Setting

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 0207 421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Mrs K Blacoe Headteacher Colne Primet Primary School Tatton Street Colne Lancashire BB8 8JE

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education (PSHE)

Thank you for your hospitality and cooperation, and that of your staff, during my visit on the afternoon of 11 March and the morning of 12 March 2009 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 how the PSHE curriculum meets the specific need 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: discussions with you and staff involved in PSHE, scrutiny of relevant documentation, analysis of pupils’ work, discussion with pupils, and observation of three lessons, an assembly and the school council at work.

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education (PSHE)

The overall effectiveness of PSHE was judged to be satisfactory.

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Achievement in PSHE

 Pupils make sound progress in their personal development.  Pupils have positive attitudes towards PSHE.  Pupils learn to listen to others’ ideas and reflect on issues sensibly, and are able to communicate their views clearly.  Pupils know how to stay safe and healthy as a result of the prominence given to these issues by teachers.  Pupils have a sound knowledge of the dangers of smoking and alcohol.

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Quality of teaching and learning of PSHE

The quality of PSHE teaching and learning is satisfactory.

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Quality of teaching and learning of PSHE

 The content of lessons focus well on the development of pupils’ personal and especially their social skills.  Opportunities are regularly taken for pupils to work together with partners.  Marking of pupils’ PSHE work is good but arrangements for assessment and recording do not cover all the strands of PSHE.  Pupils’ progress in the subject PSHE is not reported to parents.  A significant contribution is made by all school staff in looking after pupils’ well-being.  Effective and specific support is provided sensitively for more vulnerable pupils.

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Quality of the curriculum

The curriculum is satisfactory and meets the needs of pupils.

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Quality of the curriculum

 Teachers use displays well to promote awareness and celebrate achievement in PSHE.  Work is ongoing to achieve the healthy school award and, as a result, pupils have a greater awareness of how to eat sensibly.  Pupils enjoy the many opportunities to take part in physical activities.  The Social and Emotional Aspects of Learning (SEAL) materials are being introduced as appropriate.  The school is inclusive. Pupils with learning difficulties and disabilities are fully involved in PSHE activities.

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Leadership and management of PSHE

The leadership and management of PSHE are satisfactory.

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Leadership and management of PSHE

 Self-evaluation by school leaders is accurate.  School leaders set the tone for staff in placing high importance on pupils’ well-being.  Good relationships are established with a range of local agencies to support pupils’ well-being.  The outdoor play area is developing well, enabling pupils to learn to turn take and share.  Planning and monitoring in the subject, and evaluation of the impact of provision lack rigour.

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Subject issue: economic well-being

Pupils are satisfactorily prepared for adult life.

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Subject issue: economic well-being

 Pupils’ confidence and self-esteem develops soundly over time.  Pupils act as representatives on the school council and in this role they demonstrate responsibility.  Pupils have sound awareness of financial issues and they are involved in decisions to raise and spend money.  The whole-school planning to develop pupils’ financial capability and enterprise skills is developing.

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Areas for improvement, which we discussed, included:

 monitoring and evaluating provision and outcomes in all strands of the subject  ensuring that pupils’ progress in all the strands of the subject are assessed, recorded and reported.

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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.

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Areas for improvement, which we discussed, included:

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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