TOOLKIT

PSHE; SRE; Drug, Alcohol and Tobacco Education | Healthy Eating | Physical Activity | Emotional Health and Wellbeing

Toolkit

PSHE; SRE; Drug, Alcohol and Tobacco Education

Once the school has established at what level it is performing, with reference to the SSRE Grade Descriptors for Healthy Futures, these are key questions it can address to help it move forward

1. Is there a planned PSHE Programme?

Outstanding	Good	Satisfactory	Inadequate
Does the school uses the PSHE framework to deliver a planned programme of PSHE in line with DoE guidance? Does the school have a designated member of staff with responsibility for PSHE provision, who is regularly trained and updated and receives appropriate SMT support? Does the school ensure appropriate, relevant CPD is provided for staff on a regular basis?	Has the school started to use a PSHE framework to deliver a planned programme of PSHE in line with DoE guidance? Has the school a designated member of staff with responsibility for PSHE provision, who receives some training and updating? Does this designated person receive appropriate SMT support? Does the school ensure appropriate, some relevant CPD is provided for all of the staff?	Is the school is beginning to develop a PSHE framework to deliver a planned programme of PSHE in line with DoE guidance? Does the school have a designated member of staff with responsibility for PSHE provision? Does the school ensure appropriate CPD is provided for some of the staff for time to time?	Further indicators of inadequate performance are: The school has no PSHE framework to deliver a planned programme of PSHE in line with DoE guidance The school has no designated member of staff with responsibility for PSHE provision. The school doesn’t provide any appropriate CPD for any of the staff.

2. Are there monitoring and evaluation systems for PSHE provision to ensure quality of teaching and learning?

Outstanding	Good	Satisfactory	Inadequate
Does the school regularly monitor and evaluate PSHE provision to ensure the quality of teaching and learning, and does it regularly assess pupils’ progress and achievement in line with DoE guidance?	Is there some evidence of monitoring, and evaluation of teaching and learning in PSHE, and of pupils progress and achievement?	Is there is there evidence that the school is developing procedures to monitor and evaluate teaching and learning in PSHE and for monitoring pupils progress and achievement.	Further indicators of inadequate performance are: There is no evidence of monitoring, assessment and evaluating of the teaching and learning in PSHE or of pupils progress and achievement.

3. To what extent does the school involve relevant stakeholders in developing its PSHE Curriculum?

Outstanding	Good	Satisfactory	Inadequate
Are there mechanisms in place to ensure that pupils’ views are often reflected in curriculum planning, teaching and learning? Is inclusion of all pupils seen as being fundamental? Does the school uses a good balance of external agencies to support school staff in the delivery of PSHE? Is local data interpreted and used to inform policy and practice? Are links in place with numerous external agencies to which pupils can be referred?	Do any planned opportunities exist for pupils’ views to be reflected in curriculum planning and teaching and learning? How consistent are these opportunities – do they allow pupils’ views to impact on curriculum development? Is the school developing strategies whereby inclusion will be actively promoted? Is there a growing range of purposeful links with external agencies?	Are there limited opportunities for pupils to express their views? Have efforts have been made to remove barriers to inclusion? Are there links to a limited range of external agencies to support school staff delivery PSHE? Is there some evidence that local data is used to inform policy and practice? Are there limited links in place with external agencies which can support pupils? To what extent are staff clear about the role of these agencies?	Further indicators of inadequate performance are: Pupils’ views are not taken into consideration in curriculum planning, teaching and learning. There is little or no effort made to remove barriers to inclusion. The school either doesn’t use any external agencies to support school staff or only uses external agencies to delivery PSHE. Local data is not used to inform policy and practice. No links are in place with any external agencies to which pupils can be referred.

