Developing positive attitudes can also have a longer‑term impact on how pupils approach learning tasks in later stages of education.

Considering the impact of your school’s PSHE curriculum on supporting motivation and positive attitudes to learning.

There is no PSHE curriculum.

The planned PSHE curriculum does not support the development of pupils’ motivation and positive attitudes to learning.

The planned PSHE curriculum is designed to develop pupils’ motivation and positive attitudes to learning. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to support the development of pupils’ motivation and positive attitudes to learning. This is in evidence for many pupils.

The planned PSHE curriculum is designed to support the development of pupils’ motivation and positive attitudes to learning. The vast majority of pupils therefore attain well and demonstrate positive attitudes. Effective support is in place for pupils who find this difficult.

Fostering a positive and respectful school culture in which staff know and care about pupils.

Considering the impact of your school’s PSHE curriculum on fostering respect and a culture of care

There is no PSHE curriculum.

The planned PSHE curriculum does not help to foster a positive and respectful school culture where staff know and care about pupils.

The planned PSHE curriculum is designed to foster a positive and respectful school culture where staff know and care about pupils. However, this is not in evidence in many cases.

The planned PSHE curriculum is designed to foster a positive and respectful school culture where staff know and care about pupils. This is in evidence in many cases.

The planned PSHE curriculum is designed to foster a positive and respectful school culture where staff know and care about pupils. This is embedded and obvious across the school.

Creating an environment in which pupils feel safe, and in which bullying, discrimination, sexual harassment, sexual abuse and sexual violence – online or offline – are not accepted and are dealt with quickly, consistently and effectively whenever they occur.

Considering the impact of your school’s PSHE curriculum on creating a safe environment

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to create an environment in which pupils feel safe, and in which bullying, discrimination, sexual harassment, sexual abuse and sexual violence – online or offline – are not accepted and are dealt with quickly, consistently and effectively whenever they occur.

The planned PSHE curriculum is designed to create an environment in which pupils feel safe, and in which bullying, discrimination, sexual harassment, sexual abuse and sexual violence – online or offline – are not accepted and are dealt with quickly, consistently and effectively whenever they occur. However, this is not in evidence in many cases across the school.

The planned PSHE curriculum is designed to create an environment in which pupils feel safe, and in which bullying, discrimination, sexual harassment, sexual abuse and sexual violence – online or offline – are not accepted and are dealt with quickly, consistently and effectively whenever they occur. However, this is not in evidence in some contexts across the school.

The planned PSHE curriculum is designed to create an environment in which pupils feel safe, and in which bullying, discrimination, sexual harassment, sexual abuse and sexual violence – online or offline – are not accepted and are dealt with quickly, consistently and effectively whenever they occur. This is in evidence and embedded across the school.

Evaluating personal development ensures that curriculum subjects such as citizenship, RE and other areas such as personal, social, health and economic education, and relationships and sex education, contribute to pupils’ personal development – including by considering the provision, quality and take‑up of extra‑curricular activities offered by the school.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to ensure that it contributes to pupils’ personal development – including by considering the provision, quality and take-up of extra-curricular activities offered by the school.

The planned PSHE curriculum is designed to ensure that it contributes to pupils’ personal development – including by considering the provision, quality and take-up of extra curricular activities offered by the school. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to ensure that it contributes to pupils’ personal development – including by considering the provision, quality and take-up of extra-curricular activities offered by the school. However this is not in evidence for some pupils.

The planned PSHE curriculum is designed to ensure that it contributes to pupils’ personal development – including by considering the provision, quality and take-up of extra-curricular activities offered by the school. This is embedded across the school and effective support is in place for pupils who find this difficult.

Evaluating personal development develops pupils to become responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to help pupils to become responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults.

The planned PSHE curriculum is designed to help pupils to become responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to help pupils to become responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults. This is in evidence for many pupils.

The planned PSHE curriculum is designed to help pupils to become responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults. This is embedded across the school. Effective support is in place for puplis who find this difficult.

Evaluating personal development through the curriculum, assemblies, wider opportunities, visits, discussions and literature, develops and deepens pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law, and mutual respect and tolerance.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to develop and deepen pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law, and mutual respect and tolerance.

The planned PSHE curriculum is designed to develop and deepen pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law, and mutual respect and tolerance However, this is not in evidence for many pupils across the school.

The planned PSHE curriculum is designed to develop and deepen pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law, and mutual respect and tolerance This is in evidence for most pupils across the school.

