PSHE Education Network Workshop Three

In education, measurement guides progress, yet PSHEe often lacks robust assessment. PSHEe Network Workshop Three explores this in detail…

PSHE Education Network Workshop Three

Unlocking the Power of Measurement in PSHEe

In the world of education, measurement is a cornerstone of assessing progress and guiding interventions. Yet, when it comes to Personal, Social, Health, and Economic Education (PSHEe), practitioners tell us that the landscape of measurement often falls short. The third workshop in our PSHEe Network series explored this crucial topic, shedding light on why effective outcome measurement is essential in embedding behavioural science into PSHEe practice.

While academic subjects undergo intense scrutiny through various compulsory measures, PSHEe often lacks similar vigilance in measurement. However, discussions in Workshop Three highlighted the critical need for measurement in PSHEe from two perspectives: outcome measurement for improving young lives and monitoring for subject performance and intervention impact. Traditional metrics sometimes fall short, particularly when it comes to impacting lives, necessitating the triangulation of data to ensure a holistic understanding of students’ needs and vulnerabilities.

Our own intervention, Choices, aims to bridge this gap. Our innovative approach incorporates validated measures and leverages teacher insights into students’ experiences. Through dialogue and benchmarked metrics, Choices empowers teachers to identify hidden vulnerabilities and provide targeted support, catalysing a collaborative process among educators to ensure no student’s needs go unnoticed.

Interactive learning, discussion, and collaboration were at the heart of third workshop in our PSHEe Network, where delegates engaged in a dynamic exchange of ideas and insights. Reflecting on their individual school strengths, current challenges, and potential assessment opportunities in PSHEe, participants began a process of collective brainstorming, which we hope will ultimately lead to a shared PSHEe curriculum that responds to the unique challenges and context of Slough. Moreover, Workshop Three prioritised personal development and continuous professional development (CPD) as essential pillars of growth for educators. Through supportive conversations and idea-sharing sessions, participants empowered each other to incorporate new methodologies and insights gleaned from the workshop into their subject leadership behaviours and classroom practices, emphasising the importance and value of collaborative learning and community support. 

Looking ahead, Workshop Four promises to build upon the foundation laid in previous sessions, delving into effective interventions rooted in understanding and responding to the needs of Slough’s young people. The workshop was a testament to the collective dedication and passion of educators committed to fostering positive change. As it continues to evolve and expand, we hope the ripple effects of these workshops will be felt far beyond the confines of the classroom, shaping a brighter future for generations to come.

If you want to know more or get involved, please get in touch here, and stay tuned for more updates and insights from our PSHEe Network!

Or get in contact with Lime here.

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PSHE Education Network Workshop Two

Workshop Two of the Slough PSHEe Network shares the effectiveness of subject leadership and examines the challenges that comes with it.

PSHE Education Network Workshop Two

Leadership in Education: Insights from the PSHEe Workshop

November 29th, 2023, marked Session Two of the PSHEe Network in our series of workshops to align teaching practice with behavioural science. Passionate educators and subject leaders from Slough’s primary schools once again joined us for an illuminating workshop focused on transforming PSHEe (personal, social, health, and economic education) practices. 

These sessions are about sharing knowledge and igniting a paradigm shift with an ambitious mission: to integrate effective subject leadership within the intricate tapestry of PSHEe practice based on the latest thinking in cognitive and behavioural science. Three fundamental pillars guided the discussions throughout the day, filling the session with purpose and depth.

Integration of Effective Subject Leadership

Guided by the ethos of empowering leaders within the PSHEe domain, the discussions unpicked the intricate layers of effective subject leadership, exploring how leadership behaviours intertwine with the holistic nature of PSHEe. Participants worked towards presenting a comprehensive picture of effective PSHEe practice in their setting, which is invaluable in guiding colleagues or sharing progress updates with senior leaders and external evaluators.

