Focus - Personal Development in Schools

PERSONAL DEVELOPMENT in Schools

£4.95

RSE FOCUS: Supporting SEND pupils

Features:

• Free downloadable British values' posters inside

• Puberty, Sex Education & Relationships' Book List inside

• The Essentials of Teaching PSED to Early Years

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Early Years' Building Blocks

WHY IS IT ESSENTIAL TO TEACH THE FOUNDATIONAL ELEMENTS OF PERSONAL, SOCIAL, AND EMOTIONAL DEVELOPMENT (PSED) TO EARLY YEARS PUPILS?

Let's picture it as the cornerstone of pupils' holistic growth. The Early Years Foundation Stage (EYFS) framework in the UK emphasises nurturing young learners in ways that profoundly shape their understanding of self, others and their environment.

PSED is the base on which Personal, Social, Health, and Economic (PSHE) education is built, guiding children through their formative years to become empathetic, resilient and well-rounded individuals. We're taking a deeper look into why it's important to include PSED into early childhood education:

• How PSED Cultivates Emotional Intelligence

• Teaching Social Skills in Primary School Pupils

• Promoting Health and Wellbeing in Schools

• Economic Education

• Autonomy and Citizenship

• Transitioning Through Year Groups and Milestones

HOW PSED CULTIVATES EMOTIONAL INTELLIGENCE

Emotional intelligence is critical in understanding and managing one's

emotions and empathising with others. PSED directly supports this by teaching children to recognise, express and regulate their feelings from an early age. Such early instruction lays the foundation for effective communication, stress management, and conflict resolution— skills that are beneficial throughout life. Through PSED, children learn the value of empathy and compassion, essential traits for personal and social well-being.

ENHANCING SOCIAL SKILLS

By recognising the importance of social development in early childhood, forward-thinking PSED materials can help pupils to understand vital social skills such as sharing, cooperation and respect for diversity. These lessons in social interaction are not just about getting along with others but more so learning and appreciating the wide array of perspectives and cultures in the world. Early exposure to such concepts fosters a strong sense of community and mutual respect among young learners.

PROMOTING HEALTH AND WELLBEING

PSED is instrumental in teaching young children about their health and well-being, covering everything from physical health and activity to emotional wellness. This part of the EYFS framework encourages habits and attitudes towards healthy living from a young age,

including understanding the importance of nutrition, exercise and personal hygiene. Importantly, it also introduces strategies for emotional regulation and coping with change, contributing to a balanced approach to mental health.

LAYING THE GROUNDWORK FOR ECONOMIC AWARENESS

Introducing basic concepts of economy and decision-making through PSED prepares children for more complex PSHE learning later on. Simple activities related to value, exchange and choice help young learners grasp the basics of economic understanding within their own world. This early introduction to financial literacy is crucial for developing a sense of responsibility and awareness about resources and their use.

ENCOURAGING AUTONOMY THROUGH RESPONSIBLE CITIZENSHIP

PSED is pivotal in nurturing early years' pupils' sense of belonging and responsibility within their communities. It teaches them about cooperation, the importance of caring for their environment and not forgetting how to show respect for all living things. These lessons are foundational for building a sense of global citizenship and environmental stewardship, highlighting how its individual actions that contribute to the community's well-being.

PREPARING FOR LIFELONG LEARNING

The skills and attitudes developed through PSED are not only beneficial for immediate learning but also lay the groundwork for future academic and personal success. Attributes such as curiosity, resilience, and the ability to engage with learning tasks are fostered through PSED, directly impacting a pupil's readiness for school and beyond. Furthermore, it supports critical thinking and problem-solving abilities, essential for navigating the challenges of an everevolving world.

In essence, integrating PSED within the Early Years Foundation Stage framework is vital for the comprehensive development of young children. It not only enhances their immediate learning experiences but also sets a solid foundation for their growth into compassionate, capable and sociallyaware individuals. By emphasising the importance of personal, social, and emotional development from an early age, we pave the way for children to thrive in all aspects of their lives, equipped with the skills and understanding necessary for lifelong success.

EYFS stands for Early Years Foundation Stage, an educational framework in the UK designed for children from birth to five years old. Here are five top reasons why it's important:

1. Holistic Development: EYFS recognises the importance of addressing pupil's overall development, including social, emotional, physical, and cognitive aspects; laying a strong foundation for future learning.

2. Individualised Learning: It tailors education to the unique needs and interests of each child with a personalised approach that recognises and supports diverse learning styles.

3. Early Identification of Needs: EYFS facilitates the early identification of any learning difficulties or developmental challenges, allowing for timely intervention and support to address these issues effectively.

4. Play-Based Learning: The framework emphasises play-based learning, recognising that children learn best through exploration, experimentation, and imaginative play, thus fostering creativity and curiosity.

5. Smooth Transition to Formal Education: EYFS prepares children for a seamless transition into more formal education by providing a solid educational and social foundation, ensuring pupils are well-equipped for the next stages of their learning journey. Would you like to trial PSED resources for free?

How are the Rainbowdrops support early years settings? Find out

here:

International

Awareness days in schools

Awareness days in primary schools serve as windows to the world, expanding young minds beyond textbooks. They teach empathy, tolerance, and critical thinking by introducing pupils to diverse cultures, societal issues, and global challenges. These occasions cultivate values like compassion and social responsibility, promoting a sense of community involvement. Awareness days also bridge the gap between classroom learning and real-world relevance, inspiring pupils to become informed,

active citizens. Ultimately, they play a crucial role in shaping well-rounded individuals who appreciate diversity, understand interconnectedness, and are prepared to make positive contributions to their communities and the world at large.

It is highly unlikely that schools will have the time or resources to cover every awareness day but here are some of the ones coming up over the next few months.

APRIL 2024

Stress awareness month

2nd International Children's Book Day - See page 21

2nd World Autism Awareness Day

7th World Health Day – See page 26 for our article on childhood obesity

22nd Earth Day

23rd World Book Night | Register for our webinar with Fonetti (See article on page 38)

MAY 2024

5th World Hand Hygiene Day

6th – 12th National Sun Awareness Week

6th – 12th Deaf Awareness Week

15th International Day of Families (see article on page 12)

13th – 19th Mental Health

Awareness Week

20th – 24th Walk to School Week

21st World Meditation Day

JUNE 2024

Pride Month

5th World Environment Day

5th – 11th Child Safety Week

6th Empathy Day

17th – 23rd Learning Disability Week

18th – 25th Water Safety Week - See drowning prevention article on 36 27th RSE Day - See article on RSE on page 15

Should we be talking about Misogyny in primary schools?

BY HAYLEY SHERWOOD

In my role at 1decision, I often get asked by schools for resources to support them with current issues. Recently, we've received a huge number of requests for resources to teach children about misogyny. This is a hot topic!

Teaching young children about misogyny is crucial for several reasons - and it is not just because of Andrew Tate! Teaching children from a young age will contribute to fostering a more inclusive, respectful and equitable society.

HERE'S WHY TEACHING ABOUT MISOGYNY IS IMPORTANT:

1. Early Intervention: Children's attitudes and beliefs are shaped at an early age. Introducing concepts of equality and respect early on can prevent the development of misogynistic attitudes and behaviours. It's easier to instil positive values in young minds than to change negative ones in adults.

2. Promotes Equality: Teaching children about misogyny helps them understand the importance of gender equality. This understanding can lead to healthier relationships between all genders, based on mutual respect and understanding.

3. Counters Stereotypes: Education on misogyny can challenge harmful gender stereotypes that are often perpetuated in media, culture, and sometimes, in the home environment. By critically analysing these stereotypes, children can learn to recognise and reject sexist attitudes.

4. Fosters Empathy: impact of misogyny on individuals and society helps children develop empathy for others. Empathy is a key component of emotional intelligence, which is crucial for personal development and building healthy relationships.

5. Empowers All Genders: Knowledge about misogyny isn't just beneficial for girls and women; it also benefits boys and men by challenging toxic masculinity and encouraging emotional expression and vulnerability. It opens up pathways for all genders to express themselves freely and pursue their interests without the constraints of gender norms.

6. Promotes Intervention: Educating young children about misogyny equips them with the knowledge and courage to stand up against gender-based injustice and inequality when they witness it, whether in their personal lives, at school or in broader society.

7. Builds Inclusive Communities: By understanding and rejecting misogyny, children can contribute to creating inclusive spaces that respect and value diversity. This inclusivity is essential for the well-being and prosperity of any community.

8. Prepares for the Future: As society progresses, understanding and advocating for gender equality will become increasingly important in both personal and professional spheres. Children educated about misogyny will be better prepared to participate in and contribute to a world that values gender equality.

In conclusion, teaching young children about misogyny lays the foundation for a society that values gender equality, respects diversity, and rejects harmful stereotypes and behaviours. It's an investment in creating a better future for all.

In response to requests for more resources, my team have created a FREE assembly for primary schools. Thanks to our complimentary assembly portal, you'll be able to access our new assembly along with many others.

The Key to Combating Rising Knife Crime

For knife crime awareness week 20th – 26th May 2024, our friends at The Ben Kinsella Trust are urging us to acknowledge the painful impact of knife crime within our communities.

Statistics paint a stark picture: incidents of knife-related violence are on the rise. But in the face of this concerning trend, there's a beacon of hope—education. As educators and guardians, it's crucial to understand why we need to equip our youth with the knowledge and skills to navigate away from the dangers of knife crime.

Let's delve into the numbers first.

Across the globe, communities are grappling with the surge in knife-related incidents. According to the Office of

"In the UK alone, police recorded over 50,500 offences involving a knife or sharp instrument for the year ending March 2023"

National Statistics, in the UK alone, police recorded over 50,500 offences involving a knife or sharp instrument for the year ending March 2023; representing a 10% increase from the previous year. Sadly, these figures aren't just abstract

numbers—they represent lives shattered, families torn apart and communities left in fear.

But why are these numbers climbing? The answers are complex and wedged deep within societal, economic as well as cultural factors. However, one undeniable truth emerges: knife crime often starts young. Many perpetrators and victims alike are teenagers or even younger. This is where the power of education comes into play.