The planned PSHE curriculum is designed to develop and deepen pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law, and mutual respect and tolerance This is embedded for all pupils across the school.

Evaluating personal development promotes equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. This includes, but is not limited to, pupils’ understanding of the protected characteristics and how equality and diversity are promoted.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. This includes, but is not limited to, pupils’ understanding of the protected characteristics and how equality and diversity are promoted.

The planned PSHE curriculum is designed to promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. This includes, but is not limited to, pupils’ understanding of the protected characteristics and how equality and diversity are promoted. However, this is not in evidence. for many pupils.

The planned PSHE curriculum is designed to promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. This includes, but is not limited to, pupils’ understanding of the protected characteristics and how equality and diversity are promoted. This is in evidence for most pupils.

The planned PSHE curriculum is designed to promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique. This includes, but is not limited to, pupils’ understanding of the protected characteristics and how equality and diversity are promoted. This is embedded across the school.

Evaluating personal development ensures an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation, and where no discrimination exists, for example in respect of wider opportunities for pupils.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum does not contribute to ensuring an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation, and where no discrimination exists, for example in respect of wider opportunities for pupils.

The planned PSHE curriculum is designed to contribute to ensuring an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation, and where no discrimination exists, for example in respect of wider opportunities for pupils. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to contribute to ensuring an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation, and where no discrimination exists, for example in respect of wider opportunities for pupils. This is in evidence for most pupils.

The planned PSHE curriculum is designed to contribute to ensuring an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation, and where no discrimination exists, for example in respect of wider opportunities for pupils. This understanding is embedded across the school.

Evaluating personal development develops pupils’ characters, which we define as a set of positive personal traits, dispositions and virtues that informs pupils’ motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. This gives pupils the qualities they need to flourish in our society.

Considering the impact of your PSHE curriculum

There is no PSHE curriculum.

The PSHE curriculum is not designed to develop pupils’ characters, defined as a set of positive personal traits, dispositions and virtues that informs pupils’ motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. Thus giving pupils the qualities they need to flourish in our society.

The PSHE curriculum is designed to develop pupils’ characters, defined as a set of positive personal traits, dispositions and virtues that informs pupils’ motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. Thus giving pupils the qualities they need to flourish in our society. However, this is not in evidence for many pupils.

The PSHE curriculum is not designed to develop pupils’ characters, defined as a set of positive personal traits, dispositions and virtues that informs pupils’ motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. Thus giving pupils the qualities they need to flourish in our society. This is in evidence for most pupils.

The PSHE curriculum is not designed to develop pupils’ characters, defined as a set of positive personal traits, dispositions and virtues that informs pupils’ motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. Thus giving pupils the qualities they need to flourish in our society. This is embedded across the school.

Evaluating personal development develops pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy.

Considering the impact of your PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to ensure it develops pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy.

The planned PSHE curriculum is designed to develop pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy. However, the understanding of this is not in evidence for many pupils.

The planned PSHE curriculum is designed to develop pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy. This is in evidence of understanding this for most pupils.

The planned PSHE curriculum is designed to develop pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy. This understanding is embedded across the school for all pupils.

Evaluating personal development enables pupils to recognise online and offline risks to their well‑being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to enable pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them.

The planned PSHE curriculum is designed to enable pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them. However, this understanding is not in evidence for many pupils.

The planned PSHE curriculum is designed to enable pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them. This understanding is in evidence for most pupils.

The planned PSHE curriculum is designed to enable pupils to recognise online and offline risks to their well-being – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them. This understanding is embedded across the school for all pupils.

Evaluating personal development enables pupils to recognise the dangers of inappropriate use of mobile technology and social media.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to enable pupils to recognise the dangers of inappropriate use of mobile technology and social media.

The planned PSHE curriculum is designed to enable pupils to recognise the dangers of inappropriate use of mobile technology and social media. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to enable pupils to recognise the dangers of inappropriate use of mobile technology and social media. This is in evidence for most pupils.

The planned PSHE curriculum is designed to enable pupils to recognise the dangers of inappropriate use of mobile technology and social media. This understanding is embedded across the school.

Evaluating personal development develops pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra‑curricular activities.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to develop pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities.

The planned PSHE curriculum is designed to develop pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities. However, the understanding of this is not in evidence for many pupils.

The planned PSHE curriculum is designed to develop pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities. The understanding of this is in evidence for most pupils.