Understanding the Local Context

Good PSHEe practice responds to local needs and the challenges young people face. This means it’s vital to understand the local catchment and the context of the delivery landscape (‘C&C’). Practitioner conversations sparked innovative strategies, emphasising the need for adaptive approaches tailored to the community’s unique needs.

Developing Connections

Good PSHEe practice also has an ethos of collaboration at its heart. Just as young people must feel safe and secure working together to find common solutions, so must practitioners working across schools and serving local communities. Bringing practitioners together, away from the school setting, is crucial in facilitating vibrant interactions that foster community and collaboration among colleagues, particularly if we want to create a sustained impact. The PSHEe Network Workshop activities were a dynamic fusion of insightful discussions, interactive learning, and innovative activities mirroring effective classroom methodologies. The rich exchange of ideas and experiences shared by colleagues is pivotal in cultivating a robust network, the benefits of which will be felt by schools, pupils, families and communities.

Visionary Insights and Actionable Strategies

Participants eagerly engaged in activities designed to probe into the core of educational leadership. One standout discussion revolved around the concept of ‘vision driving.’ Educators explored the transformative power of vision in shaping standards and professional behaviours within educational settings. They also shared what’s working well within their schools, identifying strengths and candidly sharing significant challenges. These conversations provided a foundation for strategic planning while spotlighting the role of good quality resources in honing subject leadership skills. 

As PSHEe Network Workshop Two drew to a close, reflections echoed a resounding call for educational practices grounded in vision and values. The collective takeaway emphasised the need for consistent practice, review, and a unified approach without undermining the distinctiveness of each school’s ethos. Workshop two was a huge step forward, transcending mere discussions and serving as a launchpad for transformative leadership thinking in PSHEe based in evidence-led behavioural science. The seeds of visionary leadership sown on this day promise to bear fruit in the form of empowered educators fostering holistic development among the young people of Slough.

If you’re a primary PSHEe leader in Slough and want to join the network, please get in touch here.

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Equipping Young Minds for Success

Equipping Young Minds for Success

In this pivotal final session six of the first part of the Year 6 Programme, pupils consider a cornerstone concept: the power of a positive growth mindset. This isn’t just about preparing them for SATs; it’s a tool for navigating the uncertainties of life, perfect for unravelling Kwan’s emotional journey, probing why he acts as he does and how a different mindset might lead to alternate choices. By introducing the notion of a growth mindset, we aim to empower pupils to tackle challenges with confidence and resilience.

The Language of Empowerment: Fueling Growth Mindsets

Positive language is a superpower! Harnessing the transformative potential of positive language can significantly impact a child’s developmental journey. Research by Carol Dweck (2006), a leading psychologist, suggests that using growth-oriented language plays a pivotal role in shaping children’s mindsets. Encouraging a growth mindset cultivates a belief in one’s ability to tackle challenges and view setbacks as opportunities for growth rather than insurmountable obstacles.

Empowering children with the understanding that their abilities can be developed through dedication and hard work enhances their resilience (Blackwell et al., 2007). When children learn to perceive failures as learning experiences, they are more inclined to persist in the face of adversity (Mueller & Dweck, 1998). This adaptive mindset is instrumental not only in conquering immediate obstacles but also in fostering a lifelong love for learning and growth.

Our approach emphasises the pivotal role of language in nurturing a growth mindset, preparing children not just for the challenges they face in Year Six but also for the transition to secondary school. Session Six embeds these concepts through positive language and reinforcement, instilling in them the confidence and resilience to navigate the complexities of their educational journey and beyond.

Unleashing the Power of Neuroplasticity

The concept of neuroplasticity challenges the long-held belief in the fixed nature of intelligence. Neuroscientific research, notably demonstrated by studies by Maguire et al. (2000) and Draganski et al. (2006), reveals the brain’s remarkable capacity to reorganise itself and form new neural connections throughout life. This adaptability, termed ‘neuroplasticity,’ emphasises the brain’s resilience and ability to evolve in response to experiences and learning.