Education isn't just about reading, writing and arithmetic—it's about equipping young minds with the tools they need to navigate the complexities of the world around them. By educating our youth about the dangers

"By raising awareness about the legal consequences of carrying knives and the devastating impact it can have on individuals and communities, we can help dissuade young people from making dangerous choices"

of knife crime, we empower them to make informed decisions and resist the pull of violence.

But what does this education look like? It starts with fostering empathy and understanding and for most schools is delivered within PSHE education. As a reaction and defence to feeling marginalised, hopeless or trapped in a cycle of violence, some young people and pupils turn to knives or sharp objectives. We believe that by facilitating a supportive environment where pupils feel heard and valued – for example leading class discussions and teaching with alternative-ending videos, engaging worksheets and class resources, we can address the root causes of knife crime and steer them towards healthier paths. Moreover, education empowers young people with crucial life skills, such as conflict resolution and emotional regulation. By teaching them how to manage their emotions and resolve

conflicts peacefully, we provide alternatives to violence and equip them with the tools to navigate challenging situations without resorting to knives.

In this respect, education serves as a powerful deterrent. By raising awareness about the legal consequences of carrying knives and the devastating impact it can have on individuals and communities, we can help dissuade young people from making dangerous choices. Knowledge truly is power, and by arming our youth with information, we empower them to make choices that prioritise safety and well-being. But as we know too well, education isn't just about what happens within the four walls of a classroom—it's about creating a culture of responsibility and accountability within our communities. Schools, families and local organisations must work together to send a clear message: knife crime will not be tolerated. By fostering partnerships between law enforcement, educators, and community leaders, we can create a united front against violence.

Education also serves as a catalyst for change. If we can encourage young people to become advocates for peace and justice, we plant the seeds for a safer, more equitable society. Whether it's through peer mentoring programs, youthled initiatives, or community outreach efforts, pupils have the power to drive meaningful change in their communities and beyond.

In the fight against knife crime, education is our most powerful weapon. By arming our youth with knowledge, empathy and resilience, we can create a generation of changemakers who are equipped to build a safer society for all. It won't be easy, and the road ahead may be long and challenging. But by investing in

Rachael down

Rachael is a Marketing and Media Consultant with a background in journalism and a passion for crafting captivating campaigns that make a positive impact on the world. As the newest member to 1decision's team, Rachael's expertise in publishing and proofreading combined with her belief in children's education compliments FOCUS magazine's social goals and wider perspectives. Ultimately, she hopes to help 1decision instil greater confidence, autonomy and faith in the future generations. Watch this space!

the education and empowerment of our young people, we invest in a brighter, more hopeful future—one where every child can grow up without fear of violence or harm. Would you like to access a free impactful assembly?

1decision together with the Ben Kinsella Trust, have created a primary school focused assembly.

Click here

Teaching British values

In recent years and as outlined by DfE, the expectation for schools to teach British values has increased. Now considered an integral part of the UK PSHE curriculum, schools are encouraged to:

• Create a sense of belonging and community among pupils,

• Prepare all pupils for life in modern Britain, and

• Uphold the principles of:

- democracy,

- the rule of law,

- individual liberty,

- mutual respect, and

- promote tolerance of those with different faiths and beliefs.

These values are considered integral to ensuring that children become wellrounded members of society. Here's an overview of the expectations placed on UK schools regarding the teaching of British values:

"Our immersive, alternativeending videos work well for prompting easy and enjoyable class discussions"

1. DEMOCRACY

Schools are expected to teach students about democracy and the importance of voting, giving them the opportunity to learn how to argue and defend points of view. This involves school councils, debates, and even local and national elections simulations. The aim is to develop understanding of how they can influence decision-making through the democratic process.

Our immersive, alternative-ending

videos work well for prompting easy and enjoyable class discussions.

2. THE RULE OF LAW

The importance of the Rule of Law, whether they govern the class, the school, or the country, must be consistently communicated to pupils. Schools are tasked with ensuring that their pupils understand the reasons behind laws, the responsibilities that come with them and the consequences when laws are broken.

3. INDIVIDUAL LIBERTY

Schools are expected to support children in developing their self-knowledge, selfesteem and self-confidence. They can encourage pupils to take responsibility for their behaviour, as well as teach them their rights, freedoms and how to exercise these safely. Through school subscription

resource services like 1decision's PSHE lessons for 2024, pupils learn about personal freedom and the boundaries within which they must operate in society.

4. MUTUAL RESPECT AND TOLERANCE

Teaching about mutual respect and tolerance helps children to understand and appreciate the diverse cultures and beliefs that make up the UK. Schools are expected to promote an ethos where differences are celebrated and where pupils can engage with the wider community. Activities could include exploring other faiths and cultures, and discussing issues related to prejudice and respect.

5. COMPLIANCE AND INSPECTION

Ofsted, the body responsible for inspecting and regulating services that care for

"Teaching about mutual respect and tolerance helps children to understand and appreciate the diverse cultures and beliefs that make up the UK"

children and young people, as well as services providing education and skills for learners of all ages in England, plays a significant role in ensuring schools meet these expectations. During inspections, Ofsted assesses how well schools are promoting British values through their curriculum and ethos.

Schools are also encouraged to develop

their own practices that support the teaching of British values, tailored to their unique environments and demographics. This could involve integrating British values into various subjects across the curriculum, not just in citizenship or PSHE lessons, but also in literature, history, and social studies, among others.

6. THE BROADER IMPACT

The emphasis on teaching British values is part of a broader strategy to prepare young people for life in a diverse and democratic society, aiming to foster an environment of mutual respect and tolerance. It is seen as a way to counter extremism and to build a cohesive society that values the contributions of all its members.

How are you delivering British values?

Click

Celebrating International Day of Families 2024

In the tapestry of our global community, diversity is a thread that adds richness and strength, weaving together a picture of harmony and understanding.

MAY 15th

As this month celebrates International Day of Families, we're reflecting on the importance of teaching young children about the diversity within our communities. This education is a foundational stone for building a future where everyone is valued, understood and embraced for who they are. In recognition of this, we've created an assembly aimed at helping children embrace diversity within their primary schools to foster inclusivity from a young age.

WHAT IS DIVERSITY IN PSHE?

Diversity in the PSHE curriculum encompasses culture, ethnicity, religious beliefs, socio-economic status, language and more. By introducing these concepts to children early on in educational settings, we can begin on the right foot by teaching the groundwork for empathy, respect and

social harmony. This allows pupils to see the world from multiple perspectives and thus cultivates an environment where differences are not just tolerated but celebrated.

REASONS TO CELEBRATE DIVERSITY:

1. Cultivate Empathy and Understanding

At the heart of teaching diversity is the cultivation of empathy. By exposing children to different ways of life, traditions, and beliefs, we enable them to step into the shoes of others, fostering a deep-seated understanding and respect. This understanding is crucial in a world where social media and global connectivity bring us closer than ever before, making it imperative for the next generation to navigate these spaces with empathy and respect.

2. Enhance Social Skills

Learning about diversity also significantly enhances children's social skills. In an environment where they are taught to appreciate and celebrate differences, pupils learn how to communicate effectively with peers from varied backgrounds. This not only enriches their personal growth but also prepares them for a globally interconnected world where teamwork and collaboration across diverse groups is key to solving complex challenges.

3. Promote Inclusivity and Reduce Prejudice

PSHE resources such as videos, worksheets and topic guides play a crucial role in promoting inclusivity and reducing prejudice. By embedding the values of diversity and inclusion in educational settings, we can counteract stereotypes and biases from a young age,

paving the way for a more inclusive society. These lessons encourage children to question and challenge discriminatory attitudes, leading to a generation that values fairness and equality.

4. Prepare for a Diverse World

The world our children will grow into is one of unparalleled diversity. The ability to understand, appreciate, and work with agility within this diverse landscape, therefore, is undoubtedly an invaluable skill. By educating pupils on diversity and the differences between cultures, we can help them to navigate and succeed in a globalised economy.

5. Celebrating the International Day of Families

The International Day of Families offers an excellent opportunity to highlight the importance of diversity within our communities. It is a day to celebrate the varied forms of family structures and cultures that enrich our societies. By integrating the celebration of this day into the educational curriculum through assemblies and activities, schools can reinforce the message that every family and every individual has a unique story that contributes to our collective narrative.

THE ROLE OF SCHOOLS

How to Celebrate:

Schools are microcosms of the broader society and have a pivotal role in shaping the attitudes and beliefs of young minds. By providing PSHE resources to discuss and celebrate diversity, schools become safe spaces for exploration and understanding. These initiatives work especially well when they're both interactive and engaging, encouraging children to ask questions, share their own experiences, and participate in activities that highlight the beauty of our diverse world.

As we celebrate the International Day of Families, let us embrace the opportunity to teach our pupils about the importance of diversity within our

communities. These lessons are not just academic; they are the building blocks for a more harmonious, understanding and diverse society.

Let us commit to nurturing an environment where every child feels valued and included, and where diversity is celebrated as the strength it truly is. In doing so, we lay the foundation for a future that is bright with the promise of unity and mutual respect.

For more information on our assemblies and PSHE topics for primary schools:

Partner news

We are excited to share news of our new partnership with

For many years, the 1decision team planned to create a portal to further support parents/carer and children at home. Little did we know that in the background, the fantastic team at SchoolTV were ahead of the game. We are delighted to be able to part fund this initiative to further support our schools.

What is SchoolTV?

SchoolTV serves as an invaluable resource for school communities, aiming to support the mental health and wellbeing of pupils. We both recognise that raising confident, happy and resilient young people in today's world presents numerous challenges.

SchoolTV bridges the gap between schools and parent/carer communities, strengthening relationships and equipping

them with the knowledge to empower confidence and navigate the complexities of modern-day parenting. Many schools are already making commendable efforts to support pupil wellbeing.

Add

By integrating SchoolTV into the existing programmes, our combined efforts can go further and work smarter to provide valuable insights into community concerns. SchoolTV plays a crucial role in facilitating understanding, breaking down barriers, and finding common ground for schools and families across the globe. By working together to build parenting

capabilities, we can foster an environment for pupils to thrive and improve educational outcomes.

