Setting

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.1

Mrs J Johnson Headteacher St Philomena’s Catholic High School for Girls Pound Street Carshalton Surrey SM5 3PS

p.1

Economic Education (PSHEE)

Thank you for your hospitality and cooperation, and that of your staff, during my visit on 04-05 June 2009 to look at work in PSHEE.

p.1

Economic Education (PSHEE)

As outlined in my initial letter, as well as looking at key areas of the subject, the visit had a particular focus on economic well being and information, advice and guidance (IAG).

p.1

Economic Education (PSHEE)

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.

p.1

Economic Education (PSHEE)

The evidence used to inform the judgements made included: interviews with you, some of your staff, students from Key Stages 3, 4 and the sixth form, a governor, an external consultant, scrutiny of relevant documentation, analysis of students’ work and observation of three lessons.

p.1

Economic Education (PSHEE)

The overall effectiveness of PSHEE was judged to be outstanding.

p.1

Achievement

Students’ overall achievement in PSHEE is outstanding.

p.1

Achievement

 Students’ personal development is excellent and they are exceptionally confident, polite and welcoming.  Students are highly articulate, they eagerly express their views, listen to the opinions of others and will readily debate issues when there is disagreement.  All students are making extremely rapid progress in becoming independent. They eagerly undertake responsibilities, for others and for their own learning.  Students thoroughly enjoy learning in PSHEE and appreciate the many and varied opportunities for personal and social development.  Students have an extremely good knowledge of how to keep safe and healthy.

p.1

Quality of teaching and learning of PSHEE

The quality of PSHEE teaching is outstanding.

p.2

Quality of teaching and learning of PSHEE

 Relationships between teachers and students are exceptionally good.  Lessons use relevant material, as illustrated when a Year 9 class were exploring job opportunities researching the music industry. Teachers plan many interesting activities, so students are highly engaged and motivated.  Occasionally, teachers talk too much and there are fewer opportunities for students to be active. In a few lessons, information and communication technology is not used as well as in others.  The care and support for students are outstanding, and staff are deeply committed to ensuring every individual’s well-being, so students feel extremely valued and very safe.  Assessment is developing, particularly through students’ self- assessment and individual reviews with senior staff. However, there is not yet enough information that will show how well students are progressing.

p.2

Quality of the curriculum

 The programme for PSHEE is varied and provides a diverse range of challenges, especially through stimulating opportunities such as Learn to Earn and Global Enterprise week.  The curriculum is enriched extremely well by a wide variety of responsibilities, such as becoming a mentor or taking part as a ball girl at Queens Tennis Tournament. There is an exciting range of extra activities, including visits to Namibia and China, and timetabled activities such as the Army Challenge and Meet an Entrepreneur.  The programme for PSHEE is complemented well by contributions from other subjects, with a clear indication to students about what they are learning and why.  A few aspects of the Key Stage 4 curriculum, such as the practice of skills to help students resist peer group pressure, are less well developed than other aspects of the programme.

p.2

Leadership and management of PSHE education

The leadership and management of PSHEE are good.

p.2

Leadership and management of PSHE education

 The team leading PSHEE are highly committed and have clear sense of direction.  There is no formal programme for monitoring PSHEE. There is no overall scheme of work or mapping of PSHEE, so the identification of gaps and ensuring progression rely on the continuity of staff.

p.2

guidance

Students are prepared for adult life in an outstanding way.

p.3

guidance

 There is an excellent programme of careers education, which extends throughout the school.  The information, advice and guidance provided by the school are extremely good and make effective use of external agencies.  Subjects across the curriculum make an outstanding contribution to students’ understanding of the workplace.  Students benefit from excellent opportunities to learn how to manage their personal finances.

p.3

Areas for improvement, which we discussed, included:

 developing more assessment tasks for PSHE.

p.3

Areas for improvement, which we discussed, included:

I hope these observations are useful as you continue to develop PSHEE in the school.

p.3

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.

p.3