Embracing a growth-oriented mindset is instrumental in unlocking neuroplasticity’s potential. Encouraging children to view failures as stepping stones to success nurtures a sense of self-efficacy (Yeager & Dweck, 2012). Furthermore, neuroplasticity plays a pivotal role during crucial life transitions, as noted by studies like Pascual-Leone et al. (2011), demonstrating that cultivating cognitive abilities leads to improved self-esteem, confidence, and emotional stability during periods of significant change.

By fostering a growth mindset and leveraging the brain’s inherent adaptability, in Session Six we equip children with a robust foundation for navigating life’s transitions, empowering them to embrace challenges, learn from setbacks, and thrive in an ever-evolving world. 

Empowering Educators through the Facilitative Approach

Recognising the pivotal role educators play in fostering a growth mindset, the facilitative approach emerges as a beacon of effective pedagogy. Extensive research, including studies by Mercer et al. (2004) and King (2016), confirms the efficacy of facilitation in nurturing a classroom environment that encourages active participation, thoughtful discourse, and deeper understanding.

Our commitment to empowering educators stems from this understanding. Our resources are meticulously designed to provide teachers with a rich toolkit for implementing the facilitative style with confidence and finesse. Drawing from the principles of dialogic teaching (Alexander, 2008), Choices provides practical strategies, engaging activities, and collaborative techniques aimed at honing educators’ facilitation skills. Studies by Rowe et al. (2017) and Mercer et al. (2020) highlight that adept facilitation improves classroom dynamics and enhances pupils’ critical thinking, communication skills, and overall engagement. Encouraging a positive growth mindset, developing neuroplasticity and championing the facilitative approach are cornerstones of the Choices formula, especially in Session Six of the Year Six programme. Empowering educators as facilitators of meaningful discussions and enabling young people to navigate complex concepts, express their thoughts freely, and cultivate a deeper understanding of themselves and the world around them.

For a list of the research references in this article, find them all here.

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Navigating the Digital Maze

Discover how Session Five of the Year Six Choices Programme explores how to support young people in navigating the digital realm.

Navigating the Digital Maze

According to our research, today’s digitally pervasive world reveals a profound shift in how young people shape their identities. The constant presence of social media and smartphones has created an ‘always-on’ reality, exposing young minds to unchecked technology usage and its consequential risks. However, our concern lies not just in the peer pressure that this can amplify but also in the perilous, often insidious influences and resulting exploitation young people can be exposed to.

The Choices Programme equips young people with vital skills to navigate this digital labyrinth effectively. It fosters an ability to construct secure identities, manage influences, and understand the psychological underpinnings of behaviour. These skills are fundamental in building resilience, as endorsed by an independent evaluation of Choices by the National Centre for Social Research (NatCen) on behalf of the Youth Endowment Foundation in 2019. NatCen noted marked improvements in empathy, self-reflection, conflict resolution, and self-regulation among those pupils who participated in Choices.

Session Five: Exploring Online Behaviour

Building upon prior sessions, Session Five explores Kwan’s online encounters, prompting reflections on how feelings of vulnerability may drive actions, especially in digital spaces. By stepping into Kwan’s shoes, pupils examine the complexities of making decisions impacted by emotions, aiming to help them recognise and resist undue influence. Analysing such behavioural drivers helps foster an ability to navigate online dilemmas, empowering them to modify behaviours and make more informed and thoughtful choices. The session is a pivotal platform for broader discussions about positive online conduct and addressing attitudes around digital behaviour. Our ultimate goal is to encourage students to develop the confidence to safeguard themselves and stand up for others.

The Choices Programme aims to illuminate the path toward digital resilience, arming young minds with the skills they need to navigate the intricacies of the online world confidently.