4. To what extent has the school developed its Drug and Alcohol Education?

Outstanding	Good	Satisfactory	Inadequate
Is there a ‘whole school approach’ to drug and alcohol education? Does the school have comprehensive, written drugs and alcohol education policy and is there evidence of pupil involvement in development and evaluation of such policies? Does the school have a wide range of appropriate resources supporting clear learning outcomes appropriate to year groups/differentiated teaching? Does the school use a good balance of in-house and external agencies to support school staff in the delivery of drug and alcohol education for pupils, parents and carers? Are links in place with appropriate agencies to which pupils can be referred? Are appropriate training opportunities for teachers/support staff identified and met?	Is there evidence of working towards a ‘whole school approach’ to drug and alcohol education? Is drug and alcohol educations planned and are appropriate resources accessed? Has the school has identified appropriate training requirements for teachers and support staff? Is there evidence of arrangements for external agencies to support the delivery of the drug and alcohol programme? Is there evidence of working towards providing education and support for pupils, parents and carers?	Have the school got an identified approach to drug & alcohol education? Have learning outcomes been identified that are appropriate to age groups? Are appropriate resources obtainable in school? Is the school working towards pupil involvement in development and evaluation? Are visitors from external agencies being considered to assist with teaching, where appropriate? Have education and support needs for parents and carers been identified?	Further indicators of inadequate performance are: No planned drug and alcohol education timetable. No evaluation of learning outcomes. No provision or planning of drug and alcohol education for teachers or support staff. Limited drug and alcohol education resources. No support for parents and carers.

5. To what extent has the school developed its SRE Policy and Education programme?

Outstanding	Good	Satisfactory	Inadequate
Is there a ‘whole school approach’ to SRE? Does the school have a comprehensive, written SRE policy and is there evidence of pupil/parent/governor involvement in development and evaluation of such policies? Does the school have a wide range of appropriate resources supporting clear learning outcomes appropriate to year groups/differentiated teaching? Does the school use a good balance of in-house and external agencies to support school staff in the delivery of SRE for pupils? Are links in place with appropriate agencies to which pupils can be referred? Are appropriate training opportunities for teachers/support staff identified and met?	Is there evidence of working towards a ‘whole school approach’ to SRE ? Is SRE planned and are appropriate resources accessed? Has the school has identified appropriate training requirements for teachers and support staff? Is there evidence of arrangements for external agencies to support the delivery of the SRE programme? Is there evidence of working towards providing education and support for pupils?	Have the school got an identified approach to SRE? Have learning outcomes been identified that are appropriate to age groups? Are appropriate resources obtainable in school? Is the school working towards pupil involvement in development and evaluation? Are visitors from external agencies being considered to assist with teaching, where appropriate?	Further indicators of inadequate performance are: No planned SRE timetable. No evaluation of learning outcomes. No provision or planning of SRE for teachers or support staff. Limited SRE resources. No support for parents and carers.

6. To what extent has the school developed its Tobacco Education and Tobacco Policy?

Outstanding	Good	Satisfactory	Inadequate
Is there a ‘whole school approach’ to Tobacco Education and Tobacco Policy? Does the school have a comprehensive, written Tobacco Policy and is there evidence of pupil/parent involvement in development and evaluation of such policies? Does the school have a wide range of appropriate resources supporting clear learning outcomes appropriate to year groups/differentiated teaching? Does the school use a good balance of in-house and external agencies to support school staff in the delivery of Tobacco Education for pupils, parents and carers? Are links in place with appropriate agencies to which pupils can be referred? Are appropriate training opportunities for teachers/support staff identified and met?	Is there evidence of working towards a ‘whole school approach’ to Tobacco Education and a Tobacco Policy? Is Tobacco Education planned and are appropriate resources accessed? Has the school has identified appropriate training requirements for teachers and support staff? Is there evidence of arrangements for external agencies to support the delivery of Tobacco Education? Is there evidence of working towards providing education and support for teachers, pupils, parents and carers?	Have the school got an identified approach to Tobacco Education and a Tobacco Policy? Have learning outcomes been identified that are appropriate to age groups? Are appropriate resources obtainable in school? Is the school working towards pupil involvement in development and evaluation? Are visitors from external agencies being considered to assist with teaching, where appropriate? Have education and support needs for teachers, pupils, parents and carers been identified?	Further indicators of inadequate performance are: No planned Tobacco Education timetable. No evaluation of learning outcomes. No provision or planning of Tobacco Education or Tobacco Policy for teachers or support staff. Limited Tobacco Education resources. No Tobacco Policy. No support for teachers, pupils, parents and carers.