Why SchoolTV?

• Invaluable resource for school communities.

• Supports the mental health and wellbeing of pupils.

• Bridges the gap between schools and parents.

• Helps to create an environment for pupils to thrive.

• 50% funded by 1decision to help enhance PSHE outcomes.

Keen to find out more?

Request a demo or receive more information on the benefits and unique features of SchoolTV available across various subscription packages:

RSE Day began in 2018 as an opportunity for schools in Nottingham to celebrate their good practice in RSE and to raise the importance and status of the subject. Effective RSE should be delivered in an age-appropriate way throughout the year. Nottingham City Council's aim for RSE Day was to create a time in the year to reflect, share ideas and be creative. The first RSE Day was very successful with many schools in Nottingham and further afield taking part. It was so heart-warming to see schools sharing their activities on social media, I remember being in tears when I saw an aerial photo of all the children in one Nottingham school holding a piece of bunting with a picture of their family. The effort schools went to really reinforced the need for RSE Day. In that first year, we had interest from around the country, so it seemed fitting that in 2019 RSE Day became a national celebration day.

"RSE Day serves as a reminder of the importance of promoting healthy relationships and supporting children to make informed choices"

There is often misinformation and misunderstanding about the aims and nature of RSE. RSE Day serves as a reminder of the importance of promoting healthy relationships and supporting children to make informed choices. It is a call to action for educators, parents and communities to continue to prioritise this area of education.

RSE Day takes place on the last Thursday in June each year, this year it is on 27 June. We provide a list of ideas with

accompanying resources on our website (www.rseday.com) to help schools celebrate the theme. Schools are encouraged to share their activities on social media using #RSEday. Some schools choose to do their own thing, deliver some of their programmed RSE content or share information about their RSE provision. We also provide ideas for how families can get involved.

This year, the theme for RSE Day is 'Embracing Change', specifically focused on RSE, so Changing Friendships, Changing Families, Changing Bodies, Changing Schools, and Changing Minds. This theme fits nicely with RSE themes that schools may already be covering at this time of the year.

We would love to see more schools than ever take part this year! Visit:www.rseday.com to find out more.

CATHERINE KIRK Founder of RSE Day

Teaching RSE to Children with SEND

BY JAN HARGRAVE

The Department for Education is clear that Relationships Education, Relationships and Sex Education, and Health Education must be accessible for all pupils and, that this is particularly important when planning teaching for pupils with special educational needs and disabilities. The guidance suggests that this is achieved through high quality teaching that is differentiated and personalised.

The term Special Educational Needs and Disabilities (SEND) covers a wide gamut of diagnoses. You may well be teaching children in your class who are on the autistic spectrum, and, although not classed as a learning disability, approximately 20-30% of people with a learning disability also have autism. It is important, before any R(S)HE lesson to create a safe learning environment by establishing a group agreement but for those children with special needs you may need to make these 'rules' even clearer. Set firm boundaries about what can be discussed within the R(S)HE lesson but have not now become acceptable topics to discuss in other subject lessons. Nor is disclosure regarding subjects discussed in R(S)HE something to be continued outside of the lesson, e.g. it is okay to talk about your periods or wet dreams in R(S) HE or with a trusted adult but this should not be shared with the bus driver or the person in the corner shop!

'Forewarned is forearmed'. Inform the pupil in your class with special needs about proposed changes to the timetable well in advance and briefly outline what you will be covering in each session. If a child always has PE first lesson on a Monday but suddenly, the lesson changes and a new teacher starts talking about periods and wet dreams, this could possibly cause

considerable anxiety. This is where it is also helpful to include parents and carers. Inform them in advance and share the lesson content. They can then prepare their child and plan for any questions that might arise because of the session.

A learning objective from the R(S)HE guidance is that all children in primary school, should learn the vocabulary to report abuse. In key stage 1, this can include teaching children the correct terminology for their body parts including the external genitalia, e.g. penis, testicles, vagina, vulva. This is particularly important for some pupils with special needs who may have a disjointed understanding of their physical identity. Many of these terms will be covered in the science curriculum.

Teach children that although these body parts are private, and we usually keep them covered up, they are nonetheless healthy and acceptable parts of their

bodies. If a child understands what constitutes healthy touch, they will also be more able to identify abuse and, if this happens, have the appropriate language to report it.

As part of the PANTS (the underwear rule) initiative, the NSPCC have produced resources for parents of children with learning disabilities in a pictorial format and for children with autism.

By starting and sharing this dialogue early, you will be creating the foundations on which you can build conversations about hygiene, keeping healthy and staying safe.

When planning any R(S)HE lesson it is advisable to consider the wider language you are going to use. Particularly in primary, it is common practice to focus solely on the biological terms. For those children with SEND, it is important to acknowledge that there is a myriad of terms that people may use for describing their 'private parts.' This can be helpful when teaching them which words are acceptable to use in school or visiting the doctor but will not equip them to fit into their peer group and may increase the potential for bullying.

A child with SEND may also have a propensity for literal translation, so be careful with the terminology you use. For instance, it can cause considerable anxiety if a pupil thinks their testicles will actually drop or their voice will actually break. Perhaps compile, (together with the pupil), and using visual prompts if available, a dictionary of adolescent terms that they might have heard but did not understand e.g. 'going 'out' with someone, 'chilling out,' or 'seeing red.' This can be added to, and used as a reference guide.

PUBERTY

Puberty is a time of great adjustment and all children can find this transition difficult. However, for children with special needs, who struggle generally with change, it can be even more anxiety inducing when your body starts to change and these changes are outside of your control.

Not only is a child experiencing their body going through a fundamental period of transformation, but they also have surges

"By starting and sharing this dialogue early, you will be creating the foundations on which you can build conversations about hygiene, keeping healthy and staying safe"

in hormones to deal with. For a child with special needs, these feelings can be exemplified and this can lead to confusion and, at times, instability. As a teacher you may wonder if their behaviour is related to the changes all children are experiencing when going through puberty, or whether it is related to their special need.

Conversations about forthcoming changes, therefore, need to start earlier than for their peer group. For the child with special needs it could take considerably longer for them to adjust and feel comfortable with the concept. This may require 1:1 support before you begin your programme of lessons, and afterwards to ensure that they have understood the content.

Using social stories or pictures illustrating the process of how a baby grows into a toddler, a teenager and how an adult progresses into old age, emphasise the positive aspects of growing and changing. Create visual timelines and ask the pupil about what they did as a baby and how they envisage they will change as they grow up. You may need to manage expectations if they appear unrealistic.

A sensible way to approach the topic is to err towards the scientific. Explain that every part of the body, both external and internal has a name and a function. Some of these functions include the production of fluids, e.g. tears, urine, sweat, semen, menstrual blood, vaginal discharge. Using a body outline, together with the pupil, label each body part, internal and external, illustrating how these will change as they go through puberty, and which are associated with the production and excretion of a fluid.

Stress that there is no uniformity when it comes to the human body. Penises, and vulvas come in all shapes and sizes and it doesn't matter how big your penis is, or if your breasts are not developing at the same speed as your friends.

For a child with special needs, keeping clean may present some difficulties related to executive functioning, and issues with fine motor skills.

There may also be sensory issues associated with the keeping clean, e.g. the strong smells of soaps and deodorants, the taste or texture of toothpaste, or the feeling of running water in the shower. They may also not acknowledge, or see it as an issue, if their lack of hygiene has a negative impact on those around them. As one 11-year-old girl said to her mother, “if way I smell, then just don't me. It's your choice.”

Although, as a member of school staff, it would be unlikely that you would have a conversation about personal intimate hygiene with a pupil, there may be an occasion when a 1:1 chat does become necessary.

For younger children it may be helpful to create a 'my hygiene' book with social stories and visible routines for keeping clean throughout the school day, e.g. using the toilet, hand washing, using tissues to wipe their nose etc.

Some children with special needs may need more support to manage their periods, this can be exacerbated by the fact that they may not pick up knowledge from their friends. They may also struggle with sensitivities relating to menstrual loss, period pains, and pre-menstrual tension.

"Periods, particularly at the beginning, can be unpredictable and this can be a real challenge for children who function best within a routine"

Periods, particularly at the beginning, can be unpredictable and this can be a real challenge for children who function best within a routine. You might find it helpful to use visual cues and social stories that illustrate menstrual loss, how to use a range of products, when to change them, and how and where to dispose of them.

To ensure that they are receiving consistent information between home and school it is advisable to involve parents (where applicable). By doing so, coping strategies can be developed and embedded and anxiety reduced.

When talking about period products, talk about, and demonstrate the full range, including the menstrual cup, reusable cotton pads, as well as pads and tampons. Period pants can be effective in reducing anxiety about their period leaking through clothing whilst they are at school, particularly if they also have issues about regularly changing their product or using school toilets.

TALKING ABOUT PUBLIC AND PRIVATE

Teaching about public and private starts in early years foundation stage and is a fundamental part of teaching children to safeguard themselves. To the child with special needs, these rules can be vague and confusing, which can make them more vulnerable to exploitation and abuse.

Reiterate that a private place is not just somewhere where you are alone but is a place where no one will walk in without knocking or being invited, a public place is where anyone can either see you or have access. Some places can be both public and private, like a swimming pool or public toilet. Perhaps print off some pictures or share photos that are familiar and discuss with the pupil the appropriate behaviour to exhibit relating to each setting. E.g. doctor's surgery, supermarket, high street.

Going back to the language that we use, it is essential when labelling body parts that you stress that 'all areas of your body are private and that every part of your body belongs to you and you have to give permission for anyone to touch it'.

MASTURBATION/UNEXPECTED SENSORY STIMULATION

Occasionally you may have a child in your class who is touching their genitals, or perhaps rubbing themselves against furniture. Curiosity in one's own body is part of normal development, as is the touching of genitalia and masturbation. For many young people, touching their genitalia may be a way of exploring their bodies, gaining sensory stimulation or enjoyment or self-soothing. As they approach adolescence, it can be a way of coping with an increase in sexual feelings. Most adolescents intuitively pick social cues associated with a time and place but this may not be the case for those pupils with special needs.