Get involved

Stay tuned for future insights into navigating digital complexities using Choices, or get in touch if you want to learn more! Better still, join us in fostering a generation adept at steering through the digital landscape. 

Ready to empower young minds in the digital age? Discover how the Choices Programme fosters resilience and confidence amidst the digital whirlwind. #ChoicesProgramme #DigitalResilience #EmpowerYouth

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Understanding Choices: Navigating the Grey Areas

Session Four of Choices for Year Six explores the intricacies of moral decision-making. Are actions simply ‘good’ or ‘bad,’ or do they stem from deeper vulnerabilities?

Understanding Choices: Navigating the Grey Areas

In Session Four of the Year Six module of Choices, we navigate the delicate landscape of moral decision-making. It’s an exploration that often leaves us pondering: are we inherently good or bad, or are our actions more nuanced, often influenced by our circumstances? Through the lens of Kwan and Ella’s interactions, this session prompts critical questions: Are these individuals truly ‘bad’ or merely navigating their emotions and vulnerabilities in unproductive or harmful ways?

The grey areas of decision-making

Consider Ella’s unkind remarks or Kwan’s reactive behaviour. Are they genuinely indicative of inherently ‘bad’ personalities, or are they, like many of us, good individuals making unfortunate choices in stressful moments? This session doesn’t intend to label; instead, it prompts young people to empathise and understand the influences behind actions.

Empathy as a compass

The session goes beyond judging actions; it steers us toward developing empathy and understanding. Pupils are encouraged to compare and contrast by analysing the characters’ actions, enabling them to perceive situations from different perspectives. This can help prepare them for the future, where they’ll explore the essence of personal choice and the impact of supporting others in making positive decisions.

Year Six Session Four Aims: Coping with pressure and fostering empathy

As they move through the session, the aim is to dissect the various pressures that often compel individuals to act in ways that might seem incongruous with their character. Through group discussions and reflective activities, they’ll cultivate strategies to cope with these pressures effectively. Moreover, a significant focus lies on building empathy and honing an acute awareness of others’ emotions and perspectives. This vital skill forms the cornerstone of a more harmonious society, fostering understanding and kindness in our interactions.

Our guiding approach: facilitating discussions

At the core of this session is our facilitative approach. We guide rather than dictate, encouraging learners to explore, question, and understand. This interactive method empowers educators to create an environment where students feel safe expressing themselves and engaging in dialogue.

Supporting teachers for optimal delivery

We recognise the efforts teachers put into this journey. Whether it’s providing planning assistance, demonstrating specific sessions, or conducting workshops, we aim to support educators in maximising the Programme’s impact. 

Moving forward: A journey to personal choice and mutual support

As we help young people develop the skills to navigate the complexities of human behaviour and decision-making, Session Four also lays the groundwork for subsequent discussions. These discussions will explore the steps young people must take to shape their own identity and, crucially, how they can support one another in this endeavour.

Choices isn’t about painting the world in black and white; it’s about understanding the grey areas, navigating the complexities of human emotions, and empowering young minds to make informed, empathetic decisions, paving the way for better understanding and more compassionate actions.

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Navigating Digital Realities and Human Needs

Navigating Digital Realities and Human Needs

Programme Progression 

As Choices hits its third week for Year 6 Session Three, we focus on Kwan and his online and offline personas. This should prompt profound discussions about the lives of your pupils and the challenges of an evolving digital world, crucial for a generation shaping identities in both realms. Kwan’s journey mirrors many real-life challenges Year 6 students may encounter, once again examining the impact of basic human needs, unveiling how fears and anxieties can sway decision-making and how this has the potential to shape their present and future choices.

Crafting Engagement: The Heart of Success

We often hear from teachers how pupils identify with Kwan and his friends —they adore the story and relish using technology to immerse themselves fully in it. The characters and narratives are meticulously designed to resonate with young lives. They act as powerful proxies for young people to identify with, objectively explore their challenges, and learn by responding to the scenarios as the story unfolds. While technology plays a pivotal role in building initial engagement, transitioning to more traditional classroom-based interactions featuring discussion and collaboration embeds essential interpersonal skills. 

