High-quality PSHE is essential to the wellbeing of our students. Last week, Matt Bromley looked at how to create and lead an effective PSHE programme. This week he looks at what Ofsted has to say on the matter and offers further advice about the tenets of effective PSHE

In the first part of this article on leading PSHE, I recounted my own experiences as “Keeper of the Poisoned Chalice” (Leading an effective programme of PSHE, SecEd, January 2018).

Fifteen years ago, I became a PSHE coordinator and attempted to change teachers’ and pupils’ attitudes to a much-maligned subject: yes, PSHE was regarded as a black hole in the middle of timetables, an hour wasted.

My initial task was to rebrand the subject and, after much consultation with staff, I settled on “life-skills”.

Next, I conducted an audit of the curriculum in order to ensure that it was up-to-date and relevant, and each year of study built on the previous.

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