We hear from Jade — a PSHE Lead working in an all-through complex needs school — about her experiences of teaching PSHE and recent Ofsted inspection.
Jade is a PSHE lead working in a Complex Needs School in Norfolk, for children and young people from Early Years through to Year 13. Using a range of strategies and resources (including our Planning Framework for pupils with SEND) Jade was able to plan and sequence the PSHE education curriculum and ace her Ofsted inspection.
Karen’s teaching experience lies across both primary and secondary settings within different local authorities. She has held a number of deputy headships and has been a Head teacher, as well as working as a Healthy Schools adviser and a county advisor for PSHE education.
Note: This interview transcript has been edited for readability with permission from both speakers.
This interview explores one approach to delivering PSHE education in a Special Education Needs and Disability (SEND) setting. All settings will vary significantly and this example describes what has worked for one PSHE lead in a particular all-through, complex needs school. You will know your own setting, and the needs of your pupils best, and the suggestions shared here may not all be applicable to all settings, particularly for those working in mainstream schools.
Karen Summers (KS)
A big warm welcome Jade and thank you for giving up your time to talk to us this afternoon at the PSHE Association. We're delighted to have you with us.
Jade Collinge Long (JCL)
Thank you.
KS
I'm going to hand over to you so you can tell us just a little bit about your school and your learners before we kick off.
JCL
Yeah, of course. So I work at a complex needs school... We begin in reception, and go up to sixth form for some of our more complex need learners. We are organised into three pathways: we have our engage pathway, which is for our semi-formal learners; we have our experience pathway, which is for our pre-formal learners and normally is based around their communication needs; we have some PMLD classes; and then we have our formal pathway, which is our enhanced — for those that are engaged in more subject specific learning.
KS
You had an Ofsted experience fairly recently. So would you like to tell us a little bit about that in terms of expectations, what they tend to focus on, that kind of thing?
JCL
Yeah, of course. So we got the call [from Ofsted] and they'd chosen three areas. Personal development was one of the areas, so they decided to focus on PSHE as part of that... so a form of Deep Dive. I was called, as PSHE lead. And I decided — because our school’s very diverse, and PSHE looks very different in each pathway — that I would go round and get a selection of work and evidence from each pathway... so photographs, personal learning goals, topic books [etc.]. And then in our more formal classes, I got exercise books, and things like that, just to support. So I labelled all of those and put them in a box for the inspector to look at — and for myself in case I needed to explain any of that.
I also had my PSHE file, which had all of the curriculum in it… and all my learning walks, assessments… and also an action plan of PSHE from when I’d taken over as a lead. And that was looked at quite closely by Ofsted… so, the areas of development… how I developed them… the actions that I'd put in place for them. And also the actions that were still to happen from current learning walks and things like that. And also within my folder, I had examples of planning from across the pathways with some samples of work, my scheme of work, and medium and long-term plans for each pathway.
KS
Wow. So you had, not only your documentation together in readiness, but you were able to talk beyond just your provision, around the decisions that had been made, the impact things were having — influencing where you wanted to go next.
JCL
Yeah, absolutely. And I also included in it some PSHE training that I'd done for staff regarding the statutory requirements, but also how that would look in our setting... So I had some examples of slides and things that I'd shown to make sure that we were meeting the statutory requirements. And within the PSHE [Association’s Planning] Framework [for Pupils with SEND], which I'd adapted for our school, I'd highlighted where the statutory requirements were so the Ofsted inspector was very quickly able to see where it was being covered.
KS
That’s great. So staff had had input and training, but [the Planning Framework] also enabled the inspector to see quite clearly the route you were following.
JCL
Yeah. For me, the PSHE Association has crossed that bridge into children that are very verbal and very aware, but are equally as vulnerable. And I think that the Framework… although it's worked well for my school in a complex needs environment… it would have worked equally well in in the SEMH school that I worked at previously. You can just make it your own. You can personalise it for children.
I think it's really good if you have your PSHE file, and it's just all in hand and all labelled. So as [Ofsted] ask you a question, you can reference it and show them the evidence. The angle that my particular Ofsted inspector took was: “tell me about PSHE at your school; tell me how PSHE and safeguarding are interlinked at your school”. So at my school we obviously don’t dictate teachers’ planning, but we ask teachers to show us their continuous planning — so things like managing strong feelings, friendships, social skills, life skills… things like safe and unsafe, private and public… the things that are really important to children with special educational needs… And then we have our discrete provision. So our discrete provision will look very different, for example, in our semi-formal classes — where [pupils are] starting subject specific learning — to our pre formal classes, where it is just a continuous provision of circle time, sitting, mealtime, snacks, things like that. And then some examples from our formal [learners/classes], but also I tied in from the Children's EHCPs… where there is a particular outcome, or a particular barrier… and how PSHE is used to address that…
KS
Brilliant, so that's really person-centred learning, isn’t it…
JCL
Yeah, so for example all schools will have an annual review, and where in the annual review you write the provision, lots of people will write ‘through PSHE’…. But I, as a lead, expected that to be broken down and shown in the curriculum... So if we had children that really had difficulties with emotional regulation, that would be broken down in the framework under ‘managing strong feelings’, and that might be done as an intervention for some pupils. And we were able to show that in the curriculum, and how it kind of all fed through in that cycle... so from the EHCPs, to the PLDs, to the PSHE planning.