The planned PSHE curriculum is designed to develop pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities. This is understood by all pupils and embedded across the school.

Evaluating personal development develops pupils’ age‑appropriate understanding of healthy relationships through appropriate relationships and sex education.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education.

The planned PSHE curriculum is designed to develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education. However, many pupils do not demonstrate an understanding of this.

The planned PSHE curriculum is designed to develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education. Many pupils demonstrate an understanding of this.

The planned PSHE curriculum is designed to develop pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education. All pupils demonstrate an understanding of this and it is embedded across the school.

Evaluating personal development supports readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through careers information education, advice and guidance.

Considering the impact of your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to support readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through careers information education, advice and guidance

The planned PSHE curriculum supports readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through careers information education, advice and guidance. However an understanding of this is not in evidence for most pupils.

The planned PSHE curriculum supports readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through careers information education, advice and guidance. Many pupils demonstrate an understanding of this.

The planned PSHE curriculum supports readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through careers information education, advice and guidance. All pupils demonstrate an understanding of this and it is embedded across the school.

Evaluating personal development in special schools, enriches the curriculum, taking into account specific factors such as the local area’s arrangements for providing home‑to‑school transport for children with SEND

SPECIAL SCHOOLS ONLY Considering your school’s curriculum for PSHE

We are not a Special School

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to enrich the curriculum, taking into account specific factors such as the local area’s arrangements for providing home-to-school transport for children with SEND.

The planned PSHE curriculum is designed to enrich the curriculum, taking into account specific factors such as the local area’s arrangements for providing home-to-school transport for children with SEND. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to enrich the curriculum, taking into account specific factors such as the local area’s arrangements for providing home-to-school transport for children with SEND. This is in evidence for most pupils.

The planned PSHE curriculum is designed to enrich the curriculum, taking into account specific factors such as the local area’s arrangements for providing home-to-school transport for children with SEND. This is in evidence for all pupils and embedded across the school.

Ability to be reflective about their own beliefs (religious or otherwise) and perspective on life.

Considering the place of spiritual development in your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum does not enable pupils to be reflective about their own beliefs (religious or otherwise) and perspective on life.

The planned PSHE curriculum is designed to enable pupils to be reflective about their own beliefs (religious or otherwise) and perspective on life. However many pupils do not demonstrate this.

The planned PSHE curriculum is designed to enable pupils to be reflective about their own beliefs (religious or otherwise) and perspective on life. Most pupils demonstrate this.

The planned PSHE curriculum is designed to enable pupils to be reflective about their own beliefs (religious or otherwise) and perspective on life. This is embedded and evident in all pupils across the school.

Knowledge of, and respect for, different people’s faiths, feelings and values.

Considering the place of spiritual development in your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum does not support pupils to develop knowledge of, and respect for, different people’s faiths, feelings and values.

The planned PSHE curriculum supports pupils to develop knowledge of, and respect for, different people’s faiths, feelings and values. However this is not in evidence for many pupils.

The planned PSHE curriculum supports pupils to develop knowledge of, and respect for, different people’s faiths, feelings and values. Most pupils demonstrate this.

The planned PSHE curriculum supports pupils to develop knowledge of, and respect for, different people’s faiths, feelings and values. This is embedded across the school and evidenced by all pupils.

Sense of enjoyment and fascination in learning about themselves, others and the world around them.

Considering the place of spiritual development in your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not planned to foster a sense of enjoyment and fascination in learning about themselves, others and the world around them.

The planned PSHE curriculum fosters a sense of enjoyment and fascination in learning about themselves, others and the world around them. However, this is not in evidence for many pupils.

The planned PSHE curriculum fosters a sense of enjoyment and fascination in learning about themselves, others and the world around them. This is in evidence for most pupils.

The planned PSHE curriculum fosters a sense of enjoyment and fascination in learning about themselves, others and the world around them. This is embedded across the school for all pupils.

Use of imagination and creativity in their learning.

Considering the place of spiritual development in your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to foster pupil’s use of imagination and creativity in their learning.

The planned PSHE curriculum is designed to foster pupil’s use of imagination and creativity in their learning. However, this is not in evidence for many pupils.

The planned PSHE curriculum is designed to foster pupil’s use of imagination and creativity in their learning. This is in evidence for most pupils.

The planned PSHE curriculum is designed to foster pupil’s use of imagination and creativity in their learning. This is embedded across the school for all pupils.