The Dialogic Approach: A Win-Win Pedagogy

The commitment to engagement is a fundamental feature of the dialogic pedagogy embedded in Choices. As Robin Alexander highlights in his book A Dialogic Teaching Companion, this approach is a win-win. For pupils, it harnesses the power of talk to stimulate thinking, advance understanding, and empower them for lifelong learning and democratic engagement. Moreover, the collaborative and supportive nature brings social and emotional benefits. For teachers, it provides visibility into pupils’ thinking, enabling tailored support, assessment, and progress tracking. This virtuous circle ensures mutual benefits, enhancing the learning experience not just during the Programme but continually, fostering skills that transcend its duration.

As Year 6 Session Three unfolds, its dual focus on the intricate connection between digital realities and human needs opens avenues for insightful discussions, weaving a narrative that further strengthens Year Six pupils with resilience and decision-making skills. Guided by engaging stories, purposeful technology integration, and a dialogic approach that enriches students and educators alike, the journey to sophisticated decision-making is genuinely underway. 

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Deepening Skills and Resilience

Year 6 Session Two helps develop a framework for confident decision-making through storytelling and open communication withij safe spaces.

Deepening Skills and Resilience

Year 6 Session Two

Embarking on a new journey can be disorienting, but in the world of Choices, that’s where the magic happens. Our sessions intentionally challenge both pupils and practitioners, blending technology and innovative techniques to create an engaging and exploratory learning environment. We do this because our mission is vital – to cultivate resilience and equip young people with the skills they need to navigate the complexities of modern life. With this in mind,

Year 6 Session Two has a twofold focus:

  1. Building on the Foundations: We’re taking what pupils learned in Session One and going a step further. It’s all about deepening their knowledge of the ‘Choice Framework’ to gain a more profound understanding of the factors influencing their decision-making. This knowledge forms the bedrock of confident, informed choices.
  2. Facing the Challenges: Life often throws curveballs—times of tension, anxiety, and change. Session Two challenges pupils to think about their developing skills in the context of real-life scenarios. It’s an opportunity to see how their capacity for making positive choices can be tested under pressure. This practical experience strengthens decision-making abilities, helping them tackle challenges and deal with setbacks, not just in Year Six but in the years ahead.

The Power of Storytelling

At the heart of our learning journey is a story – Kwan’s Story. Stories have been part of human culture for millennia. They possess the extraordinary power to shape our thinking and understanding of the world. While Kwan’s adventures may not mirror every aspect of pupils’ lives, they resonate with authentic meaning and purpose, designed to reflect their unique experiences. These stories connect, bridge differences, and lead to demonstrable change. Research has repeatedly shown that stories are among the most effective vehicles for delivering powerful messages, so it’s no surprise that young people love to follow Kwan’s adventures, nor that the complementary learning activities lead to demonstrable change.

Sharing Concerns, Finding Solutions

In Year 6 Session Two, students are encouraged to openly discuss their concerns about the year ahead. The Choices classroom offers a safe space to voice fears and work through them. This open dialogue serves as a baseline that can be revisited throughout the year to track progress and address worries, empowering students as they embark on this shared journey. This is crucial and backed by numerous research studies for the following reasons:

  1. Emotional Wellbeing: Having opportunities to address concerns and fears is essential for the emotional wellbeing of young people. Research demonstrates that when young people feel safe expressing their worries, they are better equipped to manage stress and anxiety. Emotional challenges can have a significant impact on decision-making and overall mental health. So, by creating a safe space for these discussions, emotional wellbeing can be bolstered. 
  2. Early Intervention: Recognising and addressing concerns early is a proactive way to prevent potential issues from escalating or becoming entrenched further down the line. It equips students with resilience and coping strategies, ensuring they are better prepared for the challenges they might face.
  3. Measuring Progress: Raising, documenting and revisiting concerns provides insights into students’ development, allowing educators to tailor support to individual needs. Data gathered through the programme enhances this, providing an understanding of how young people are progressing.
  4. Empowerment: Allowing pupils to share concerns and, crucially, work through them is, in itself, an empowering experience. It provides a sense of control and ownership over feelings and decisions, positively impacting self-esteem and self-efficacy.