KS
And having that join-up really means that you're not only responding to need, but you're also making it relevant and meaningful for your learners.
JCL
Absolutely, because when the children get to 14 [years old] on their EHCP and their annual review, it changes… because you start looking at preparing for adult life. And as we know, PSHE is the cornerstone of that for many of our learners. So it's about embedding it from an early age, using that spiral curriculum so that by the time they get to 15/16, they have skills for the wider world.
Something that came up quite strongly in our inspection was the ‘circles of trust’ we use in our sixth form. So on the wall, [the students] had themselves and the different circles of trust right through to the local community and beyond. And when the Ofsted inspectors spoke to them they were able to say who was in their circle of trust, and why and who they would tell if they were worried, scared or afraid. And that was something that was noted by the by the Ofsted inspector that children knew — even our nonverbal children — how to communicate and stay safe, and who their trusted adults were.
KS
And that's a wonderful join-up, isn't it… in terms of the young people demonstrating all the things that you have shown in documentation and talked about. So there's that real triangulation happening within your school, but it’s also contributing to those older students’ independence skills.
JCL
Yeah. I took the Ofsted inspector on a walk around the school… there were some children going out in the local community as many of them do daily, weekly… and I said “oh, I’ve forgotten how to cross the road…” And the child could [tell] me… “well, you must stay with an adult…”. So the Ofsted inspector had seen the books, but the child could then vocalise the learning and show them what that would look like in real life.
KS
Absolutely brilliant! So it’s seeing the application of skills in action. It's also about helping an inspector to write what they're going to write about you…
JCL
But I think as well, it's about adapting the curriculum and the Framework for the needs of your children or in your school…
KS
And when you talk about ‘framework’, are you directly referring to the Planning Framework for Pupils with SEND that we've written?
JCL
Yeah
KS
That’s great to hear, you know, that it's been the springboard for so many different approaches… it's galvanised your PSHE to really get off the ground and be meaningful and relevant to your learners
JCL
Absolutely. And it's also help[ed] teachers to form personal learning goals — to break those outcomes down into smaller steps. It gives [the children] the language and the understanding of the progression. It's helped teachers as well to say where are [the pupils] now and where do I want them to be? And almost the steps that they need to get there… That was a conversation I had with a colleague about how we use the PSHE curriculum... Because I was very adamant in the training that PSHE was not a bolt-on; that this was not a tick-list of things to slavishly go through; that I wanted it to be personalised to the children and the class.
KS
And was the inspector particularly interested in decisions you made, the judgments you made, you know, if something did happen around digital safety, or like you were saying about your other learners — were they interested in what was happening, and how [these areas were] being developed? And how you were monitoring it?
JCL
Yes. So, for example, in our school, we use CPOMS [software]. So if, for example, if there was a concern around online bullying, then we could record that, and put in an action for that that child to have a one-to-one PSHE intervention. And then, because we've got the curriculum in place, we were able to say, this is the intervention. So [the inspector] could see that not only was it DSLs discussing it; it was then going to happen in the classroom. And that the PSHE curriculum is robust, ready to deal with… but not just to deal with… more preventative. I think, prior to that framework, it wasn't really applicable to our children. And unless you're a PSHE specialist, it's very hard to take mainstream PSHE resources and fit them to our children.
KS
Yes, That's a constant struggle isn’t it...
JCL
Yeah. And teachers are now able to have something in front of them that is applicable and works for their children. And they can form lessons. But also, I didn't want a bought scheme — because it doesn't have the coverage that's needed for the complexities of our learners. And the [SEND Planning] Framework does. We went to our PMLD class [during the inspection], and I was able to demonstrate how these children — who are pre verbal, in wheelchairs, with very limited movement — were still accessing the curriculum through us using the ‘progression’ section of the Framework. They were looking at stimuli of their parents as people that care for them. So through things like eye gazes, they were able to respond to statements like ‘who cares for us?’ And ‘who can you tell?’. They could still answer ‘mummy and daddy’ [using this method]. So that really revolutionised PSHE for our school — because there’s such a difference in [our] children.
KS
That's so good to hear, that no matter what, you know, complexity of needs, or PMLD a learner has, they can still access the curriculum and it’s helpful and relevant for them.
JCL
Absolutely. And I think that that was one of the most pivotal points with Ofsted… In front of us, we had a curriculum that, when they walked around, was for all of those children… We had complete coverage for all of those children right through from the PMLD children up to our most advanced formal learners.
KS
Yes. It’s seeing it in action… truly seeing it in action… isn't it? And like you say, using the framework, as a way to ensure that — across a very wide range of special educational needs — there is still a relevance and meaning in what you're doing for your learners. And for their carers and parents to see that they are part of all of this.