Willingness to reflect on their experiences.

Considering the place of spiritual development in your school’s PSHE curriculum

There is no PSHE curriculum.

The planned PSHE curriculum does not foster pupils willingness to reflect on their experiences.

The planned PSHE curriculum fosters pupils willingness to reflect on their experiences. However, this is not in evidence for many pupils.

The planned PSHE curriculum fosters pupils willingness to reflect on their experiences. This is evident for most pupils.

The planned PSHE curriculum fosters pupils willingness to reflect on their experiences. This is embedded across the school for all pupils.

Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not support pupil’s ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England.

The planned PSHE curriculum is designed to support pupil’s ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England. However many pupils do not demonstrate this.

The planned PSHE curriculum is designed to support pupil’s ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England. Most pupils demonstrate this.

The planned PSHE curriculum is designed to support pupil’s ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England. This is embedded across the school for all pupils.

Understanding of the consequences of their behaviour and actions.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not support children to understand the consequences of their behaviour and actions.

The planned PSHE curriculum is designed to support children to understand the consequences of their behaviour and actions. However many pupils do not demonstrate this.

The planned PSHE curriculum is designed to support children to understand the consequences of their behaviour and actions. Most children demonstrate this.

The planned PSHE curriculum is designed to support children to understand the consequences of their behaviour and actions. This is embedded across the school and seen in all children’s behaviour. Effective support is in place for pupils who find this challenging.

Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to develop pupil’s interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

The planned PSHE curriculum is designed to develop pupil’s interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. However, many pupils do not demonstrate this.

The planned PSHE curriculum is designed to develop pupil’s interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. Most pupils demonstrate this.

The planned PSHE curriculum is designed to develop pupil’s interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues. This is embedded across the school and the vast majority of pupils demonstrate this. Support is in place for those who find this challenging.

Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio‑economic backgrounds.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to enable pupils to use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.

The planned PSHE curriculum is designed to enable pupils to use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds. However this is not in evidence for many pupils.

The planned PSHE curriculum is designed to enable pupils to use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds. This is in evidence for most pupils.

The planned PSHE curriculum is designed to enable pupils to use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds. This is embedded across the school and in evidence for the vast majority of pupils. Effective support is in place for those who find this challenging.

Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to foster pupil’s willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.

The planned PSHE curriculum is designed to foster pupil’s willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively. However, many pupils do not demonstrate this.

The planned PSHE curriculum is designed to foster pupil’s willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively. Most pupils demonstrate this.

The planned PSHE curriculum is designed to foster pupil’s willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively, This is embedded across the school and demonstrated by the vast majority of pupils. Effective support is in pace for those who find this challenging.

Acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to foster acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

The planned PSHE curriculum is designed to foster acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. However, many pupils do not demonstrate this.

The planned PSHE curriculum is designed to foster acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. Most pupils demonstrate this.

The planned PSHE curriculum is designed to foster acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. This is embedded across the school for the vast majority of pupils. Effective support is in place for those who find this challenging.

Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to foster an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.

The planned PSHE curriculum is designed to foster an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others. However, many pupils do not demonstrate this.

The planned PSHE curriculum is designed to foster an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others. Most pupils demonstrate this.

The planned PSHE curriculum is designed to foster an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others. This is embedded across the school and demonstrated by the vast majority of pupils. Effective support is in place for those who find this challenging.

Understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum is not designed to foster an understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain.

The planned PSHE curriculum is designed to foster an understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain. However, this is not demonstrated by many pupils.

The planned PSHE curriculum is designed to foster an understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain. This is demonstrated by most pupils.

The planned PSHE curriculum is designed to foster an understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain. This is embedded across the school and demonstrated by all pupils.

Ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio‑economic communities.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not foster the ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities.

The planned PSHE curriculum fosters the ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities. However this is not demonstrated by many pupils.

The planned PSHE curriculum fosters the ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities. This is demonstrated by most pupils.

The planned PSHE curriculum fosters the ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities. This is embedded across the school and is demonstrated by the vast majority of pupils. Effective support is in place for those who find this challenging.

Knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not teach knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.

The planned PSHE curriculum teaches knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain. However this knowledge is not demonstrated by many pupils to whom it has been taught.

The planned PSHE curriculum teaches knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain. This knowledge is demonstrated by most pupils to whom it has been taught.

