Setting

Education (PSHE)

Thank you for your hospitality and co-operation, and that of your staff, during my visit on Thursday 03 October 2007 to look at work in PSHE.

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Education (PSHE)

As outlined in my initial letter, as well as looking at key areas of the subject, the visit had a particular focus on:

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Education (PSHE)

 how the PSHE curriculum meets the specific needs of pupils in your local area, and how progress is tracked and assessed; and  the contribution made by PSHE to the future economic well-being of your pupils.

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Education (PSHE)

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text. All feedback letters will be published on the Ofsted website at the end of each half-term.

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Education (PSHE)

The evidence used to inform the judgements made included: observation of two lessons, the Key Stage 2 assembly and two enrichment activities, interviews with staff and the pupils on the school council, scrutiny of relevant documentation, observation of pupils at play and work around the school, and taking lunch with pupils. Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Education (PSHE)

Mrs Flitcroft Headteacher St Peter’s CofE Primary School Birley Street Newton-le-Willows St Helen’s Merseyside WA12 9UR The overall effectiveness of PSHE was judged to be good.

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Achievement and standards in PSHE

 Pupils make good progress in developing their personal skills.  They enjoy and value their work in PSHE.  Pupils know how to stay safe and healthy.  Pupils reflect on issues sensibly, and communicate their views well.  Pupils’ behaviour is excellent, and their attendance is good.  They relish opportunities to contribute to their community, as with the works done on the adjacent grassed area.

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Quality of teaching and learning of PSHE

 Teachers plan their lessons well, using resources carefully.  The strategies used by teachers are well matched to the issues addressed.  Teachers are good role models.  The teaching environment is supportive of pupils’ learning.  Effective use is made of external ‘experts’ to explore aspects of the subject.  Effective and specific support is provided for pupils with learning difficulties to develop their life skills.  Teachers use assessment information well to report to parents.

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Quality of the PSHE curriculum

 The content of the curriculum is well balanced to meet age related needs and it builds on prior experiences well.  The curriculum is enhanced by use of the Social and Emotional Aspects of Learning (SEAL) materials.  Pupils value the ‘happy to be healthy day’ and the visit from the ‘Life Centre’.  The residential experience for Year 6 pupils is well timed for early in the autumn term so that benefits are seen for the rest of the year.  The ‘enrichment’ activities-including the ‘enterprise’ activity are a significant strength, greatly valued by the pupils and staff.  Pupils are well supported in their transition to secondary schooling.  There is no before or after school club to add to provision by enabling pupils to interact with each other and with adults.

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Leadership and management of PSHE

The leadership and management of PSHE are good.

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Leadership and management of PSHE

 The school managers have a good understanding of the quality of provision.  Governors take an active role in developments.  Parents are very positive about how the school helps their children to become mature, responsible and independent adults.  Strong links with the community are developed through the many good works supported by pupils.  Provision is carefully monitored but the impact of the many PSHE related activities is not systematically evaluated.

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well-being?

Pupils are well prepared for adult life.

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well-being?

 Pupils have a good understanding of the concept of work.  They develop very good communication skills.  Pupils of all ages willingly take on responsibilities.  They are prepared soundly for the next stage of their education.

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Inclusion

 Pupils of all abilities are fully included in the PSHE activities.  Pupils with learning difficulties make very good progress in the development of their social skills.  Pupils value the weekly enrichment activities that enable them to work with pupils throughout the key stage.

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Areas for improvement, which we discussed, included:

 involve parents, governors and pupils in the formal evaluation of the impact of provision in PSHE.

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Areas for improvement, which we discussed, included:

I hope these observations are useful as you continue to develop PSHE in the school. As I explained in my previous letter, a copy of this letter will be sent to your Local Authority and will be published on the Ofsted website. It will also be available to the team for your next institutional inspection.

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