Healthy Eating

Healthy Eating: Pupils/young people have the confidence, skills and understanding to make healthier choices. Healthy and nutritious food and drink is available across a school day

Once the school has established at what level it is performing, with reference to the SSRE Grade Descriptors for Healthy Futures, these are key questions it can address to help it move forward

1. To what extent is there a ‘whole school approach’ to the development of a school food and drink policy?

Outstanding	Good	Satisfactory	Inadequate
Has an appropriate whole school/club food and drink policy and practice been developed through wide consultation and is this implemented, monitored and evaluated for impact? Is feedback acted upon? Are staff, pupils/young people, parents and wider community fully involved in the development of policy?	Are staff, pupils/young people, and parents involved in guiding and developing appropriate food and drink policy and practice within school/setting?	Has a member of staff/SMT been identified to oversee all aspects of food in school/setting? Is a whole school/setting food policy being developed through consultation?	Further indicators of inadequate performance are: No consultation over school/club food policy. No evidence of development of policy.

2. What are the arrangements for the provision of food and drink on the premises?

Outstanding	Good	Satisfactory	Inadequate
Do meals, vending machines and/or tuck shop (if available) provide options that are consistently nutritious and healthy? Does the school/setting ensure healthier food and drink options are available and promoted, in a variety of ways, at breaks and lunchtimes, working toward latest guidance on meal improvement (including lunchboxes)? Are pupils/young people fully involved in decision making, and consistently make healthier choices? Do pupils/young people have easy, frequent access to free, clean, palatable water?	Do meals, vending machines and/or tuck shop (if available) provide options that are generally nutritious and healthy? Does the school/setting ensure healthier food and drink options are available and promoted? Are pupils/young people consulted about the food choices available throughout the school day? Do pupils/young people have frequent access to free, clean palatable water?	Is there a welcoming eating environment that encourages the positive social interaction of pupils/young people? Does the school/setting monitor menus and food choices to inform policy development and provision? Do pupils/young people have some opportunity to comment on food provision? Do pupils/young people have access to free, clean palatable water?	Further indicators of inadequate performance are: Meals, vending machines and/or tuck shop do not provide nutritious and healthy options. Pupils/young people are not consulted on what food is provided. Pupils/young people have little or no access to free, clean palatable water.

3. How effective is training for staff in ensuring the provision of healthy food and drink?

Outstanding	Good	Satisfactory	Inadequate
Do all staff participate in/attend training on a range of subjects relating to healthy eating in line with curriculum and whole school approach?	Do most staff participate in/attend training on a range of subjects relating to healthy eating?	Do some staff participate in/attend training on a range of subjects relating to healthy eating?	Further indicators of inadequate performance are No staff participate in/attend training on a range of subjects relating to healthy eating.

4. Do learning opportunities promote healthier choices with regard to food and drink, including safety and hygiene?

Outstanding	Good	Satisfactory	Inadequate
Do pupils/young people regularly have age appropriate learning opportunities about the importance of diet and health, food safety and food hygiene, planning budgeting preparing, and cooking meals? Do pupils/young people understand the need to avoid certain foods and increase consumption of other food groups within a balanced and healthy diet and demonstrably relate this to their own diet?	Do pupils/young people have age appropriate learning opportunities about the importance of diet and health, food safety and food hygiene, planning budgeting preparing, and cooking meals? Do pupils/young people understand the need to avoid certain foods and increase consumption of other food groups within a balanced and healthy diet?	Do pupils/young people have access to information and advice about the importance of diet in relation to health? Do pupils/young people have some understanding about the need to avoid certain foods and increase consumption of other food groups within a balanced and healthy diet?	Further indicators of inadequate performance are: Pupils/young people have little or no access to information about the importance of diet in relation to health. Healthy food and drink choices are rarely discussed. Pupils/young people have little or no understanding about the need to avoid certain foods and increase consumption of other food groups within a balanced and healthy diet.