The planned PSHE curriculum teaches knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain. This knowledge demonstrated by the vast majority of pupils to whom it has been taught.

Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not foster a willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.

The planned PSHE curriculum fosters a willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities. However this is not evident in many pupils.

The planned PSHE curriculum fosters a willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities. This is evident in most pupils.

The planned PSHE curriculum fosters a willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities. This is embedded across the school for the vast majority of pupils. Effective support is in place for pupils who have barriers to participation.

Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio‑economic groups in the local, national and global communities

Considering your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not foster an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

The planned PSHE curriculum fosters an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. However this is not the case for many pupils.

The planned PSHE curriculum fosters an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. This is the case for most pupils.

The planned PSHE curriculum fosters an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. This is embedded across the school. Effective support is in place for pupils who find this challenging.

Leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in leaders’ and staff’s day‑to‑day interactions with pupils.

Considering the leadership of your school’s PSHE curriculum;

There is no agreed approach ot leadership of the PSHE curriculum.

The leadership of the school’s planned PSHE curriculum does not demonstrate leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in leaders’ and staff’s day-to-day interactions with pupils.

The leadership of the planned PSHE curriculum reflects leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in leaders’ and staff’s day-to-day interactions with pupils. However, this is not the experience of many pupils.

The leadership of the planned PSHE curriculum reflects leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in leaders’ and staff’s day-to-day interactions with pupils. This is the experience of most pupils.

The leadership of the planned PSHE curriculum reflects leaders’ high expectations of all pupils in the school, and the extent to which these are embodied in leaders’ and staff’s day-to-day interactions with pupils. This is embedded across the school for all pupils.

The extent to which leaders focus their attention on the education provided by the school. There are many demands on leaders, but a greater focus on this area is associated with better outcomes for pupils.

Considering the leadership of your school’s PSHE curriculum;

There is no agreed approach ot leadership of the PSHE curriculum.

The attention of leaders is not on the quality of PSHE education provided by the school.

Leaders focus on the quality of PSHE education provided by the school. However, the impact of this is limited.

Leaders focus on the quality of PSHE education provided by the school. The impact of this leads to good outcomes.

Leaders focus on the quality of PSHE education provided by the school. The impact of this is that excellent PSHE is embedded across the school.

Whether continuing professional development for teachers and staff is aligned with the curriculum, and the extent to which this develops teachers’ content knowledge and teaching content knowledge over time, so that they are able to deliver better teaching for pupils.

Considering the leadership of your school’s PSHE curriculum;

There is no agreed approach ot leadership of the PSHE curriculum.

There is a planned PSHE curriculum but staff are not trained to deliver it.

There is a planned PSHE curriculum and some staff are trained on some aspects of this.

There is a planned PSHE curriculum and most relevant staff have received training in teaching this.

There is high quality training available for all staff in all aspects of PSHE and this is based on a secure knowledge of teacher’s and pupil’s needs.

The extent to which leaders create coherence and consistency across the school so that pupils benefit from effective teaching and consistent expectations, wherever they are in the school.

Considering the leadership of your school’s PSHE curriculum;

There is no agreed approach ot leadership of the PSHE curriculum.

The planned PSHE curriculum is not coherent or consistent.

The planned PSHE curriculum is coherent and consistent but many pupils do not benefit from this.

The planned PSHE curriculum is coherent and consistent and most pupils benefit from this,

The planned PSHE curriculum is coherent and consistent and embedded across the school and all pupils benefit from this.

Whether leaders seek to engage parents and their community thoughtfully and positively in a way that supports pupils’ education. Also, whether leaders are thoughtful in drawing boundaries and resisting inappropriate attempts to influence what is taught and the day‑to‑day life of the school.

Considering the leadership of your school’s PSHE curriculum;

There is no agreed approach ot leadership of the PSHE curriculum.

There is a planned PSHE curriculum but parents and the community are not appropriately engaged in this.

There is a planned PSHE curriculum and a few parents and community groups are appropriately engaged in this or some parents seek to inappropriately influence it.

There is a planned PSHE curriculum and many parents and community groups are appropriately engaged in this.

There is a planned PSHE curriculum and appropriate parental engagement is an integral part of it’s high profile and success across the school.

The extent to which leaders take into account the workload and well‑being of their staff, while also developing and strengthening the quality of the workforce.

Considering the leadership of your school’s PSHE curriculum;

There is no agreed approach ot leadership of the PSHE curriculum

The planned PSHE curriculum does not take into account the workload and well-being of staff, or develop and strengthen the quality of the workforce.

