0300 123 1231
F 020 7421 6855
1 October 2010
Mrs B Przybek
Kings Heath Boys
Mathematics and Computing College
Dear Mrs Przybek
subject survey inspection programme: personal, social, health and economic
Thank you for your
hospitality and cooperation, and that of the staff and students, during my
visit on 21 September 2010 to look at work in PSHE education.
The visit provided valuable information
which will contribute to our national evaluation and reporting. Published
reports are likely to list the names of the contributing institutions but
individual institutions will not be identified in the main text without their
evidence used to inform the judgements included interviews with senior staff,
the subject leader for PSHE and other staff with responsibility for aspects of
PSHE education. Other activities included analysis of students’ work and
observation of four lessons containing aspects of PSHE education. Discussions were
also held with six Year 9 and six Year 11 students.
effectiveness of PSHE education is good.
PSHE education is good.
Boys have good social skills. They are polite, courteous, willing
and confident to talk at length with adults. They listen well in PSHE lessons
and want to learn.
Older boys have a good understanding of financial issues that may
affect them, such as overdrafts and how to interpret a bank statement.
They know how to stay safe on the internet and when travelling
across the city to school on local buses.
Boys have an appropriate knowledge of sex and relationships and drug
issues. They have learned how to say ‘no’, to respect their religious community
and resist peer pressure.
They are developing positive self-esteem through the wide range of
opportunities the school provides for them. For example, giving presentations
to outside agencies. Aspirations are rising, more boys are progressing to
further education and every boy has a positive destination by the time he leaves
teaching of PSHE education
The quality of
teaching of PSHE education is satisfactory.
The quality of teaching is variable depending on the clarity of the
learning objectives set by the teacher in planning and how well these are communicated
to the boys during lessons. Within citizenship, PSHE is taught by specialists,
and in tutor time it is taught by form tutors as part of a daily programme that
includes Social and Emotional Aspects of Learning (SEAL).
In the best lessons, the pace of teaching is brisk and boys are
constantly challenged to respond and explain their answers. In the less
successful lessons, teachers talk too much and do not check that the boys
understand the work, both during and at the end of the lesson.
Relationships in all PSHE lessons are strong. Behaviour management
strategies are effective and rarely used.
Assessment in PSHE education is at the early stages of development.
Quality of the
curriculum in PSHE education
The quality of the
PSHE curriculum is good.
The PSHE scheme of work is well mapped across the whole-school curriculum.
All staff contribute to its success.
Good intervention programmes are provided for both vulnerable and
able boys who require additional support as part of the daily programme.
Good use is made of external agencies to provide aspirational role-models,
for example, premiership football referees, successful businessmen and adults
who have overcome significant challenges in their lives.
Careers education and guidance, financial awareness, enterprise
skills and interview techniques are key aspects of the PSHE curriculum and
support the school’s mathematics and computing specialism.
The use of real-life scenarios across the curriculum prepares the
boys well for their future.
of leadership and management in PSHE education
The leadership and
management of PSHE education are satisfactory.
PSHE education has a high profile in the school and is overseen well
by senior staff.
The success criteria in PSHE education development plans are too
generic and not focused sufficiently on measurable outcomes.
Form tutors are supported well to deliver the daily SEAL programme
by assistant headteachers who also monitor this provision.
Learning objectives in PSHE schemes of work are expressed as broad
aims and are not sufficiently measurable.
improvement, which we discussed, include:
ensuring that the learning objectives in lesson planning and within
the scheme of work are measurable and improve outcomes
ensuring that all PSHE lessons have a stronger focus on learning and
that teachers check what the boys have learned during and at the end of every
ensuring that the PSHE subject development plans have more
measurable success criteria
I hope that these
observations are useful as you continue to develop PSHE education in the
As I explained previously, a copy of this
letter will be published on the Ofsted website. It may be used to inform
decisions about any future inspection. Except in the case of academies, a copy
of this letter is also being sent to your local authority.