5. Is good use made of local data and information to inform activities & support national priorities?

Outstanding	Good	Satisfactory	Inadequate
Do pupils/young people seek out and use local data to instigate a wide range of events and activities, actively involving other agencies on healthier food and drink issues as appropriate?	Do pupils/young people have access to relevant local data and are they offered the opportunity to participate in a range of events or activities? Is there regular involvement of other agencies on healthier food and drink issues as appropriate?	Do pupils/young people have access to relevant local data and are they offered the opportunity to participate in some events or activities? Is there some involvement of other agencies?	Further indicators of inadequate performance are: Pupils/young people do not have access to local data and do not participate in any events or activities. No involvement of other agencies.

Physical Activity

Physical Activity: Pupils are provided with a range of opportunities to be physically active. They understand how physical activity can help them to be healthier, and how it can be a part of their every day life.

Once the school has established at what level it is performing, with reference to the SSRE Grade Descriptors for Healthy Futures, these are key questions it can address to help it move forward

1. Does the school have clear leadership and management that monitors and develops its Physical Activity Policy?

Outstanding	Good	Satisfactory	Inadequate
Has the policy been written with wide consultation, including pupils, parents and external agencies, including clear procedures for Health and Safety? Is the school’s ethos and curriculum successful in building the self-esteem and confidence of pupils? Is the programme inclusive giving all pupils a positive experience? Does the school actively participate in National Physical Activity events? Are strategies for lunch time and after school physical activities well developed? Does the staff training programme makes a positive contribution to the quality and range of physical activity for all pupils?	Has the policy been constructed following Policy consultation with Governors and staff including clear agreed procedures for ensuring Health and Safety? Is information from monitoring and evaluation used to pinpoint areas for improvement and training? Does an inclusive policy ensure well matched provision for the majority of pupils? Are lunch time/after school opportunities – limited to certain groups of children? Where links have been established with the sporting community, are they sustainable in the longer term?	Is there a policy in place? Was the policy informed by reference to the school’s stakeholders? Are there mechanisms established for the evaluation and review of physical activity provision. How inclusive are policies? – Are certain groups not catered for? Are there clear procedures for ensuring Health and Safety? Is provision for lunchtime/after school physical activity inconsistent? Do training opportunities link to identified areas for improvement?	Further indicators of inadequate performance are: There is no policy in place and no consultation with the school community on physical activity Planning and teaching of physical activity does not target the development of individual pupils’ self esteem and confidence. There are no clear Health and Safety procedures There is no provision for lunch time / after school physical activity No CPD / training opportunities for staff