The planned PSHE curriculum aims to take into account the workload and well-being of their staff, while also developing and strengthening the quality of the workforce. However, this is not the case for many staff.

The planned PSHE curriculum aims to take into account the workload and well-being of their staff, while also developing and strengthening the quality of the workforce. Most staff benefit from this.

The planned PSHE curriculum aims to take into account the workload and well-being of their staff, while also developing and strengthening the quality of the workforce. All staff benefit from this.

The extent to which leaders’ and managers’ high ambitions are for all pupils, including those who are harder to reach. This includes ensuring that practices such as ‘off‑rolling’ do not take place and that the way the school uses the pupil premium is founded on good evidence.

Considering the leadership of your school’s PSHE curriculum;

There is no PSHE curriculum.

The planned PSHE curriculum does not.

The planned PSHE curriculum aims to embrace high ambitions for all pupils, including those who are harder to reach. This includes ensuring that practices such as ‘off-rolling’ do not take place and that the way the school uses the pupil premium is founded on good evidence. However there are several individual children or groups who do not experience this.

The planned PSHE curriculum aims to embrace high ambitions for all pupils, including those who are harder to reach. This includes ensuring that practices such as ‘off-rolling’ do not take place and that the way the school uses the pupil premium is founded on good evidence. Almost all children or groups experience this.

The planned PSHE curriculum aims to embrace high ambitions for all pupils, including those who are harder to reach. This includes ensuring that practices such as ‘off-rolling’ do not take place and that the way the school uses the pupil premium is founded on good evidence. All pupils, without exception experience this.

Whether leaders and those responsible for governance all understand their respective roles and perform these in a way that enhances the effectiveness of the school.

Considering Governance of your school’s PSHE curriculum;

There is no PSHE curriculum.

There is a PSHE curriculum, but Governors are unaware of their responsibilities in relation to this.

Governors are aware of their responsibilities in relation to PSHE but are unable to evidence the impact of their actions and decisions.

Governors are aware of their responsibilities in relation to PSHE and can evidence some impact of their actions and decisions.

Governors are able to evidence and talk with confidence about how they have effectively supported PSHE across the school.

Ensuring clarity of vision, ethos and strategic direction.

Considering Governance of your school’s PSHE curriculum;

There is no policy stating vision, ethos and strategy for PSHE.

Governors have not taken any action to ensure clarity of vision, ethos or strategic direction in PSHE.

Governors have considered some aspects of PSHE but are unable to talk with confidence or evidence this.

Governors are able to evidence consideration of clarity of vision, ethos and strategic direction in PSHE.

Governors are an integral part of the success of PSHE across the school.

Holding executive leaders to account for the educational performance of the school and its pupils, and the performance management of staff.

Considering Governance of your school’s PSHE curriculum;

There are no systems for holding executive leaders to account for the educational performance of the school and its pupils, and the performance management of staff in PSHE.

There are systems for holding executive leaders to account for the educational performance of the school and its pupils and the performance of staff in PSHE. However these are ineffective.

Governors can evidence effective systems for holding executive leaders to account for the educational performance of the school and its pupils in PSHE, and the performance management of key staff with PSHE responsibilties. This is in the early stages or impact is unclear.

Governors can evidence effective systems for holding executive leaders to account for the educational performance of the school and its pupils in PSHE, and the performance management of key staff with PSHE responsibilties. Some impact can be seen.

Governors are an integral part of holding executive leaders to account for the educational performance of the school and its pupils in PSHE, and the performance management of key staff with PSHE responsibilities. They are able to demonstrate the positive impact of this.

Overseeing the financial performance of the school and making sure that its money is well spent, including the pupil premium.

Considering Governance of your school’s PSHE curriculum;

There is no system to enable financial oversight in the area of PSHE.

There is system to enable financial oversight in the area of PSHE. However this system is ineffective in demonstrating impact.

There is a system to enable financial oversight in the area of PSHE. A limited impact can be evidenced from this.

There is a system to enable financial oversight in the area of PSHE. Considerable impact can be evidenced from this.

There is a system to enable financial oversight in the area of PSHE. Significant impact can be evidenced from this and spending decisions in PSHE are clearly evidence based.

The extent to which leaders and staff plan, design and implement the early years curriculum.

Considering your school’s PSHE curriculum;

There is no plan for the PSHE curriculum in the Early Years.

