RSHE Audit (15 mins)

This audit focuses on the RSHE curriculum of your school, and should only take 15 minutes to complete.

Once completed, a detailed report will be sent to the email address provided.

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An identified subject leader holds responsibility for PSHE/RSHE, with appropriate status, time and senior leadership support.

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

There is no subject leader for RSHE.

There is a subject leader for RSHE but they do not have appropriate status, time or SLT support.

There is a subject leader who has some of the appropriate status, time and SLT support.

There is a subject leader for RSHE who has appropriate status, time and SLT support but aspects of the role are ineffective.

There is a subject leader for RSHE who has appropriate status, time and SLT support and who carries out the role effectively.

A PSHE/RSHE policy statement is in place which has been updated within the past three years, addresses statutory requirements and current national guidance and reflects consultation within the school community.

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

There is no PSHE/RSHE policy statement.

There is a PSHE/RSHE policy statement but it does not address statutory requirements and current national guidance or reflect consultation.

There is a PSHE/RSHE policy statement but it has not been updated in the last 3 years to ensure that it addresses statutory requirements and current national guidance or reflect consultation.

There is a PSHE/RSHE policy statement, updated in the last 3 years addresses statutory requirements and current national guidance and reflects consultation within the school community but is not available to all stakeholders.

There is a PSHE/RSHE policy statement, updated in the last 3 years which addresses statutory requirements and current national guidance and reflects consultation within the school community and is available to all stakeholders.

Provision for PSHE/RSHE is embedded in mainstream school planning, for instance through the School Development Plan and in the agenda of the governing body.

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

Provision for PSHE/RSHE is not considered in this school.

Provision for PSHE/RSHE is considered on an unplanned basis.

Provision for PSHE/RSHE is occasionally considered in mainstream school planning such as inclusion in the SDP or Governing Body agendas but only when an issue arises.

Provision for PSHE/RSHE is regularly considered in mainstream school planning such as inclusion in the SDP or Governing Body agendas.

Provision for PSHE/RSHE is a fundamental element of school planning and always features in the SDP or Governing Body agendas.

The entitlement of all learners is secured through planned provision for PSHE/RSHE across the whole age range.

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

There is no planned entitlement for all learners for provision in PSHE/RSHE.

There is planned provision for PSHE/RSHE provision but it is not clear what this is for all learners.

There is planned provision for PSHE/RSHE which is clear for all learners but the impact of this is not clear for many learners.

There is planned provision for PSHE/RSHE which is clear for all learners but the impact of this is not clear for some learners.

There is planned provision for PSHE/RSHE which is clear for all learners and the impact of this is seen for the vast majority of learners. There is intervention in place for those who are not benefiting from this provision.

PSHE/RSHE is taught according to a clear scheme of work which ensures age‑appropriate learning and progression, and clarifies the relationship between learning in PSHE/RSHE, Science etc.

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

There is no scheme of work for PSHE/RSHE.

The scheme of work for PSHE/RSHE does not ensure age-appropriate learning and progression, or clarify the relationship between learning in PSHE/RSHE, Science etc.

The scheme of work ensures age appropriate learning and progression but does not clarify the relationship between learning in PSHE/RSHE, Science etc.

The scheme of work does not ensure age appropriate learning and progression but does clarify the relationship between learning in PSHE/RSHE, Science etc.

PSHE/RSHE is taught according to a clear scheme of work which ensures age-appropriate learning and progression, and clarifies the relationship between learning in PSHE/RSHE, Science etc.

Please select an answer for all questions to continue.

The teaching team for PSHE/RSHE is composed according to a model which ensures that all teachers are willing and committed to the teaching of this subject, and have the opportunity to gain and consolidate experience over time.

Considering THE TEACHING TEAM of RSHE in your school

There is no teaching team for PSHE/RSHE.

The teaching team for PSHE/RSHE is not composed according to a model which ensures that all teachers are willing and committed to the teaching of this subject, and have the opportunity to gain and consolidate experience over time.