It is important not to overreact. Children should never be given the message that touching themselves is 'wrong,' or 'dirty.' If you find yourself in a rare situation where a child is displaying this behaviour at school, reinforce the messages associated with public and private.

School is a public place and there are no private places, this includes the toilets.

If deemed appropriate for the situation, you may decide to have a carefully managed conversation with the child's parents or carers to ensure that the pupil knows that their bedroom is a private space where they will not be disturbed and this will be respected. For younger children, it may be that they are bored or under stimulated so using distraction techniques can be a helpful way to minimise this behaviour.

RELATIONSHIPS

Within the statutory curriculum for R(S) HE in primary, there is an emphasis on supporting children to recognise, establish and maintain, mutually healthy, supportive relationships within friendship groups, families and wider society. This is embedded throughout every module within the 1decision portal and other such resources and pupils can be assessed at multiple points within every year group.

"Children with special needs may struggle more than their neurotypical peers to understand the complex nuances of relationships and what is, and what is not appropriate behaviour to display when interacting with the people around them"

Children with special needs may struggle more than their neurotypical peers to understand the complex nuances of relationships and what is, and what is not appropriate behaviour to display when interacting with the people around them.

Start conversations about personal space and touch in early years foundation stage and reiterate regularly. This is particularly important for those children with autism as their vestibular system may prohibit them from judging distances and they may not be able to grasp the concept of where they end and another person begins. Spontaneous hugs in early years can be endearing. However, this behaviour is not as acceptable from a 16-year-old.

Verbal prompts may not work, particularly with a child who is autistic, so you may need to play games that demonstrate personal space, e.g. Ask the pupil with autism to stand inside a circle, possibly smaller than a traditional hoola hoop.

Ask one of their peers to stand inside this with them. The likely response will be that the child with autism is uncomfortable with the proximity and reacts negatively to having their space 'invaded'. Try the exercise again, this time with a little more space between the children outside of the hoop. Repeat until the child with autism feels comfortable. This will help them to visualise what constitutes personal space and how someone else might feel if they get too close.

Something we don't routinely do is teach children, from an early age, when and how to say 'no'. As parents and teachers, we often instil in them that 'you must always do what a grown up tells you to do' and that 'adults know best'. This can increase vulnerability for the child with special needs as they may have more difficulties distinguishing between appropriate and inappropriate touch.

If we are going to empower children to 'safeguard' themselves, then we need to ensure that they have the ability to recognise situations where they should say 'no' by teaching them how to say 'no' and giving them opportunities to practice these skills. This can be difficult for any child, particularly if the adult is being manipulative, coercive and/or threatening.

Some children with special needs may misunderstand the difference between those people with whom they can, and cannot show affection, share personal information with, or who can touch them in an intimate manner e.g. kissing

and cuddling. A useful way to introduce relationships in primary, particularly when associated with keeping children safe, is by using the relationships circle exercise, indeed, you may already use this in your school. This exercise will assist the pupil in ascertaining the difference between a family member, a friend, carer, acquaintance and stranger and the acceptable behaviour to adopt in various situations.

Some young people with special needs may be more vulnerable to bullying or exploitation as they can take people at face value, and struggle to spot whether someone is a genuine friend or is taking advantage of them. Work with the pupil to help them critically examine what it means to be a good friend and the qualities they would be looking for in a prospective friend. Discuss the importance of shared values and not judging someone purely on the way they look. A friendship quiz can be a helpful tool in this situation.

As children enter adolescence, making new relationships can become more complex. Intimate relationships begin with friendships and this relies on young people understanding quite complex social interactions. Indeed language is only a small component of communication with nuance, facial expressions, body language,

"Work with the pupil to help them critically examine what it means to be a good friend and the qualities they would be looking for in a prospective friend"

FURTHER RESOURCES

The Leeds Children's Nursing Disability Team produced the Puberty and Sexuality Pack, in 2009, which can be downloaded free of charge and would be a useful resource for you to use in conjunction with the 1decision scheme of work. The target audience is 9–18 and it has been written to meet the needs of pupils with a range of learning disabilities, from severe to those in mainstream education. You might find some of the social stories and pictures helpful when planning your lesson or 1:1 intervention.

Jan Hargrave

INDEPENDENT RSHE CONSULTANT

With many years' experience of working within education and the public sector, Jan is passionate about improving the emotional and physical wellbeing of every child by placing them at the heart of an evidence based, integrated and robust PSHE curriculum in every school. body movement, eye contact (impossible for some young people with SEND), space, proximity, posture, and touch also playing a part.

Even the meaning of the spoken word can change based on intonation, volume and whether someone is conveying anger, sarcasm, or affection. This means that children and young people with some special needs will need additional support with navigating friendships, being mindful that where their neurotypical peers will likely pick up these cues from their contemporaries, this is not likely going to be the case for these children.

For children and young people who need further advice to support their friendships and relationships, Childline have some useful information blogs and access to 1:1 support.

Book list

Relationships, Puberty & Sex Education

Be Mindful of Monsters: A Book for Helping Children Accept Their Emotions

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Celebrate Your Body (and Its Changes, Too!): The Ultimate Puberty Book for Girls: 1

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A Boy's Guide to Growing Up (My Body's Changing)

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Body Boundaries Make Me Stronger

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Get to Know Your Body: Human body book for toddlers, preschool aged 3-5 and children aged 5-7

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A Girl's Guide to Growing Up (My Body's Changing)

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Brilliant Questions About Growing Up: Simple Answers About Bodies and Boundaries

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Girls Only! All About Periods and Growing-Up Stuff

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Grow Up and Love Your Body!: The Complete Boys Guide to Growing Up Age 8-12

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Growing Up for Girls: Everything You Need to Know

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The Boy's Body Book: Fourth Edition: Everything You Need to Know for Growing Up YOU!

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Grow Up and Love Your Body!: The Complete Girls' Guide to Growing Up Age 8-12

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How to Grow Up and Feel Amazing!: The No-Worries Guide for Boys

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The Boys' Guide to Growing Up: the best-selling puberty guide for boys

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Growing Up for Boys: Everything You Need to Know

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It's My Body: A Book about Body Privacy for Young Children

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The Girls' Guide to Growing Up: the best-selling puberty guide for girls

RELATIONSHIPS, PUBERTY & SEX EDUCATION

The Parents' Guide to Private Body Parts: How to talk to your child about their whole body

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Let's Talk About the Birds and the Bees

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What Happens To My Body and Mind

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My Mums Love Me: A beautiful celebration of same-sex parents and motherhood

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Who Has What?: All about Girls' Bodies and Boys' Bodies (Let's Talk about You and Me)

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Sex and Relationships

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SEX EDUCATION AND RELATIONSHIPS FOR TEACHERS

Sex and Relationships Education 7-9

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Sex and Relationships Education 9-11

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Sex and Relationships Education for Young People and Adults with Intellectual Disabilities and Autism

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SEX EDUCATION AND RELATIONSHIPS FOR TEACHERS

Flourish - the social media channels supporting you and your mental health

www.youtube.com/c/Flourishwithus www.tiktok.com/@wearefl0urish

Let's Continue to Support the Decline of Childhood Obesity

UK Schools Help to Drive Down Childhood Obesity Rates through PSHE Nutritional Education.

OBESITY

RATES AMONG YEAR 6 PUPILS

2020-2021

25.5%

2022-2023

23.4%

The challenge of childhood obesity is a pressing public health concern for the UK. Post-pandemic, rising obesity rates among Year 6 pupils sparked both concern and conversation, with records demonstrating an upsurge of 25.5% in 20202021. Thankfully, the latest figures are easier to stomach, with obesity rates steadily dropping to 23.4% and 22.7% for the academic years ending in 2022 and 2023.

In terms of the PSHE community, we've seen a hugely positive push for more education on healthy nutrition in schools.

From Jamie Oliver's Healthy School Foods Awards (submissions until 29th March 2024), to encouraging good mental health, we believe the holistic approach is making a real difference to our pupil's overall health and wellbeing.

The pandemic's role in this health crisis is unmistakable, with lockdowns and restrictions limiting physical activity and altering dietary habits disrupting the routine and stability necessary for maintaining a healthy lifestyle. Yet, the resilience shown in the face of these challenges is noteworthy, with schools emerging as critical players in the quest to reverse these trends.

Across the UK, educational institutions continue to broaden their remit beyond traditional academia, increasingly focusing on imparting knowledge about making healthy choices that encompass not just nutrition but also physical activity, mental well-being and even skincare.

We're grateful to those schools that proactively join us in educating children about the importance of a balanced diet by integrating lessons on nutrition into the curriculum following the introduction of statutory Health education. These lessons emphasise the benefits of consuming fruits

and vegetables as well as improving our pupils' understanding of the nutritional content of foods.

PERSONAL PHYSICAL EDUCATION

Beyond dietary habits, physical education is made up of a wider variety of activities, which are designed to engage all pupils, regardless of their fitness level. The goal is to instil a lifelong appreciation for physical activity through joyous, inclusive and diverse exercise options. The holistic approach extends to mental health, with the popularity of mindfulness and yoga sessions on the rise. These practices aim to equip children with the tools to manage stress and foster emotional well-being; all the while promoting a

balanced lifestyle.

What's more, education on skincare and the potential adverse effects of certain chemicals encourages a greater comprehensive view of health, highlighting the importance of caring for one's body from the inside and out. It's not just the food you consume that matters. From what you read and watch to the games and activities you engage in, even what you put on your skin, health is a wholesome subject worth understanding.

The integration of comprehensive health education into school curriculums, however, still faces challenges. And despite the positive

trend, the prevalence of obesity remains stubbornly above the pre-pandemic projections.

WEIGHTY CHALLENGES

Budget constraints, the need for specialised training for staff, and the task of engaging parents and the wider community are significant hurdles. Yet, the success stories emerging from schools across the country serve as a testament to the potential impact of these initiatives. Schools that have embraced this holistic approach report not only improvements in children's physical health but also enhanced mental well-being and academic performance.

