Personal, Social and Health Education

“The behaviour and safety of pupils are outstanding.” - Ofsted, June 2014

 At Aston Fields Middle School, we believe that a balanced PSHCE curriculum makes a major contribution to a range of statutory responsibilities. Whilst the curriculum itself is non-statutory, our ‘outstanding’ provision ensures:

  • Clear consideration of the personal and economic well-being of the young people within our community
  • Highly commended provision of ‘Sex and Relationships’ education
  • Development of the spiritual moral, cultural, mental and physical development of pupils
  • Preparation for opportunities, responsibilities and experiences in later life

In our June 2014 Ofsted inspection it was quoted that “The behaviour and safety of pupils are outstanding.”

During the ‘full inspection’ process, inspectors are required to investigate how pupils are learning to develop and apply an understanding of right and wrong; for example, by their attitudes to, and use of, racist, disability or homophobic language in and around school.

Safety and safeguarding are a priority for the Department of Education, Local Authorities and Ofsted. There is a clear understanding, from all parties, that there is a definite link between an outstanding PSHCE curriculum and an ‘outstanding’ school.

Aston Fields is an ‘outstanding’ school in all aspects of educational provision.

What makes PSHCE ‘outstanding’?

  • PSHCE is a priority to the headteacher and at the heart of the school’s work
  • Teachers are well trained
  • The curriculum is regularly reviewed to ensure topics studied meet the needs of pupils, parents and carers
  • The quality of teaching is regularly observed to ensure ‘Quality First Teaching and Learning’

Curriculum content is County approved. It is well structured but always allows a level of flexibility to deal with key issues as they arise. Topics studied are chosen according to relevant local data as well as pupil voice/need.

At the ‘core’ of our ethos towards PSHCE education is the understanding that:

‘Children with higher levels of emotional, behavioural, social and school well-being on average have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.’

We strive to ensure:

  • Pupils demonstrate excellent personal and social skills
  • Pupils form open, harmonious and trusting relationships
  • Pupils are able to express their feelings and opinions
  • Pupils are able to listen well to each other and ask thoughtful questions
  • Pupils are able to use sound evidence to justify their own views
  • Pupils take pride in their contribution to the school
  • Pupils are able to take on various roles and responsibilities
  • Pupils are involved in local community issues/ events
  • Pupils are able to describe what they have learnt with maturity and enthusiasm
  • Pupils are independent learners

Our commitment to our students:

  • Teachers have excellent subject knowledge and skills
  • Teachers use a range of well-chosen and imaginative resources to support learning
  • Teachers draw on current regional and national research and statistical data to illustrate and exemplify lesson content
  • Teachers have high expectations of their students and build trusting relationships with their pupils
  • Teachers put various interventions in place, as and when appropriate, to ensure the needs of all learners are being met.
  • Teachers are skilful in teaching sensitive and controversial topics
  • Teachers provide a secure learning environment for all pupils
  • Teachers use questioning effectively to challenge pupils, deepen thinking and support
  • Teachers assess learning rigorously
  • Teachers ensure all pupils are aware of how to improve as well as be recognised for their attainment
  • Teachers embrace opportunities for pupils to learn from external speakers and organisations