The teaching team for PSHE/RSHE is composed according to a model which aims to ensure that all teachers are willing and committed to the teaching of this subject, and have the opportunity to gain and consolidate experience over time. However, this is not effective for many staff.

Teachers who deliver PSHE/RSHE have the necessary confidence, subject knowledge and classroom skills to deal with subject matter that can be sensitive and personal.

Considering THE TEACHING TEAM of RSHE in your school

Teachers do not deliver PSHE/RSHE.

Teachers who deliver PSHE/RSHE have the necessary confidence, subject knowledge and classroom skills to deal with subject matter that can be sensitive and personal.

Some teachers who deliver PSHE/RSHE have the necessary confidence, subject knowledge and classroom skills to deal with subject matter that can be sensitive and personal.

Most teachers who deliver PSHE/RSHE have the necessary confidence, subject knowledge and classroom skills to deal with subject matter that can be sensitive and personal.

All teachers who deliver PSHE/RSHE have the necessary confidence, subject knowledge and classroom skills to deal with subject matter that can be sensitive and personal.

Any teachers, TAs and other support staff whose role involves providing pupil care, support or guidance have the confidence, knowledge and skills to deal with sensitive matters e.g. relationships and sexual health.

Considering THE TEACHING TEAM of RSHE in your school

Staff do not deal with sensitive matters.

Staff deal with sensitive matters but there is no framework to detail the knowledge and skills needed.

A few teachers, TAs and other support staff whose role involves providing pupil care, support or guidance have the confidence, knowledge and skills to deal with sensitive matters e.g. relationships and sexual health.

Most teachers, TAs and other support staff whose role involves providing pupil care, support or guidance have the confidence, knowledge and skills to deal with sensitive matters e.g. relationships and sexual health.

All teachers, TAs and other support staff whose role involves providing pupil care, support or guidance have the confidence, knowledge and skills to deal with sensitive matters e.g. relationships and sexual health.

Professional development is available through the school’s CPD programme to all staff who contribute to the PSHE/RSHE agenda, and at least a nucleus of the teaching team has benefited from such training

Considering THE TEACHING TEAM of RSHE in your school

There is no professional development for PSHE/RSHE.

Professional development is available through the school’s CPD programme to all staff who contribute to the PSHE/RSHE agenda, but none of the teaching team has benefited from such training.

Professional development is available through the school’s CPD programme to all staff who contribute to the PSHE/RSHE agenda, and only a few of the teaching team has benefited from such training.

Professional development is available through the school’s CPD programme to all staff who contribute to the PSHE/RSHE agenda, and all of the teaching team has benefited from such training.

The teaching of PSHE/RSHE is effectively monitored and supported, and all members of the team share in evaluation and development of the programme.

Considering THE TEACHING TEAM of RSHE in your school

There is no PSHE/RSHE teaching.

The teaching of PSHE/RSHE is not effectively monitored and supported.

The teaching of PSHE/RSHE is effectively monitored and supported, and a few members of the team share in evaluation and development of the programme.

The teaching of PSHE/RSHE is effectively monitored and supported, and many members of the team share in evaluation and development of the programme.

The teaching of PSHE/RSHE is effectively monitored and supported, and all members of the team share in evaluation and development of the programme.

Please select an answer for all questions to continue.

Strong links are established between the teaching team and the pastoral team for identification of issues that need to be addressed in lessons. Appropriate referral pathways for students are established if necessary.

Considering THE TEACHING TEAM of RSHE in your school

There is no link between the teaching team and the pastoral team.

Some links are established between the teaching team and the pastoral team for identification of issues that need to be addressed in lessons.

Growing links are established between the teaching team and the pastoral team for identification of issues that need to be addressed in lessons. Appropriate referral pathways for students are sometimes established.

If external agencies are involved in delivering aspects of PSHE/RSHE, their contributions are planned, integrated, quality‑assured and enhance the learning experience.

Considering THE TEACHING TEAM of RSHE in your school

External agencies are not used.

External agencies are involved in delivering aspects of PSHE/RSHE, but their contributions are not planned, integrated, quality-assured and do not enhance the learning experience.