HEALTHY FUTURES

Looking forward, the path to sustaining and building on these improvements comes down to education and the expertise of head teachers, senior leads, PSHE heads and TAs. It's the support from all stakeholders, the continued investment in health education plus the hours of research into effective strategies

for promoting healthy lifestyles. It's about creating a collaborative environment for schools, parents, policymakers and children themselves.

As we reflect on the strides made in combating childhood obesity, it's clear that the journey is far from over. Yet, the commitment to nurturing healthier generations offers hope. By embracing a comprehensive approach to health and well-being, schools in the UK are laying the groundwork for a future where childhood

obesity is no longer a defining challenge of our time. The collective endeavour to support and expand these initiatives is not just an investment in children's health but a pledge to a healthier, more vibrant society.

How are you supporting your pupils to be healthier?

Check out the sample of 1decision's immersive video series below:

The system is broken

Homework for my eldest (in Year 6) daughter at the moment is SAT's revision – cue conflicting emotions! As the Head Teacher of the school she attends I know she has a brilliant teacher, I know she hasn't spent a lot of time focusing on the SATs nonsense and I know school – or myself as a parent – can't withdraw her from these pointless exams. However, recent weeks have seen us going over questions on the subjunctive, past progressive, subordinating conjunctions and a few other nonsense, almost (yes, some help learn languages in later life –something our country as a whole is poor at) useless grammatical terms.

SATs are something I have issues with – let us be clear: they aren't tests, they're exams – several in four days, in exam conditions. Do I / we as a school value them at all? No. Does she? Nope – ruins her enjoyment of learning. Do the local secondary school use them? Nope – minimal use at best, none whatsoever in most cases.

I accept that she needs to be prepared for these exams, but blimey, our National Curriculum and Assessment systems

are completely crammed full of utterly useless rubbish. We're not teaching skills for the future, we're teaching a Victorian curriculum when we're no longer in the Victorian ages. I'm beyond fed up of the challenges we have to face in education, what is imposed upon schools and colleges and so I'm happy to speak out, pleased to see more doing it too, but do wonder how sustainable the education system is – in my opinion its at breaking point, if not already past it…

"SATs are something I have issues with –let us be clear: they aren't tests, they're exams"

Take our antiquated assessment system, for example. Year 2 SATs are now optional (we've chosen not to do them at my school). These tell us very little as we know the children so well. We have the same issues in Reception – the Baseline test at the start of Reception year tells us nothing – woeful reports that are produced – and is also not a baseline for us as they started

with us here when they were 3 years old. In Year 1 there is the Phonics test – what are nonsense words and what are real ones? Bizarre. We dropped the Year 2 SATs as soon as we could because we don't agree with putting kids through such strict test conditions when they're six - and the results don't tell us anything we don't know already. We only have just over 100 kids in the whole school and we know the children better than a test result – as do all teachers in all schools. Validation through testing can be useful and important –the Year 2 SATs, and the Year 6 SAT's are neither the best, or only, way to do this.

In Year 4, the children have a multiplication test online. Again, that doesn't tell us anything we don't know - most kids pass it. It's not a paper test though – I'm grateful to see some aspects of our Education system catching up with the modern world and actually using computers. We focus heavily on learning tables from much earlier as it's such an important skill. Then there are the Year 6 SATs: no use whatsoever - no use to the children and no use to us as a school - as a headteacher I don't place any value on them at all. Our message to the children

is that we want them to leave us happy, confident, articulate, independent children with a range of digital and life skills and a work ethic – and we manage this through hard work and despite assessment impositions that are unfit for purpose, a source of stress and a waste of time.

I'd be interested in knowing what percentage of secondary schools genuinely use and value SATs results – many around here don't particularly use them for setting, and because we downplay them, the kids and families aren't overly interested either. But we start to work on the format at about this time of year because, ultimately, we are held to account by the Government and by Ofsted – two other things that are currently unfit for purpose and doing more harm than good.

I'm certainly not against assessment, or tests - we constantly 'test' the children at my school in different ways - but there's a balance to be found. The national curriculum is woefully overcrammed and totally unfit for purpose. The overall picture of education in this country

is so bleak – what it would be like if those working in education weren't so committed is scary. In the past 14 years every public sector and service has been systematically decimated by years of cuts and schools have had to take up the slack from this – it feels like they are almost the last line of defence, and it's simply unsustainable.

"Currently we are dramatically failing to meet the needs of hundreds of thousands of students"

A third of children in this country, roughly, for example, 'fail' SATs and GCSEs – and the system sets them up to 'fail' year after year – and we stand by and accept this?! Those exams test things they may never need to know, but they're nevertheless a pathway to higher education – I recognise the value here for some. Currently we are dramatically failing to meet the needs of hundreds of thousands of students, the needs of businesses or our economy

with what we're teaching at both primary and secondary schools. Somebody needs to join the dots - There need to be alternative pathways, some of which may also include exams. I know a child about to go to secondary school who's the most hands-on, brilliant child: I'm not arguing they shouldn't go and do GCSEs, but they should be given the opportunity to do more hands-on learning as well. It's not as if it won't be useful - if you can get a decent contractor of any sort in the North West then you've done really, really well –they're like gold dust and they're charging £50 an hour (and, I'm sure, worth every penny).

At my school, we enrich the national curriculum, which fits around what we offer. We teach digital skills, employing a specialist teacher who comes every week, officially to teach computing but actually providing opportunities for all ages (3 years upwards – we are the primary school version of Estonia, a brilliantly advanced nation in terms of Education and Digital Strategy and implementation across all sectors) to develop their digital

skills and competency, working with Robots, devices of all types, various software and generative A.I. Digital skills and competency are embedded across the curriculum and children in Years 5 and 6 work with, and train, other pupils in the UK, other nations (such as Norway, where we were featured on National television) and ITT students. In Estonia, they start teaching digital skills at three –we're replicating this. The Scandinavian countries don't test until 14 (we can't replicate this!): by the time they get to the Pisa tests at 16, they're blowing us out of the water - and having a much happier childhood. In the UK, seven million adults are illiterate (that's 1 in 6). They were failed by our education system. As a county, we're an embarrassment.

We also commit a significant portion of our timetable to the outdoors: much of it linked to our school farm, allotments and polytunnels. This year our Year 6 children will submit their work to the Princes' Trust who have allowed us to be the first Primary School in the country to offer an Ofqual approved Diploma. Staff are amazingthey all work ridiculously hard to ensure individual needs for all are met, always

"In the UK, seven million adults are illiterate (that's 1 in 6). They were failed by our education system. As a county, we're an embarrassment"

with lessons that are interactive because active learning promotes retention. We've taken a different approach to classrooms and learning spaces too – play based learning is a focus, and our Year 5/6 classroom has comfy chairs, nice tables and sofas. Give children responsibility and they will almost always respect this - the children look after everything they have with real care and attention, and the levels of calmness this new environment promotes is also reflected in the levels of respect the children show for what they have, as well as everyone they know. The work they produce in books, and digitally, has also improved in the new environment. We wouldn't expect adults to sit on hard plastic chairs for 5 to 6 hours a day – most couldn't. Why on earth do we expect this of children?

Our last Ofsted Inspection was in January 2023 - and the Inspectors were impressed. They could see the kids were absolutely thriving with aspects of our teaching and learning like the digital skills, and their confidence and ability to articulate what they learn, sharing their own digital portfolios…, but they couldn't fully report on this because it's not part of the national curriculum. They loved the farm we have, and the animals, and how the children looked after it all, used it for entrepreneurial projects and worked so hard on it…but they couldn't report on that in detail either and wouldn't speak to the staff that led these areas –asking instead for National Curriculum subject leaders. Inspectors' hands tied by a framework that isn't fit for purpose. I'm certainly not in the 'abolish Ofsted' camp – there must be accountability – but there is no doubt in my mind that it needs dramatic reform. Safeguarding is far too important to be inspected by Ofsted too – schools are so vital to so many children, families and communities and not just in terms of learning – safeguarding needs to be given greater priority and schools funded properly. My small, rural school is also inspected with the same framework

as my friend and colleagues' school in Fleetwood which has significant deprivation issues and very different challenges to the ones we face – its simply bizarre that we allow such different settings in such different areas to be held accountable by the same criteria.

As a country, the UK spends a very low percentage of its GDP on education – almost all (and possibly all) other European nations spend more - and it shows. In the past year, we've advertised full-time jobs for two teaching assistants and not had one person apply. It's not uncommon - the pay's appalling and does not reflect the brilliant job that Teaching Assistants do. Why would they come and work as a TA for 32 hours a week on minimum wage when they can get more than that in the local shop, and more hours? We can't get midday supervisors because they're paid even less. Teachers across the country are leaving in their droves because the pressure is appalling, workload is ridiculous, external support is almost non-existent (getting anything is usually a battle) and the job is completely exhausting. Leaders are leaving as early as they can and nobody wants to replace them because the job's far too much.

Recruitment targets have been dramatically missed in the past few years, especially this last year. We're at a stage now where we can't staff our schools, and the government's got its head buried in the sand: they're offering a 1.5 per cent pay rise this year. Insulting – and offered after the deadlines agreed: the lack of respect shown to the Education profession by our current Education Secretary is unacceptable. Where we are, an hour's drive south of Scotland, the teachers earn around 15 per cent more. How can anyone justify that? So much if what we have to deal with in Education cannot be justified – whether Mrs Keegan cares or not is debatable –actions speak louder than words and her actions suggest she's clueless, doesn't care and is knowingly kicking the can down the road for the next government to deal with. At what point do we hold our politicians to account? If Head Teachers and school leaders were as (criminally?) incompetent as what we've experienced from recent Education secretaires they

would have been sacked at the very least. Moving forwards can we please, please have someone as the next Education Secretary that understands education, wants to address the numerous significant problems and has experience of working in the sector?

None of what I've written above is a 'minor' issue - the whole education system is in crisis. There are 1.5 million kids persistently absent from school and about 150,000 who are home tutored –that's an insane number of students of all ages that are effectively saying the education system isn't working.

