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:
- Has the curriculum offer been reviewed? Is the content of the curriculum a causal factor in the lack of engagement?
- Is there a frequent and planned review of pedagogy?
- Are there opportunities for CPD in pedagogy that links directly to behaviour management?
- Are pupils asked to evaluate their lessons, thus engaging them in the implementation and monitoring process?
- Is the rewards and sanction policy working, and is there a clear emphasis on rewards?
- Is the environment, external and internal, engaging and conducive to learning?
- How are incidents of bullying managed? Are young people involved in the process?
- Is there a regular audit of how young people feel safe?