There is a plan for the PSHE curriculum in the Early Years, but this has no impact on outcomes.

There is a plan for the PSHE curriculum in the Early Years. There is beginning to provide evidence of positive impact of this on pupil outcomes.

There is a plan for the PSHE curriculum in the Early Years. There is good evidence of positive impact of this on some pupil outcomes.

There is a plan for the PSHE curriculum in the Early Years. There is widespread evidence of positive impact of this on pupil outcomes.

The extent to which the curriculum and care practices meet the needs of the range of children who attend, particularly any children with SEND.

Considering your school’s PSHE curriculum;

There are no planned PSHE curriculum or documented care practices.

There are planned PSHE curriculum and care practices but they do not meet the needs of the range of children who attend.

There are planned PSHE curriculum and care practices but they only meet the needs of some children who attend.

There are planned PSHE curriculum and care practices and they meet the needs of many children who attend.

There are planned PSHE curriculum and care practices and they consistently need the needs of all pupils.

The progress all children make in their learning and development relative to their starting points and their readiness for the next stage of their education.

Considering your school’s PSHE curriculum;

There is no evidence of children’s progress in PSHE.

There is a system to track pupils progress in PSHE but this does not demonstrate progress for most children.

There is a system to track pupils progress in PSHE but this does not demonstrate progress for many children.

There is a system to track pupils progress in PSHE but this does not demonstrate progress for some children.

There is a system to track pupils progress in PSHE. This demonstrates progress for the vast majority of children. Children not making good progress are effectively supported.

Children’s personal, social and emotional development, including whether they feel safe and are secure, stimulated and happy.

Considering your school’s PSHE curriculum;

There is no system to check whether children feel safe and are secure, stimulated and happy.

There are systems to check whether children feel safe and are secure, stimulated and happy. However this is either not used or, when used, shows that many do not feel safe, secure, stimulated or happy.

There are systems to check whether children feel safe and are secure, stimulated and happy. This shows that some do not feel safe, secure, stimulated or happy.

There are systems to check whether children feel safe and are secure, stimulated and happy. Shows that almost all feel safe, secure, stimulated and happy.

There are systems to check whether children feel safe and are secure, stimulated and happy. This shows that all pupils feel safe, secure, stimulated and happy.

Leaders assure themselves that the aims of the EYFS are met and that it is sufficiently challenging for the children it serves. Staff ensure that the content, sequencing and progression in the 7 areas of learning are secured, as appropriate.

Considering your school’s PSHE curriculum;

PSHE is not considered in the planned Early Years curriculum in the setting.

PSHE is considered in the planned Early Year curriculum in the setting but it is insufficiently challenging and content, sequencing and progression is not secured.

PSHE is considered in the planned Early Year curriculum in the setting but it is insufficiently challenging in some aspects and content, sequencing and progression is unclear in some cases.

PSHE is considered in the planned Early Year curriculum in the setting and it is sufficiently challenging for most children and content, sequencing and progression is clear.

PSHE is considered in the planned Early Year curriculum in the setting. It is sufficiently challenging for all children and content, sequencing and progression is clear.

The content of the EYFS curriculum is taught in a logical progression, systematically and in a way that is explained effectively, so that it gives children the necessary foundations for the rest of their schooling.

Considering your school’s PSHE curriculum;

There is no planned PSHE curriculum.

There is a PSHE curriculum but it is not taught in a logical progression, systematically or in a way that is explained effectively.

There is a PSHE curriculum which is taught in a logical progression, systematically, in a way that is explained effectively. However, many children are not accessing this in a way that gives the necessary foundations for the rest of their schooling.

There is a PSHE curriculum which is taught in a logical progression, systematically, in a way that is explained effectively. However, some children are not accessing this in a way that gives the necessary foundations for the rest of their schooling.

There is a PSHE curriculum which is taught in a logical progression, systematically, in a way that is explained effectively. The vast majority of children are accessing this in a way that gives the necessary foundations for the rest of their schooling. The school is taking action to support the few pupils who are not.

Children develop, consolidate and deepen their knowledge, understanding and skills across all the areas of learning in the EYFS.

Considering your school’s PSHE curriculum;

Children do not develop, consolidate and deepen their knowledge, understanding and skills relating to PSHE across all the areas of learning in the EYFS.

Most children do not develop, consolidate and deepen their knowledge, understanding and skills relating to PSHE across all the areas of learning in the EYFS.