External agencies are involved in delivering aspects of PSHE/RSHE, their contributions are sometimes planned, integrated, quality-assured and enhance the learning experience.

External agencies are involved in delivering aspects of PSHE/RSHE, their contributions are usually planned, integrated, quality-assured and enhance the learning experience.

External agencies are involved in delivering aspects of PSHE/RSHE and their contributions are always planned, integrated, quality-assured and enhance the learning experience.

Consistent care is taken to create a safe and positive learning environment for PSHE/RSHE, for instance, through the establishment of ground rules or a class agreement.

Considering TEACHING AND LEARNING of PSHE/RSHE

There is no safe or positive learning environment for PSHE/RSHE.

The learning environment necessary for safe and positive PSHE/RSHE is not defined.

Little care is taken to create a safe and positive learning environment for PSHE/RSHE, for instance, through the establishment of ground rules or a class agreement.

Inconsistent care is taken to create a safe and positive learning environment for PSHE/RSHE, for instance, through the establishment of ground rules or a class agreement.

Consistent care is taken to create a safe and positive learning environment for PSHE/RSHE, for instance, through the establishment of ground rules or a class agreement.

Teachers clearly understand their duty of confidentiality to pupils and its limits, and convey this to their classes.

Considering TEACHING AND LEARNING of PSHE/RSHE

Confidentiality requirements have not been considered.

Confidentiality guidelines have been developed but are unclear or out of date.

Clear confidentiality guidelines are in place , but not understood by many staff and pupils.

Clear confidentiality guidelines are in place , but not understood by some staff and pupils.

Teachers clearly understand their duty of confidentiality to pupils and its limits, and convey this to their classes.

PSHE/RSHE lessons are taught with varied, active and experiential approaches, and include scope for pupils safely to ask questions and to learn by enquiry.

Considering TEACHING AND LEARNING of PSHE/RSHE

PSHE/RSHE is not taught.

PSHE/RSHE lessons are taught but not with varied, active and experiential approaches, or including scope for pupils safely to ask questions and to learn by enquiry.

Many PSHE/RSHE lessons are not taught with varied, active and experiential approaches, and do not include scope for pupils safely to ask questions and to learn by enquiry.

PSHE/RSHE lessons are usually taught with varied, active and experiential approaches, and include scope for pupils safely to ask questions and to learn by enquiry.

PSHE/RSHE lessons are always taught with varied, active and experiential approaches, and include scope for pupils safely to ask questions and to learn by enquiry.

Please select an answer for all questions to continue.

Teachers employ varied and appropriate groupings for PSHE/RSHE lessons, including single sex groups where relevant.

Considering TEACHING AND LEARNING of PSHE/RSHE

PSHE/RSHE is not taught

PSHE/RSHE is taught but teachers do not employ varied and appropriate groupings for PSHE/RSHE lessons, including single sex groups where relevant.

Many teachers do not employ varied and appropriate groupings for PSHE/RSHE lessons, including single sex groups where relevant.

Most teachers employ varied and appropriate groupings for PSHE/RSHE lessons, including single sex groups where relevant.

All teachers employ varied and appropriate groupings for PSHE/RSHE lessons, including single sex groups where relevant.

PSHE/RSHE lessons support pupils in developing their own moral values, within a framework of understanding of the law and cultural values.

Considering TEACHING AND LEARNING of PSHE/RSHE

The school does not teach PSHE/RSHE

PSHE/RSHE lessons do not support pupils in developing their own moral values, within a framework of understanding of the law and cultural values.

Many PSHE/RSHE lessons do not support pupils in developing their own moral values, within a framework of understanding of the law and cultural values.

PSHE/RSHE lessons usually support pupils in developing their own moral values, within a framework of understanding of the law and cultural values.

PSHE/RSHE lessons consistently support pupils in developing their own moral values, within a framework of understanding of the law and cultural values.

PSHE/RSHE lessons enable pupils to explore sensitive and controversial issues and to understand the range of views people may hold about them.