2. Do curricular opportunities allow all pupils to participate in a broad range of physical activity?

Outstanding	Good	Satisfactory	Inadequate
Do all pupils receive at least 2 hours physical activity each week? During physical activity lessons are pupils encouraged to raise their metabolic rate for at least 40% of the time? Do lessons meet the needs of all pupils? Is there an emphasis on skill development and motor learning in all lessons? Are lessons monitored and evaluated? Are evaluations used to provide feedback and drive up standards? Is there a regular, sustained and varied extra curricular programme of physical activities open to all pupils? Are pupils’ achievements celebrated by acknowledging effort, participation, and sportsmanship? Are barriers to participation removed or minimised?	Do all pupils receive at least 2 hours physical activity each week? Are lessons are well planned and is assessment used address the needs of individuals and groups? Does regular evaluation of teaching and learning is take place and is feedback used to support continuous improvement? Are there opportunities for pupils to access a good variety of extra curricular activities? Is imaginative use is made of the time and space available and are positive steps taken to remove identified barriers to participation?	Do most pupils receive at least 2 hours physical activity each week? Do lesson plans meet the needs of most pupils? Are lessons usually planned to develop pupils’ skills and is there some attempt to meet individual needs? Are some skills taught and do pupils make at least satisfactory progress towards curriculum targets? Are some lessons monitored? Is feedback used consistently to raise standards? Does the extra curricular programme provide some enrichment to the curriculum for at least half the pupils? Does the school identify some barriers to curriculum delivery and has it plans to remove them?	Further indicators of inadequate performance are: Pupils do not receive 2 hours physical activity per week. Pupils’ metabolic rate is not raised for a sufficient proportion of lesson time. Lessons are unstructured, not inclusive and insufficiently challenging. Few skills are taught and pupils are unable to make at least satisfactory progress. Lessons and plans are not monitored to evaluate the impact of teaching. The extra curricular programme is very limited and a significant number of pupils are not catered for. The curriculum is limited by the availability and use of space and equipment. No steps are taken to deal with these issues or other barriers to participation.

3. Is the provision of appropriate training ensured?

Outstanding	Good	Satisfactory	Inadequate
Is there a structured, planned training programme for physical activity available to all teachers? Is the impact of the training on provision is evaluated? Does the school encourage and fund appropriate training for staff to attend sports coaching/ teaching awards? Are teachers appropriately dressed for all physical activity in the school and provide a positive role model for the pupils?	Is there a well planned training programme, linked to the School Improvement Plan and Performance Management targets? Do teachers have access to regular training opportunities in physical activity and sport? Does school makes use of twilight training time to facilitate physical activity training that increases the confidence and knowledge of staff particularly in areas identified as in need of improvement? Do teachers demonstrate enthusiasm for physical activity and positively promote pupils’ involvement? Is there a good understanding of Health and Safety issues?	Are teachers sufficiently knowledgeable to teach physical activity to a satisfactory standard and are they are encouraged to attend appropriate training? Is monitoring and evaluation of lessons used to identify training needs? Are these needs then reflected in the School Improvement Plan? Are teachers committed to improving the quality of provision and providing positive role model - including dressing appropriately?	Further indicators of inadequate performance are: No training in physical activity for teachers is planned or in place and the quality of teaching and learning is unsatisfactory. School does not identify training needs or seek external training opportunities – such as coaching / teaching awards. Teachers show no enthusiasm for physical activity or for taking part in physical education lessons.

4. How are sports development professionals, experts within the community and parents/carers involved in provision?

Outstanding	Good	Satisfactory	Inadequate
Are there links with a variety of local sports clubs? To what extent are these sustainable over time? Are a high % of pupils involved with Manx Sport and Recreation initiatives and/or Outward Bound activities? Does the school regularly participate in “Walking Bus” schemes and does it encourage parents to engage in the scheme themselves? The school encourages it’s staff and pupils to consider walking or cycling to and from school and has a school travel plan or policy in place. Is the school involved in the provision of safe cycle routes into school? Are parents and pupils consulted about the planning of physical activity? Does the school operate a “re-cycling” sports equipment scheme (bikes, football boots, bats etc.), that other pupils can use/gain benefit from?	Do qualified coaches assist in delivery of extra-curricular activity, and provide mentoring for school staff? Are parents/volunteers appropriately trained to assist with the provision of physical activity? Are a good % of pupils involved with Manx Sport and Recreation initiatives and/or Outward Bound activities? The school is working towards a school travel plan. Is the policy for working with outside agencies well established? Does the school have plans to participate in a walking bus scheme and does it encourage pupils to cycle to school by providing for the safekeeping of bikes?	Does the school have some links with local sports clubs and occasional links with MSR activities? Does the school take active steps to inform parents about the benefits of physical activity for themselves and children? Is there a policy in place for developing links with outside agencies/professionals? There are plans in place to develop school travel plan. Does the school raise parents’ awareness of the benefits of physical activity and encourage children to walk or cycle to school?	Further indicators of inadequate performance are: There are no links with local sports clubs and no consultation with community/sports professionals. Low % of pupils in the School participate in Manx Sport and Recreation initiatives (Manx Youth Games, School Holiday activities etc.). There are no plans to develop a school travel plan. No plans made to identify parents /volunteers to assist with delivery of Physical Activity. Pupils don’t receive cycling training. No consultation with parents or pupils regarding physical activity programme.