"Why are we teaching children facts and figures, when they can Google something and get the answer instantly?"

We must, as a whole profession, question what's going on and come up with a clear plan to address the issues. Funding is key, and innovation is required – a dated curriculum serves nobody. Why are we teaching children facts and figures, when they can Google something and get the answer instantly? Instead we should be teaching them the skills to find those facts and figures, and verify and reference them. We should be teaching about AI bias, and developing personalised pathways. Of course the basic building blocks need to be taught, but checking for the subjunctive? Can any adults do that? And has it held them back? I don't argue we should teach, for example, how to use the decimal system - it's vital for money; but who uses actual physical money any more? We should be teaching about crypto currency, blockchain, data management, data driven decision making. In Norway they teach about misinformation from the age of four –why aren't we replicating what is done on the best education systems around the world and learning from them? The outcomes 16 year olds get are a pathway, not much more - not many jobs still ask for Grade C English and Maths GCSE - it's all about 'soft' skills like critical thinking, communication and even environmental stewardship. However, finding a time and

place in the national curriculum to teach all these things is really tricky, as it's so crammed. It needs a massive restructuring and reduction in content to allow for more flexibility in all schools at all phases.

There are now - I think - 23 online schools in this country, and the department for education has accredited one officially. If my Year 8 daughter wasn't happy at her secondary school, I'd be looking at online schools myself. Some (not all) are more innovative, they're future-proofing their pupils with digital skills – in my opinion Hybrid learning has a huge part to play in the future of our country and its education system.

Ultimately, I'm constantly exhausted and I despair. I'm head of an amazing, innovative and happy school which has won multiple national awards and is judged 'Outstanding', whatever that really means - it counts for nothing to me, or most associated with the school. Personally, I have two daughters and I wonder if I want them to be in mainstream education in the future – in its current form it no longer provides what's best for them, or the building blocks for our country and its recovery from the past 14 years and future development.

Matthew Jessop

Matthew is headteacher of Crosthwaite Primary School Matt Jessop is Head Teacher of Crosthwaite C.E. Primary School - a small, rural school in the Lake District - Google Reference School, Farm School. @CrosthwaiteSch

Supporting a Child with Anxiety

BY CASEY SHERWOOD

I will never forget the first time I experienced anxiety; it was an overwhelming feeling that I had never felt before. I had to take a lot of time to explore ways to help me control how it made me feel and how it took over my body. At times this felt too much to cope with. I can proudly say that I now feel equipped to deal with anxiety when it arises. My difficult experience has inspired me to find out more and look at ways I could help others and I have researched and created several resources to help.

WHAT IS ANXIETY?

NOUN - A feeling of worry, nervousness, or unease about something with an uncertain outcome.

Anxiety is a feeling that children may experience which can cause worry or fear. This can be a combination of physical sensations, thoughts and feelings.

All children can feel worried, and this is a normal part of growing up. At certain points, such as starting a new school or staying somewhere new, children may become more worried, but will normally be able to calm down quite quickly with or without support.

Anxiety can become more of an issue when a child feels over-whelmed or distressed by their feelings and find their thoughts unmanageable. If this continues over a long period of time, they may begin to feel sad, depressed, exhausted or isolated.

If your pupils are struggling with anxiety,

there are many actions you can take to help them which are listed throughout this document.

WHAT CAN CAUSE A CHILD TO BECOME ANXIOUS?

A child may feel anxious for several different reasons. If you notice that a child is becoming withdrawn or overly angry or fearful, this could be sign that they need help or support. Here are some examples of situations that may cause a child to feel anxious:

• Spending a lot of time with someone else who suffers with anxiety, such as a friend or parent/ carer

• Experiencing family stress/arguments, parents separating and/or worries about money and debt

• Facing lots of change such as moving to a new house or school/class

• Having responsibilities that are beyond their age and development, such as caring for a family member (young carer)

• Experiencing or witnessing a distressing or traumatic situation, such as grief, being bullied, abused or being involved in an accident

• Struggling at school. This could be with particular subject/SATs exam, not having many friends or they may struggle with a peer group

HOW TO HELP A CHILD WHEN THEY ARE FEELING ANXIOUS

During the time a child is feeling anxious, they may feel frightened, agitated or worried. The first step is to help them calm down and feel safe.

Here are some ideas on how to help:

• Encourage them do an activity they enjoy - such as going for a walk, reading a favourite book, listening to music, or painting.

• Offer verbal and physical reassurancesitting close to your child may help them to feel calmer.

• A safe or happy place - ask your child to think or imagine a place or person that makes them feel happy and safe.

• Using the five senses together - try to encourage your child to connect with what they see, touch, hear, smell and taste.

• Breathing - try to breathe along with your child and encourage slow deep breaths from the diaphragm. Ask your child to place their hand on their belly and breathe to the point they can feel their breath under their hand. Slowly count to five, you may need to start with a

Supporting videos:

count of two or three but try to increase if possible. This will help your child to relax and feel calmer.

If you would like to find out more about how you can help a child or adult suffering with anxiety please explore the video links below, you can also request my free 'Helping your child with anxiety' pack by emailing info@1decision.co.uk

Casey Sherwood

Casey Sherwood is an inspirational and passionate designer currently working for 1decision Ltd, she has created a number of award-winning resources to support children well-being. These can be viewed at www.1decision.co.uk and www. rainbowsmart.co.uk

Suitable for children aged 3 – 8

Suitable for children aged 8-11

Suitable for older children

Suitable for adults

Protect our children... ...before it is too late!

OPINION PIECE BY

HAYLEY SHERWOOD

A Mirror investigation reveals that the number of children who are blackmailed over naked photos is soaring, with reports to the police rocketing by 390% since 2022. Hayley Sherwood, 1decision's CEO, explores whether as educators, we can do more to help protect pupils from online abuse, sextortion and blackmail.

Experts believe up to 100 children per day are falling victim to these sextortion scams. Some youngsters have killed themselves after being targeted.

The Mirror report included a heartbreaking story of how a young man and his family have been affected by this hideous crime.

Dinal De Alwis, 16, took his own life after he was blackmailed by someone on Snapchat. At 1am one day in 2022, Dinal was sent two naked photos of himself. It is unclear how the blackmailer obtained them.

The inquest in South London heard the scammer wrote: “So you think blocking me can stop me? You want me to send to all of your followers? Why can't you just pay me? £100?”

Sean Sutton, a boss at the National Crime Agency, said: “A lot of the victims feel culpable. Our message is, 'You have done nothing wrong'. Even the smartest of people have been tricked by these awful offenders.”

He added: “It is a hideous crime. They don't have any concern for their victim. They are intent on destroying lives, or saying they will.”

The agency's child sexual abuse threat team apparently told the Mirror that financially motivated sexual extortion

of children is increasing across all social media apps. And the Mirror's analysis of police crime reports obtained through Freedom of Information requests shows criminals scour a wide range of social media platforms, including Facebook and TikTok to target children.

They claim that the apps most often used for sextortion are Snapchat and Instagram. Read the full article here: www.mirror. co.uk/news/uk-news/100-children-dayblackmailed-over-32218151 (Warning: It's a heartbreaking read.)

Dinal De Alwis

A Just Giving page has been set up in his memory by his friends who want to raise money for the Young Minds Charity. If you would like to show support visit the following link: www.justgiving.com/ fundraising/WhitgiftDDA Image: Just Giving

A sample of our engaging computer safety videos:

The question I ask is, if the numbers are soaring, are we doing enough in schools to educate our young?

My experience in the field is that all schools are providing computer safety lessons and support through the curriculum, but can we be doing more to reduce these stats?

Young adults are given ample time to learn to drive a car before they are allowed to on the road without an instructor or capable adult. Why are we not applying the same idea to owning and using a mobile telephone?

While there is variation, a recent Ofcom report showed that most children acquire their first phone between the ages of 9 and 11, during which phone ownership rises from 44% to 91%.

So surely, we should be introducing more computer safety lessons before

CONTACTS

If you believe a child is in immediate danger, contact the police on 999 or 112. If the child is not in immediate danger but you are still concerned, or you or someone you know is experiencing bullying, contact:

▪️ NSPCC on 0808 800 5000 or help@nspcc.org.uk

▪️ Childline on 0800 1111

▪️ your local child protection services

"We need to focus more on prevention, not cure. Our children are vulnerable, and we should be doing everything we can to protect them from this threat in society"

this time. Is it too early to teach children about the safe sharing of images at 7 years old for example, before the average age of owning a phone.

In my opinion, we need to focus more on prevention, not cure. Our children are vulnerable, and we should be doing everything we can to protect them from this threat in society.

We're determined to help PSHE leads, senior heads and teachers educate about online safety by offering them the tools and resources to explore the dangers in a safe classroom environment. That's why we're always working on updating our online safety resources and worksheets.

Did you know that in the last year: 35% accepted a friend request online from someone they did not know 8.5% shared their location publicly 19.2% spoke to or exchanged messages with someone online who they had not met in person 4.4% met up in person with someone they had only spoken to online

9.5% of children aged 13 to 15 years received a sexual message, with just over three-quarters (76.7%) receiving them more than once.

ASSESSMENT IS CRUCIAL

Alongside high-quality teaching and early intervention, I believe we should be assessing children's knowledge to be reassured that they understand the dangers.

ACCESS FREE IMPACTFUL RESOURCES

To help schools to support their pupils, I have just added an image-sharing topic to our taster pack, which is available for all schools:

To support you in teaching your pupils about image sharing, we include:

• Fully immersive and interactive topic

• Includes video with alternate endings

• Easy-to-implement assessment activities

• Additional activities and signposting TO DOWNLOAD FOR FREE

Hayley Sherwood

Hayley has over twelve years of experience in the PSHE field, with a long history of supporting primary schools to reach 'Good' and 'Outstanding' for Personal Development. Through 1decision, she has successfully produced an awardwinning series of books and resources for Early Years and a whole-school primary PSHE programme, which held the PSHE Association quality-assured kitemark for over a decade.