Considering TEACHING AND LEARNING of PSHE/RSHE

The school does not teach PSHE/RSHE

PSHE/RSHE lessons do not enable pupils to explore sensitive and controversial issues and to understand the range of views people may hold about them.

Many PSHE/RSHE lessons do not enable pupils to explore sensitive and controversial issues and to understand the range of views people may hold about them.

Most PSHE/RSHE lessons enable pupils to explore sensitive and controversial issues and to understand the range of views people may hold about them.

All PSHE/RSHE lessons enable pupils to explore sensitive and controversial issues and to understand the range of views people may hold about them.

Learning in PSHE/RSHE is underpinned by a structured and consistent approach to assessing and recording pupils’ progress, which includes pupils’ self‑assessment and a meaningful system for reporting to parents.

Considering TEACHING AND LEARNING of PSHE/RSHE

The school does not teach RSHE/PSHE.

Learning in PSHE/RSHE is not underpinned by a structured and consistent approach to assessing and recording pupils’ progress, which includes pupils’ self-assessment and a meaningful system for reporting to parents.

Learning in PSHE/RSHE is sometimes underpinned by a structured and consistent approach to assessing and recording pupils’ progress, which includes pupils’ self-assessment and a meaningful system for reporting to parents.

Learning in PSHE/RSHE is often underpinned by a structured and consistent approach to assessing and recording pupils’ progress, which includes pupils’ self-assessment and a meaningful system for reporting to parents.

Learning in PSHE/RSHE is always underpinned by a structured and consistent approach to assessing and recording pupils’ progress, which includes pupils’ self-assessment and a meaningful system for reporting to parents.

PSHE/RSHE teaching is supported by a range of good quality resources that are appropriate with regard to the pupils’ age, maturity and background, and reflect diversity.

Considering TEACHING AND LEARNING of PSHE/RSHE

PSHE/RSHE is not taught in this school.

PSHE/RSHE teaching is not supported by a range of good quality resources that are appropriate with regard to the pupils’ age, maturity and background, and reflect diversity.

PSHE/RSHE teaching is sometimes supported by good quality resources that are appropriate with regard to the pupils’ age, maturity and background, and reflect diversity.

PSHE/RSHE teaching is usually supported by a range of good quality resources that are appropriate with regard to the pupils’ age, maturity and background, and reflect diversity.

PSHE/RSHE teaching is consistently supported by a range of good quality resources that are appropriate with regard to the pupils’ age, maturity and background, and reflect diversity.

Please select an answer for all questions to continue.

Strategies are in place to ensure the learning programme is responsive to the real needs of pupils, including the monitoring of local data and in‑school intelligence.

Considering TEACHING AND LEARNING of PSHE/RSHE

There is no learning programme.

Strategies are not in place to ensure the learning programme is responsive to the real needs of pupils, including the monitoring of local data and in-school intelligence.

Strategies are sometimes in place to ensure the learning programme is responsive to the real needs of pupils, including the monitoring of local data and in-school intelligence.

Strategies are often in place to ensure the learning programme is responsive to the real needs of pupils, including the monitoring of local data and in-school intelligence.

Strategies are consistently in place to ensure the learning programme is responsive to the real needs of pupils, including the monitoring of local data and in-school intelligence.

Strategies are in place to identify and provide for specific individual needs in learning and personal development.

Considering TEACHING AND LEARNING of PSHE/RSHE

There are no strategies in place.

Strategies are in place but they do not identify and provide for specific individual needs in learning and personal development.

Strategies are in place to identify and provide for specific individual needs in learning and personal development. But they are not effective for many pupils.

Strategies are in place to identify and provide for specific individual needs in learning and personal development. But they are not effective for some pupils.

Strategies are in place to identify and provide for specific individual needs in learning and personal development. They are effective for all pupils.

In the school prospectus and public documents (including newsletters and the website):

Any vision statements reflect and support the school’s approach to PSHE/RSHE

A digest of key points from the school’s PSHE/RSHE policy (including rationale and approach, content and parental right of withdrawal) is included

Considering THE LEARNING COMMUNITY for PSHE/RSHE

There is no agreed approach to PSHE/RSHE.