Emotional Health and Wellbeing

Emotional Wellbeing: Promoting positive emotional health and wellbeing to help pupils understand and express their feelings, and build their confidence and emotional resilience and therefore their capacity to learn.

Once the school has established at what level it is performing, with reference to the SSRE Grade Descriptors for Healthy Futures, these are key questions it can address to help it move forward

1. Does the school identify vulnerable individuals and groups & establish appropriate strategies to support them and their families?.

Outstanding	Good	Satisfactory	Inadequate
Does the pastoral system recognise the difficulties experienced by some pupils in coping with aspects of school life, and does it actively pursue links with families to support them in dealing with such issues?	Does the school’s pastoral system takes account of all pupils and staff providing support for pupils who are under stress e.g. young carers/ ‘looked after’ children/those who find school life difficult? Is this support sustainable in the longer term?	Does the pastoral system take account of all pupils and staff? Is it largely focused on monitoring academic attainment, identified areas for improvement or does it go beyond this?	Further indicators of inadequate performance are: The pastoral system focuses only on monitoring academic attainment and makes no coherent provision for pupils who are under stress.

2. Does the school provide clear leadership that creates and sustains a positive environment that enhances emotional health and wellbeing in school - including the management of behaviour and rewards policies?

Outstanding	Good	Satisfactory	Inadequate
Is the school environment clean and welcoming and respected by pupils and staff? Are there opportunities for all individuals to be listened to and have their contributions valued and opinions considered? Are ground rules negotiated so that lessons are delivered within a supportive and mutually respectful environment? Is the reward system in place consistent and fair for all who involve themselves in it?	Is the school clean and tidy? Are pupils routinely expected to take part in this process? Are there some planned opportunities for individuals to have their views heard even if this is not consistent? Are ground rules usually observed? Do staff have some of strategies in place for answering questions? Is the reward system is accessible to all who wish to make use of it?	What level of expectation is there that pupils will take part in policies regarding improving the school’s appearance? Is there any opportunity for individuals to voice concerns? Are ground rules negotiated? Are sensitive issues addressed appropriately? Is the reward system always consistent?	Further indicators of inadequate performance are: Pupils show disrespect for their environment; litter and graffiti are widespread. Individuals feel undervalued; their views do not influence policy and practice. Relationships between pupils and staff suffer because pupils lack confidence and are reluctant to participate or respond positively. Rewarding pupils’ effort or achievement is at the discretion of individual staff members only.

3. Does the school have clear, planned curriculum opportunities for pupils to understand and explore feelings making use of appropriate learning and teaching styles?

Outstanding	Good	Satisfactory	Inadequate
Are cross-curricular and whole school approaches in place in all year groups that make use of a variety of teaching and learning methods? Does this explicitly improve emotional health and wellbeing, work to prevent mental illness and raises awareness of mental health issues? Are a wide variety of resources available which are up to date, age and developmentally appropriate and meet the needs of pupils’ ethnicity, cultural and social background? Is inclusion seen as being fundamental to planning and to implementing the curriculum both formally and informally?	Is there a cross-curricular approach to emotional health and well being that uses a variety of teaching and learning methods? Are resources up to date? How varied are the resources available? Are strategies to promote inclusion consistently applied by all staff?	Is there a consistent approach to dealing with emotional health issues? Are AV resources kept up to date? Do resources reflect the needs of pupils? Are strategies to promote inclusion in place even if they are not consistently applied by all staff?	Further indicators of inadequate performance are: Emotional health, mental health and well being issues are addressed sporadically or not at all. Resources are out of date and inappropriate, or unavailable. Inclusion is not seen as being of importance; some pupils miss out on their entitlement.