If you were giving top tips to someone who just got the [Ofsted] phone call, what would you say? What kind of tips would you give?
JCL
I think… be prepared… so have that conversation in your head. You [,as the teacher,] know your curriculum and your school. So for example in my school, I know that, statistically, our SEND children are very vulnerable. They're very vulnerable to a wide range of influences. So at the heart and the core of our PSHE curriculum is to keep our children safe… to give them the tools to communicate, and to keep themselves safe.
KS
And it’s good to use that qualitative and quantitative data. You know, you haven't just plucked that one out thin air… There’s a sound basis to it.
JCL
Our data comes from our from our EHCP’s so we were reacting to that (e.g. all the barriers to learning). I think it's having the calmness and the confidence in your own curriculum… in what you're providing for your children… why you're providing it for your children… what that will look like [in practice]… how you measure the progress… how you assess and monitor the progress. And, you know, having that discussion of effective pedagogy — because even though we've got SEND children, things like the pedagogy of your staff that you're leading is important. And, you know, that was one of the things that I talked about with the inspector… the use of resources… the use of quality resources… It will look different from a mainstream school so how that might be recorded?
Don't be afraid… have your plan for whatever, you know, may be a weakness. So for my school, I had assessment [listed as my weakness]. Autumn 2 needed to be revisited, strengthening assessment across all of the pathways… to inform the planning moving forward. So because it was there, and I'd actioned it, and I was able to explain it, rather than, “well, assessment looks a little bit weak”... I know that we're addressing it, and [could say] “this is how we're going to address it… we've got a learning walk planned for December”.
Keep your walk-rounds… go around as if you were an inspector. I did that three times before [our inspection]. It wasn't a rehearsal — you can't rehearse with SEND children; you can't rehearse with any children… every answer will be different… But how does it look? And are you doing what you're saying you're doing? Can you see [in practice] what you're saying you’re doing on paper? That's how I took it…
KS
Brilliant to hear! Can you take us through the day of the inspection?
JCL
The school is likely to publish a day — the two days that [Ofsted will be] there — so you know your time slots with the inspectors. I was teaching in class. And then I was timetabled in for a walk around to look at PSHE within the school... we have an open door policy anyway. So, [the inspector’s] question to me was: “tell me about PSHE at your school… what will it look like?” So that led to the conversation… we walked around the school… we went into classes… we looked at examples of work.. we spoke to young people and got a feel…
And then I was booked in for an interview. I'd left a selection of work from all the different pathways [with the inspector]… that had all been labelled clearly. And I'd left the curriculum…the policy. They definitely looked at my policy — my PSHE and RSHE policy — because some questions were asked. So that would be another top tip: know your policy and be able to answer questions about your policy. Then they asked questions about the curriculum… we looked through the curriculum and the Framework. I explained that [the Framework] had come from the PSHE Association…how I adapted it, and how it was used, both for assessment and for outcomes. I think we had a conversation for about 55 minutes, and we talked about assessment, resources… what the lessons may look like etc.. And then we had a little look at some of the work from the different pathways,
KS
And did [Ofsted] go out and talk to the children at all?
JCL
Yes. So when we went on our walk around, I said that I would take them to a selection of the different classes in different pathways. And that's when I felt that the policy had had been read [by Ofsted]… the children and staff were being questioned on things. One thing that [the inspector] seemed to like [about our policy] was that, whenever we teach any element of RSHE, a letter is sent home to parents informing them of the objectives of that, and that teaching materials will either be made available or are already available from the class team.
KS
Yes, and that, again, is the demonstration of explicit safeguarding that's going on… through your PSHE but also in your organisation and setup…
JCL
And for our SEND learners... many of them don't have the mechanics of writing. So [we looked at] the different ways that we would then enable them to privately ask a question. So we have, for example, symbols… “I want to know”, and then they might put that in the box, because they're not going to be able to write like they can in a mainstream school…
KS
Again, they can access things then… they're not, you know, observers in their PSHE learning… they're actually engaged in it from start to finish.
JCL
Yeah. And I think the day felt much calmer than the build up to the day… It was a very long day, but…
KS
What made you feel that that was the case?
JCL
Because it was here… and it was happening…there was there was nothing else in your control. It was a bit like talking to you now…. You just want it to be the best it can be. Your nerves kind of went and I think I just took the “I'm proud, we've done well, let's show it and celebrate it” [approach]… you know..
KS
It's empowering for you as well… [to say]: “I'm going to really celebrate and show things… but I'm also going to let you know the things I know need further developing”... And that's all one can do, because, you know, they're there for that day… they're not goanna be there tomorrow…
JCL
I think I was quite strategic… So whatever was on my action plan, whatever I'd written for my intent… I had evidence. I had evidence for how [my action plan] had been implemented as well, and evidence for the impact. So I think… as long as you can cover those areas… as long as you can prove that you've got that broad and balanced curriculum… you'll be fine.