Many children do not develop, consolidate and deepen their knowledge, understanding and skills relating to PSHE across all the areas of learning in the EYFS.

Most children develop, consolidate and deepen their knowledge, understanding and skills relating to PSHE across all the areas of learning in the EYFS. However some significant groups of children do not.

The vast majority of children develop, consolidate and deepen their knowledge, understanding and skills relating to PSHE across all the areas of learning in the EYFS. The school is taking action to support those who do not.

Staff develop children’s communication and language through singing songs, nursery rhymes and playing games.

Considering your school’s PSHE curriculum;

There is no planned PSHE curriculum.

Children’s communication skills are not considered in the planned PSHE curriculum.

Children’s communication skills are incidentally developed in the planned PSHE curriculum.

The planned PSHE curriculum deliberately seeks to develop some aspects of children’s communication and language skills.

The development of children’s communication and language skills is embedded in the school’s planned PSHE curriculum.

Staff develop children’s love of reading through reading aloud and telling stories and rhymes.

There is no planned PSHE curriculum.

The planned PSHE curriculum does not develop children’s love of reading through reading aloud and telling stories and rhymes

The planned PSHE curriculum sometimes develops children’s love of reading through reading aloud and telling stories and rhymes.

The planned PSHE curriculum often develops children’s love of reading through reading aloud and telling stories and rhymes.

The planned PSHE curriculum consistently develops children’s love of reading through reading aloud and telling stories and rhymes.

Children demonstrate their attitudes and behaviours through the key characteristics of effective learning:
playing and exploring
active learning
creative thinking and thinking critically.

Considering your school’s PSHE curriculum;

There is no planned PSHE curriculum.

The planned PSHE curriculum does not develop children’s love of reading through reading aloud and telling stories and rhymes.

The planned PSHE curriculum sometimes develops children’s love of reading through reading aloud and telling stories and rhymes.

The planned PSHE curriculum often develops children’s love of reading through reading aloud and telling stories and rhymes.

The planned PSHE curriculum consistently develops children’s love of reading through reading aloud and telling stories and rhymes.

Full School Audit (45 mins)

Considering your school’s approach to PSHE;

Considering the needs of pupils in your school’s approach to PSHE;

Considering the extent to which your PSHE curriculum equips pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed choices;

Considering your school’s approach to Relationships, and health education:

Considering your school’s approach to sex education:

Considering your school’s RSHE curriculum:

Considering your school’s RSHE curriculum:

Considering your school’s curriculum for PSHE:

Considering your school’s curriculum for PSHE:

Considering your PSHE curriculum;

Considering your school’s post-pandemic approach to PSHE;

Considering your school’s post-pandemic curriculum for PSHE:

Considering your school’s PSHE provision for disadvantaged pupils and those with SEND;

Considering the PSHE subject knowledge of your teachers:

Considering the classroom practice of your teachers in PSHE:

Considering PSHE teaching in your school

Considering your school’s use of assessment in PSHE:

Considering your school’s PSHE curriculum

Considering your school’s approach to remote education

Considering your school’s PSHE curriculum

Considering your school’s PSHE curriculum

Considering the work produced in PSHE in your school

Considering your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum on your school’s environment for learning

Considering the impact of your school’s PSHE curriculum on behaviour

Considering the impact of your school’s PSHE curriculum on attendance and punctuality

Considering the impact of your PSHE curriculum on the understanding of f consequences and fairness

Considering the impact of your school’s PSHE curriculum on supporting motivation and positive attitudes to learning.

Considering the impact of your school’s PSHE curriculum on fostering respect and a culture of care

Considering the impact of your school’s PSHE curriculum on creating a safe environment

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your PSHE curriculum

Considering the impact of your PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

Considering the impact of your school’s PSHE curriculum

SPECIAL SCHOOLS ONLY Considering your school’s curriculum for PSHE

Considering the place of spiritual development in your school’s PSHE curriculum

Considering the place of spiritual development in your school’s PSHE curriculum

Considering the place of spiritual development in your school’s PSHE curriculum

Considering the place of spiritual development in your school’s PSHE curriculum

Considering the place of spiritual development in your school’s PSHE curriculum

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering the leadership of your school’s PSHE curriculum;

Considering Governance of your school’s PSHE curriculum;

Considering Governance of your school’s PSHE curriculum;

Considering Governance of your school’s PSHE curriculum;

Considering Governance of your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;

Considering your school’s PSHE curriculum;