Why We Need to Focus on Education for Drowning Prevention in the UK

2023 stats from World Health Organisation reveal that drowning claims over 236,000 lives per year globally. That's 2.5 million deaths over the past decade with 90% of those deaths occurring in low- and middle-income families. These devastating statistics are the exact reason why we're shining a light on the benefits of water safety education from a young age.

Sadly, now a leading cause of accidental death, 226 lives were lost to drowning in the UK in 2022. Whether on the coast, onshore, inland, in the swimming pool, even in the bath, the facts are that hundreds of families each year suffer the consequences of losing a loved-one due to drowning in the UK.

What if they knew how to spot the dangers and ways to reduce the risks from a young age? Before they could swim? Just after they could walk perhaps?

LET'S EXPLORE:

- The Reality of Drowning

- PSHE: Resources for Water Safety

- Community Awareness

THE REALITY OF DROWNING

In the United Kingdom, the statistics surrounding drowning are stark and serve as a somber reminder of the importance of greater water safety education. According to the National Water Safety Forum (NWSF), 46% of UK accidental drownings in 2022 took place in the three summer months of June, July and August, with many deaths due to dangerously cold waters across the UK.

The accidental drownings form part of the total water-related fatalities in the UK – for 2022 the total number of deaths in water was 597, a decrease of 19 from the previous year.

The statistics and figures in the report are from the Water Incident Database (WAID), which is maintained by the NWSF. Here are the key accidental drowning insights:

DROWNING CLAIMS OVER 236,000 LIVES PER YEAR GLOBALLY

90% OF THOSE DEATHS OCCURRING IN LOW- AND MIDDLE-INCOME FAMILIES

• 226 accidental fatalities in the UK in 2022; 105 of them during June, July and August.

• Of that 226, 151 in England; 45 in Scotland; 22 in Wales; 8 in Northern Ireland.

• Inland water, such as rivers, canals, lakes, reservoirs, and quarries are the leading place for accidental drowning with 60% of deaths.

• 83% of accidental fatalities are men.

• Recreational activities accounted for 58% of accidental fatalities.

With such alarming figures, the emphasis on teaching water safety and drowning prevention education cannot be overstated, especially among the most vulnerable groups and children.

The startling reality of drowning in the UK is that it does not discriminate; it affects all ages and demographics, yet children are particularly at risk due to their natural curiosity and lack of life experience. The Royal Life Saving Society UK (RLSS UK) reports that drowning is among the leading causes of accidental death for children and young people in the UK. These tragedies are not confined to the summer months or

2.5 MILLION DEATHS OVER THE PAST DECADE

226 LIVES WERE LOST TO DROWNING IN THE UK IN 2022

coastal areas but occur year-round, in a variety of water bodies from rivers, lakes and swimming pools to even bathtubs and puddles.

Inequality also plays a big factor. While data from Sport England shows that 72% of pupils leave primary schools with the required standard to swim, this drops to around 30% in some deprived areas. Communities of colour also tend to have lower levels of swimming, with 95% of black adults and 80% of black children in England who do not swim. Alongside this, 93% of Asian adults and 70% of Asian children in England also don't swim.

THE IMPERATIVE OF DROWNING PREVENTION EDUCATION

Education is the greatest tool in the fight against drowning. Knowledge about water safety, understanding the hazards associated with different water environments, and learning life-saving skills such as swimming and first aid can dramatically reduce the risk of drowning. Yet, despite its importance, drowning prevention education is not universally integrated into the curriculum or broader community initiatives.

PSHE RESOURCES FOR WATER SAFETY

And that's where companies like us at 1decision step in. Filling the gap, our downloadable water safety topic provides comprehensive drowning prevention education. Through immersive videos with alternative endings, we're proud of our engaging resources that teach pupils a holistic water safety education, which includes:

• understanding the dangers of water,

• learning how to assess risks, and

• knowing what actions to take in an emergency.

Through engaging and age-appropriate materials, we're able to empower pupils, teachers, senior leads, parents and carers with the knowledge and skills they need to stay safe in and around water.

THE ROLE OF SCHOOLS AND COMMUNITIES

Schools play a pivotal role in drowning prevention education. By incorporating 1decision's resources into their curriculum, schools can ensure that every child receives vital water safety education. However, the responsibility does not lie with schools alone. Parents, guardians and community leaders can also advocate for and support drowning prevention initiatives. Awareness campaigns, community-based workshops, and water safety training can complement school-based education, creating a multi-faceted approach to drowning prevention.

A CALL TO ACTION

The statistics on drowning in the UK underscore the urgent need for comprehensive drowning prevention education. Each drowning incident is

a tragedy that, with the right knowledge and skills, could have been prevented. As a society, we have a responsibility to protect our most vulnerable and ensure that everyone has the opportunity to learn essential water safety skills. 1decision is at the forefront of this lifesaving mission and they cannot do it alone. It requires a collective effort from schools, communities and policymakers to prioritise and invest in drowning prevention education.

Drowning prevention education isn't simply a matter of policy or curriculum; it is a matter of life and death. The statistics in the UK provide a sobering reminder of the work that still needs to be done. By utilising PSHE resources like 1decision, schools, senior PSHE leads, governors, educators, parents and carers can take all take a significant step towards reducing the number of drowning incidents in the UK. Together, we can save lives and prevent the immeasurable pain that comes with losing a loved one to drowning. Let us make drowning prevention education a priority, for our children and our future. View

5 CRUCIAL TEACHINGS FOR EFFECTIVE DROWNING PREVENTION IN PRIMARY SCHOOLS:

1. Supervision: Always ensure active and vigilant supervision around water, especially during swimming or waterrelated activities.

2. Education: Provide water safety education to both students and staff, including basic swimming skills and awareness of potential dangers.

3. Physical Barriers: Implement appropriate physical barriers such as fences and gates around pools or other water bodies to restrict unauthorised access.

4. Emergency Preparation: Train staff in basic water rescue and CPR. Teach well-defined emergency response plans in case of a water-related incident.

5. Life Jackets: Encourage the use of appropriate and well-fitted life jackets during water activities, especially for pupils who may not be strong swimmers.

In support of 'Drowning Prevention Week', 15th – 22nd June, the RLSS have a range of videos, and resources to support you to educate your pupils about this important subject.

Fonetti, The award winning Read-aloud app and school portal using patented voice technology to help boost fluency, reading and English language skills

Think of Fonetti as "Siri" for reading, aiding children around the world in improving fluency, reading, and language skills.

Using the Fonetti app, children read aloud. When they pronounce words correctly, they turn green. Words that are skipped or misread fade subtly to grey. And a quick double tap of a word offers an audible clue to help them along their way.

The charm of a child reading aloud on Fonetti lies in the seamless and uninterrupted reading experience they enjoy. While from the child's point of view, the flow is perfect, behind the scenes, all reading activity is carefully analysed to provide teachers and parents with precise insights. This understanding enables them to offer accurate support on the children's reading journey.

Data from more than 200,000 reading sessions on Fonetti revealed that 74% of

users showed improvement in one or more reading metrics. On average, there was a 16% increase in accuracy, and users read an additional 25 correct words per minute when consistently used over a 60-day period.

ENGAGING AND EMPOWERING TEACHERS

Fonetti goes beyond student needs; it empowers teachers with a robust dashboard for tracking each child's reading journey. It's like having x-ray vision into your class's reading habits, enabling tailored guidance and personalised teaching approaches.

Educators love the Fonetti School Portal for its holistic insights into reading data, displayed on user-friendly dashboards. This cutting-edge classroom tool harnesses AI to offer real-time updates and reading analytics at both class and

individual levels. By pinpointing areas for improvement and showcasing progress, teachers can deliver bespoke support more efficiently.

With a strong value proposition for children and teachers Fonetti was ranked the No. 1 Classroom Aid and Educator Support in this year's BETT Awards, and this is what they said about Fonetti.

"The judges were really impressed by the impact Fonetti has had on children's confidence in reading, which was demonstrated by the excellent results in student progress"

THE IMPORTANCE OF READING ALOUD

Reading aloud independently enhances a child's development by boosting comprehension, retention, and speaking skills. It also fosters confident and enthusiastic readers.

It also enhances reading skills by combining reading, speaking, and listening to boost progress. The child uses their voice to improve reading skills.

While reading aloud benefits all children, it can cause anxiety. At Fonetti, we aim to empower children to become confident readers, helping them thrive.

WORKS WITH CHILDREN OF VARYING READING LEVELS AND WHERE ENGLISH IS AN ADDITIONAL LANGUAGE

Fonetti's inclusive technology has been trained to recognise different reading patterns and understand various accent groups, including those where English is an additional language. Plus, it's been trained to work just as well in all sorts of environments, whether in schools or at home.

WHY FONETTI IS DIFFERENT FROM ALL THE OTHER READING TOOLS SUCH AS PHONICS SCHEMES OR E-READERS

Fonetti uses proprietary patented advanced automatic speech recognition technology to listen to children reading in real-time. Trained for reading aloud, it spots mistakes easily, aiding in children's reading improvement. Unlike typical phonics schemes that concentrate on

"Fonetti is a unique digital teaching assistant. Children can use it independently, giving teachers valuable reading data without pressure or examlike feelings."

sounds, Fonetti analyses whole sentence structure and context, offering instant feedback.

Fonetti is a unique digital teaching assistant. Children can use it independently, giving teachers valuable reading data without pressure or exam-like feelings.

Fonetti appeals to reluctant readers and those less into physical books. In today's tech-savvy world, where kids are comfortable with devices and voice commands, it resonates with those hesitant about reading. Schools using Fonetti have found it

complements phonics and reading schemes, providing instant data to identify support needs.

Fonetti aims to make reading more inclusive, immersive, and enjoyable. It transforms solitary reading into a shared adventure, creating a community celebrating every word read.

CONNECTING READING IN SCHOOL AND AT HOME

A key feature of Fonetti is the seamless transition between starting a book in school and continuing the session at home, or vice versa. This is especially vital in cases where children lack adult support at home, often due to limited skills or access to the English language.

Fonetti is currently accessible on iPads and Android tablets, and will soon launch as a web application in the summer term. This will enable its use on any device equipped with a browser and a microphone.