4. Has the school a confidential pastoral support system in place that all pupils and staff may use to access advice - especially at times of bereavement and other major life changes? Does this system actively work to combat stigma and discrimination?

Outstanding	Good	Satisfactory	Inadequate
Is there a confidential pastoral system is in place for all members of the school community to access advice and information? Does this system actively work to combat stigma and discrimination?	Is there a proactive approach that ensures the needs of pupils and staff are readily met? Do links exist with external agencies to support this?	Are there procedures in place so that sudden life changing events can be responded to easily? Have some relationships been developed with agencies that can support anyone experiencing emotional distress?	Further indicators of inadequate performance are: There is poor or inadequate provision; the pastoral care system is unable to meet the needs of the school community, and cannot respond to major life changing events effectively.

5. Does the school have explicit values underpinning positive emotional health which are reflected in practice and which work to combat stigma and discrimination?

Outstanding	Good	Satisfactory	Inadequate
Do the school ethos and curriculum aim to build the confidence and self-esteem of the whole school community in their ability to learn and to achieve, whilst recognising individuality and diversity? Are there established mechanisms in place to enable consultation to take place with the whole school community, especially pupils, parents/carers and governors?	Are the roles and responsibilities of individuals clearly defined in regard to Emotional Health and Wellbeing education?	Do adults generally ensure entitlement and inclusion for all pupils and develop their self esteem and confidence - even if this is not as a result of systematic whole school planning? Are there some opportunities for individuals within the school to comment on the provision of Emotional Health and Wellbeing?	Further indicators of inadequate performance are: Expectations of all pupils are low; the planning and teaching do not reflect pupils’ needs in terms of the development of self-esteem and confidence. Little or no consultation with school members occurs.

6. Does the school have a clear policy on bullying, which is owned, understood and implemented by the whole school community?

Outstanding	Good	Satisfactory	Inadequate
Are the policies and procedures that are in place for tackling bullying owned, understood and consistently applied by all members of the school community? Are contacts with external support agencies available as and when necessary?	Are the procedures for tackling bullying issues owned, understood and implemented by all members of the school community?	Are policies and procedures to deal with bullying in place? Do all members of the school community understand how the policy and procedures operate?	Further indicators of inadequate performance are: A policy to tackle bullying may be in place but action within the school does not reinforce it; members of the school community do not use it consistently.

7. Does the school have a clear confidentiality policy?

Outstanding	Good	Satisfactory	Inadequate
Do pupils believe they are operating in a safe and confidential environment? (Confidentiality may not be guaranteed if Child Protection procedures need to be followed). Are all staff (and pupils) aware of their confidentiality boundaries with a clear procedure in place to support staff?	Do pupils generally feel that they are operating in a safe and confidential environment? Are staff aware of confidentiality boundaries?	Do most pupils feel safe within the school environment? Are most staff aware of their responsibilities regarding confidentiality even if a clear procedure is not yet in place?	Further indicators of inadequate performance are: Many pupils do not feel that the school provides a safe and confidential environment. Rules governing confidentiality are unclear; staff are unsure as to their responsibilities.

8. Does the school provide appropriate professional training for those in a pastoral role?

Outstanding	Good	Satisfactory	Inadequate
Are staff consulted as to their training needs through a regular review process? Does the School Improvement Plan support staff in gaining access to relevant professional development opportunities, thereby ensuring that staff have secure accurate and up to date knowledge in PSHE, Citizenship and Health Education matters? Do teaching staff feel confident and competent in using a wide range of teaching and learning strategies? Is there a clear system that offers staff regular support from a mentor/line manager?	Have staff development needs been identified with needs mainly being met within the school? Do staff delivering PSHE, Citizenship and Health Education lessons have basically sound and accurate subject knowledge? Do teaching staff feel confident and competent to deliver lessons using a limited range of teaching and learning strategies? Do staff undertake an annual Performance Management Review with a named member of staff?	Does the school recognise the need to equip its staff with the resources required to deliver effective PSHE, Citizenship and Health Education lessons? Is it seeking to provide appropriate professional development opportunities to reinforce staff confidence? Is the school developing a shared understanding of teaching and learning strategies? Are most staff aware that support is available from a line manager?	Further indicators of inadequate performance are: A low priority is given to providing appropriate training opportunities for staff. There is no systematic review of training needs, so staff development is unplanned and opportunistic. Delivery is largely didactic; staff do not display confidence in what they are teaching. There is little or no support system identified for staff.