The school’s planned approach to PSHE/RSHE Is not reflected in any public documents.

The school’s planned approach to RSHE/PSHE is reflected in some public documents but this does not reflect and support the school’s approach to PSHE/RSHE or a digest of key points from the school’s PSHE/RSHE policy (including rationale and approach, content and parental right of withdrawal).

The school’s planned approach to RSHE/PSHE is reflected in most public documents and reflects and supports the school’s approach to PSHE/RSHE. A digest of key points from the school’s PSHE/RSHE policy (including rationale and approach, content and parental right of withdrawal) is included.

The school’s planned approach to RSHE/PSHE is fully reflected in all relevant public documents and this reflects and supports the school’s approach to PSHE/RSHE. A digest of key points from the school’s PSHE/RSHE policy (including rationale and approach, content and parental right of withdrawal) is included.

The principle that PSHE/RSHE is a partnership between school and home is embedded in effective measures to inform parents/carers, involve them in dialogue and consultation, and support them in discussing these issues with their children at home.

Considering THE LEARNING COMMUNITY for PSHE/RSHE

There is no home/school partnership for PSHE/RSHE.

Existing home/school partnership for PSHE/RSHE is not effective.

The principle that PSHE/RSHE is a partnership between school and home is recognised, but not established.

The school’s mechanisms for managing PR and communication with local media serve to promote positive messages about PSHE/RSHE provision and to avoid or correct misperceptions.

Considering THE LEARNING COMMUNITY for PSHE/RSHE

The school does not have any mechanisms for managing PR and communication with local media.

The school’s mechanisms for managing communications with local media are not designed to promote positive messages about PSHE/RSHE provision and to avoid or correct misperceptions.

The school’s mechanisms for managing communications with local media aim to promote positive messages about PSHE/RSHE provision and to avoid or correct misperceptions. However, this is not effective.

The school’s mechanisms for managing communications with local media serve to promote positive messages about PSHE/RSHE provision and to avoid or correct misperceptions. This is usually effective.

The school’s mechanisms for managing communications with local media serve to promote positive messages about PSHE/RSHE provision and to avoid or correct misperceptions. This is embedded in practice.

Please select an answer for all questions to continue.

A working partnership with local sexual health and support services allows these services to be fully represented in the teaching programme and young people’s access to them to be facilitated.

Considering THE LEARNING COMMUNITY for PSHE/RSHE

There is no partnership with local sexual health and support services.

There is a partnership with local sexual health and support services but this is not focused on allowing these services to be fully represented in the teaching programme and young people’s access to them to be facilitated.

The school’s mechanisms for managing communications with local media serve to promote positive messages about PSHE/RSHE provision and to avoid or correct misperceptions. This is usually effective.

A working partnership with primary (feeder) schools serves to promote cross‑phase continuity and progression in children’s experience of PSHE/RSHE.

Considering THE LEARNING COMMUNITY for PSHE/RSHE

There is no working partnership with feeder schools concerning PSHE/RSHE.

There is a working partnership with feeder schools concerning PSHE/RSHE. However, this is ineffective.

A working partnership with some primary (feeder) schools serves to promote cross-phase continuity and progression in children’s experience of PSHE/RSHE.

A working partnership with most primary (feeder) schools serves to promote cross-phase continuity and progression in children’s experience of PSHE/RSHE.

A working partnership with all primary (feeder) schools serves to promote cross-phase continuity and progression in children’s experience of PSHE/RSHE.

Please select an answer for all questions to continue.

RSHE Audit (15 mins)

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

Considering LEADERSHIP AND MANAGEMENT of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering THE TEACHING TEAM of RSHE in your school

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering TEACHING AND LEARNING of PSHE/RSHE

Considering THE LEARNING COMMUNITY for PSHE/RSHE

Considering THE LEARNING COMMUNITY for PSHE/RSHE

Considering THE LEARNING COMMUNITY for PSHE/RSHE

Considering THE LEARNING COMMUNITY for PSHE/RSHE

Considering THE LEARNING COMMUNITY for PSHE/RSHE

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