JOIN US ON OUR WEBINAR

Fonetti will be featured in a 1decision webinar on 23rd April Join us to discover how Fonetti can enhance reading in your school. Please register here: www.trybooking.com/uk/ eventlist/1decision?embed

If you like this video, make sure you share it, too! See more at vimeo.com/fonetti

A caring connection before correction – a caring compass to help guide the way

BY DR LOUISE EGAN

Connection before correction is an approach recommended by many psychologists working with children, families and professionals. I have found this approach invaluable too in my work and home life. With children's mental health difficulties reaching staggering levels we and them need all the help we can get. A caring connection could be vital to someone who is suffering.

Many psychological difficulties can arise, in part, when the relationships in our lives are accidentally or deliberately not meeting our needs.

Of course, there are a number of other biological, developmental, social/ environmental, emotional and behavioural

factors that often combine to increase an individual's vulnerability to develop psychological difficulties. We can strengthen a connection in education through positive communication, care and relationships. Sometimes as professionals in schools you will find yourselves providing for children's physical and safety needs too. Think of those extra slices of toast at breakfast club for hungry tummies; those warm clean coats that appear on children's backs in cold weather and those warm and clean face cloths that find themselves appearing in the washing up corner to kindly clean little ones' faces and hands to make them ready for the day and protect them from cruel comments from others. Play/joining in a positive activity with a

P R I D e

PRAISE their efforts, praise compliments a child about his or her behaviour. General, specifically labelled and thirdparty praise are a powerful combination. Praise increases the behaviour that it follows and the child's self-esteem. Praise feels nice. Offer appropriate positive touch, laughter, smiles and encouragement.

Paraphrase and REFLECT back to the child what they are doing and saying. It allows them to lead the conversation, shows them you're really listening and helps them learn to listen. It shows that you accept/understand what they are doing and saying. This may feel awkward at first but it feels more natural with time.

IMITATE what the child is doing, if it is age appropriate to do so, such as copying their ideas, dance moves and sounds. Imitation can be flattering, you're following their lead and it can show your approval and acceptance of them.

DESCRIBE appropriate behaviour/attend to it, state exactly what your child is doing, where they are, how they look, what their mood suggests, what the toy looks like, is doing etc. It's a bit like being a sports commentator, just say what you see. It lets them know you're interested and paying attention. It can show that you approve of what they are doing. It's a way to model speech and teachers vocabulary and concepts too. It will hold their attention to the task.

Be ENTHUSIASTIC! Let your voice show excitement about the child's appropriate behaviour and spending time with them.

child is another way to nurture a positive connection. The therapeutic benefits of play are also widely documented. Try and find regular time to engage in quality, uninterrupted and child centered 'play' and/or join them in an activity conducive to positive time together. Ten minutes a day is often recommended in family work. Competitive games/play/ activities are best to be avoided. Let them know you are happy to be there with them and follow their lead. Hold back from telling them what to do, giving commands and teaching. “WHAT?” I hear you say, not teaching in education! This is play, formal teaching can be saved for other opportunities. Hold back from using sarcasm, negative touch, confusing double speak (where you say one thing, but another meaning can be implied) or criticism. Hold back from asking questions as they can interrupt the flow of play/time together. I have lost count of the number of times I have asked an adult in therapy when did they first learn that they were worthy and deserving and heard “from a teacher at school!”. Thank you for all you do. You are so much more than Educators! Take note, we equally remember the good and bad ones too.

Relationships and care from those around us shape our understanding of ourselves, the world and others.

"Positive relationships and care provide a fundamental foundation to aid emotional wellbeing"

Positive relationships and care provide a fundamental foundation to aid emotional wellbeing.

Obviously with older children you have to get a little bit more creative and subtle. These key skills are contained in many evidence based positive parenting programmes and clinical interventions. Parent Child Interaction Therapy has developed a useful acronym to help us remember these child centered play skills, PRIDE.

Efforts to build this caring connection is like putting pennies in your piggy bank that you can 'cash in on' at a later date when you are trying to encourage positive change.

Busy lives in this demanding world can compromise our ability to be genuinely present with the children in our care, often through no fault of our own. We all just find ourselves here, trying our best. Be kind to yourself too, allow the caring connections and compassion you show to others to flow back into you too. Take care of yourself and each other.

Dr Louise Egan

Dr Louise Egan, Clinical Psychologist. manager@encompasseducation. co.uk Dr Louise Egan has worked as a Clinical Psychologist for the past 18 years. She has worked for NHS Child and Adolescent Mental Health Services (CAMHS), Adult Mental Health teams; Children's Social Services; in postgraduate doctorate education and in the independent and charitable sectors. Currently, she is Managing Clinical Director at Encompass Education Support Ltd and Assured Psychological Services Ltd.

What's new?

1decision and PSHE news

HAVE YOU SEEN OUR NEW 1DECISION WEBSITE?

ATTENDANCE REGISTERS TO BE SHARED IN BID TO DRIVE DOWN ABSENTEEISM IN SCHOOLS

In a bid to drive down absenteeism levels, the UK government is asking every state school in England to share their daily attendance registers across the education sector - including with the DfE, councils and trusts.

This will form a new world-leading attendance data set to help schools spot and support children who display worrying trends of persistent absence or those in danger of becoming missing in education.

We've been busy bees in the 1decision office and have spent the beginning of 2024 redesigning, reconstructing and revising our website. Armed with it's very own PSHE shop, taster packs, blog posts, news stories as well as the PSHE resources and alternative-ending videos we all know the kids love and, it's faster, funkier and well worth bookmarking.

CONSULTATION FOR GENDER QUESTIONING CHILDREN UNDERWAY

The GOV.UK's call for submissions to the Guidance for Schools and Colleges: Gender Questioning Children closed on 12th March 2024. With the consultation now in progress, we are yet to know when the results will be published.

Covering questions about single-sex spaces, language, uniforms, physical education and sports, pronouns and name changes; the content of the guidance aims to support teachers, leaders, schools and colleges when making considered and lawful decisions relating to pupils questioning their gender.

Watch this space. We'll update when we know more.

TO BAN OR NOT TO BAN; DFE DEVICE GUIDANCE FOR SCHOOLS

DfE has released new guidance on prohibiting the use of mobile devices during the school day.

While some schools reference the use of mobile phones in their behaviour policy, this guidance can be used to fine tune and update current policies that are in place.

It suggests several options for schools and trusts that do wish to ban mobile devices, including prohibiting the presence of mobiles on the premises or in the classroom, leaving schools to consider the practical implication of such arrangements. Highlighting safeguarding and child-protection concerns, the importance of clear guidance is paramount.

Despite the guidance providing considerations to help schools enforce a ban, the final decision to determine the terms lies with the schools and trusts.

To stay up to date with the latest PSHE news, laws and opinions, follow us.

Key guidance which sets out how schools and local authorities must take a 'support-first' approach to help pupils and their families tackle attendance barriers will be made statutory from August 2024.

Read more here and be sure to follow us on socials to remain up to date with the latest PSHE news and opinions.

OFSTED WANTS TO IMPROVE

Sir Martin Oliver gave a speech 8th March to update on the work of Ofsted and their plans for the future.

“On my very first day in office, I announced 3 things:

1. an immediate package of training for inspectors on mental health awareness

2. a full response to the Coroner's inquest into the tragic, tragic death of Ruth Perry

3. a Big Listen exercise to hear from everyone we work with and for

And I have delivered on those 3 things.

1. Every lead inspector has now completed the training package, with support from Mental Health First Aid England. And every inspector used will have completed it by the end of this month.

2. We have published our full response to the Coroner's inquest following Ruth's death. We accepted her findings and responded to every single recommendation. Ruth's death was a tragedy and I am determined to do everything that I can to prevent such tragedies happening in the future. It should never happen again, and no one should ever feel as Ruth did.

3. And today we are formally launching our Big Listen, the coconstruction with you, of Ofsted's future.”

Until 31 May 2024 at 11:59pm, Ofsted are asking for your thoughts on where the priorities lie and what's important to you as teachers, senior leads and parents/carers. They call it The Big Listen.

It asks about how they can:

• report inspection findings

• carry out inspections

• have a positive impact on inspection sectors

• rebuild trust from teachers, parents, children and the sectors they work with

IN SCHOOLS

Here at 1decision we love to see how our resources are supporting schools to support their pupils. If you would like to share feedback or pictures of your displays, please connect with our socials or send to morgan@1decision.co.uk

New to the portal

If you would like more support to evidence your pupils work, you can now download our A3 posters. These can be found in the 'How it Works' section > PDFs & Powerpoint section > Additional Resources

Join the conversation!

Discussions around PSHE don't just take place in the classroom. Take a look at the Facebook groups below and have your say!

1decision PSHE Community

A place for 1decision subscribers and non-subscribers to share ideas, be part of discussions and receive updates. Most importantly, we support you in providing the highest quality lessons across your educational setting.

PSHE & Careers Teachers Centre

A group for PSHE teachers and providers to share good practice, resources and support. We aim to create a bank of school friendly resources and use the discussion forum to link with other teachers across the UK to share ideas and gain inspiration.

Primary PSHE Subject Leaders

A place for PSHE coordinators within primary schools to share ideas to improve the teaching and learning of PSHE. We also welcome those with a passion for PSHE, or those who have businesses which relate to the teaching of PSHE.

Bringing together like minded primary teaching staff to discuss issues and inspire solutions related to PSHE/RSHE. Click here Click

PSHE Leaders Support Group

This is a page for PSHE leaders to share good practice and support each other.

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Resources are all online and can be printed. Our online quizzes are automatically assessed and instantly pinpoint exactly how well pupils are doing. Parents can access the same resources that are used in the classroom, allowing them to truly support with reading at home.

School leaders can effortlessly monitor pupil performance across reading content domains and quickly drill down from whole school level to individual pupil level.

As part of every subscription, we fully resource every text you use in reading.

Competition modes and quiz creation mode for pupils brings reading to life like never before and incentivises reading in a unique and engaging way. Get in touch and reboot reading in your school!

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