9. Does the school provide opportunities for pupils to participate in school activities and responsibilities to build their confidence and self esteem?

Outstanding	Good	Satisfactory	Inadequate
Do all school members have opportunities to reflect on successes and achievements across a wide range of experience? Are pupils’ successes and achievements regularly promoted and celebrated? Are a wide range of external awards schemes used to support Healthy Futures work as well as consistent internal accreditation? Are links made with the wider community by participating in local initiatives such as litter patrols, tree planting etc?	If reflective opportunities exist is there tendency for these to focus on academic and sporting achievement or do they reflect a wider range of experience? Does celebration of pupil success takes place at set times? Even if some external awards schemes are used is the emphasis placed on inhouse schemes?	Do opportunities for reflection concentrate solely on achievements and successes within the school community? Are pupils’ successes and achievements celebrated when occasion demands? Are awards given to pupils based upon achievements within the school?	Further indicators of inadequate performance are: Reflective opportunities do not exist either for pupils or for staff. The climate within the school does not lend itself to celebration of any success; criticism, sanctions and punishments are the order of the day. There is no award system in place; no external schemes are used.

10. Does the school provide opportunities for pupils to participate in risk management improving their own safety and the safety of others?

Outstanding	Good	Satisfactory	Inadequate
In relation to the safety of others and themselves are pupils aware of the sources of support within and outside the school? Are staff and pupils aware of procedures for reporting health and safety incidents? Are pupils encouraged to consider levels of risk and make informed judgments about their actions? Does the school have a designated lead person who is responsible for coordinating safety across the school? Are pupils are given the opportunity to learn about first aid and how to assess risk? Are pupils aware, able to assess relative risks, and take action to reduce risks within and around their school (e.g. fire safety, road safety, playground safety, stranger danger, sun safety)?	Are there safety procedures in place to assist pupils within and outside school? Are there procedures in place for reporting health and safety incidents? Are pupils generally encouraged to consider levels of risk and make informed judgments about their actions? Does the school have a designated member of staff responsible for coordinating safety policies/procedures across school? Are pupils encourage to learn about first aid and how to assess risk? Is a policy is in place to work with staff and outside agencies to raise awareness of the risks within and around school (e.g. fire safety, road safety, playground safety, stranger danger, sun safety)?	Are there safety procedures in place to assist pupils within school? Is there a consistent approach to dealing with health and safety incidents in school? Do staff encourage pupils to consider levels of risk and make judgments about their actions? Does the school ensure appropriate time/training for staff in first aid and risk assessment? Is there a consistent approach to dealing with safety risks in and around school? Staff are aware of their responsibility in relation to risks within and around school (e.g. fire safety, road safety, playground safety, stranger danger, sun safety)?	Further indicators of inadequate performance are: Pupils are not aware of procedures for reporting health and safety incidents. Pupils are not encouraged to consider levels of risk and make informed judgments about their actions. The school does not have a lead person who is responsible for co-ordinating safety across the school. There are no opportunities for pupils to learn about first aid or how to assess risk. Staff and pupils are not aware of the risks within and around school (e.g. fire safety, road safety, playground safety, stranger danger, sun safety)?

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D.H.S.S.

TOOLKIT

PSHE; SRE; Drug, Alcohol and Tobacco Education

Healthy Eating

Physical Activity

Emotional Health and Wellbeing