Personal Development, Behaviour & Welfare

Children with good well-being on average have higher levels of academic achievement.

Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged. What evidence do you have to demonstrate good practice in Personal development, Behaviour & Welfare?

All aspects of a school – the pedagogy, the curriculum, the culture, the ethos and the environment should be well planned, implemented, monitored and evaluated to ensure that young people are emotionally intelligent as well as intellectually intelligent. For many, it’s patently obvious that disruption in class, negative attitudes to learning, poor attendance, and incidents of bullying has a harmful effect on a young person’s ability to learn and to feel safe and well. It has also been suggested that a definition of a coasting school is one that achieves high academic success at the expense of the “personal development”, welfare and wellbeing of its students, or at any rate without paying proper attention to these key aspects of growth and development.

What sort of questions are there for your school/academy to consider ensure good practice in the areas of Personal Development, Behaviour and Welfare? Here are just a few:

If there’s a “no” response to any of these questions then you could be in danger of “failing” in this category of personal development. If you think the answer is “yes” to the questions above but are unsure of how to evidence it; then our support packages could help you:

Our support packages:

For more information

Please contact our Director of Continuous School Improvement, Tracy Ruddle at tracy.ruddle@bep.education or call 0121 285 0924

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