Our approach aligns with numerous research studies emphasising the positive effects of open communication and early intervention in schools. By fostering supportive environments where young people can express their concerns, Year 6 Session Two becomes a platform for multiple voices and perspectives, fostering respectful and equitable classroom relations that can shape better futures.

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Choices for Year Six has Begun!

We’re thrilled to announce the launch of Choices Year Six for the 2023/24 academic year! This marks a crucial stage for Year Six pupils preparing for SATs and the transition to secondary school.

Choices for Year Six has Begun!

Choices Year Six – Empowering Young Minds for 2023/24!

We’re excited to announce that Choices Year Six has officially launched for the 2023/24 academic year! This is a pivotal time for Year Six students preparing first for SATs and then the transition to secondary school. Choices is here to empower them with invaluable life skills, not just for the classroom but for the adventures and challenges life has in store.

We’re thrilled to see so many schools embarking on this journey. It’s heartwarming to hear how Choices has played a significant role in boosting the emotional and psychological wellbeing of young learners in numerous schools, backed up by the wellbeing data that we routinely collect along the way.

What’s in Store for Schools?

In the coming weeks, we’re excited to provide schools with essential programme information, valuable materials, and insights from other participating schools to enrich their delivery. We’ll be checking in weekly to offer support, guidance, and inspiration as they move through the programme content.

Year Six Session One: The Foundation for Confident Decision-Making

During the first session, pupils will revisit and reacquaint themselves with the material and stories they explored in Year Five. This valuable review not only reinforces knowledge but is an essential part of our process of embedding positive behaviours. For newcomers experiencing Choices for the first time, it’s a fantastic opportunity to become familiar with the fundamental concepts that underpin this year’s experience – and, of course, to meet the intriguing characters that play such a central role in the programme.

In both Year Five and Year Six, students develop a deep understanding of how decisions are made, equipping them with the ability to make informed choices as they venture into the future. The focus on understanding decisions and choices is pivotal to their development, particularly during Year Six, a time of tumultuous change.

Building Resilience for the Journey Ahead

The primary objective of Session One is to ensure the entire class is on the same (digital) page (quite literally!), reinforcing their grasp of how decisions are influenced and made. This strong foundation prepares them for the thrilling journey ahead – exploring the impact of change and its effects on decision-making, this time through the eyes of Kwan, the lead character. This phase in the Choices journey is thoughtfully designed to prepare students for Year Seven. The move to secondary school can be a significant disruption, affecting established networks and connections and often leading to feelings of isolation and vulnerability. Choices helps equip them to navigate these changes with confidence, arming them with skills to face future challenges head-on.

We’re thrilled to be part of these new journeys, embarking on adventures that empower young minds and foster confident and resilient decision-makers. Together, we’re building a generation that can protect themselves from harm and make choices that empower their future. Here’s to an exciting and enriching year with Choices Year Six!

We’re thrilled to see so many schools embarking on this journey. It’s always heartwarming to hear about the role Choices plays in boosting the emotional and psychological wellbeing of young learners, backed by the wellbeing data we collect along the way.

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Slough PSHE Education Network Launch

Slough PSHE Education Network Launch

🌟 Celebrating a Day of Collaboration and Innovation at the Slough PSHEe Network Workshop 🌟

When we were asked to set up and run a PSHEe practitioner network in Slough, we were thrilled at the opportunity. Not only will it provide vital support and opportunities for practitioners to collaborate, but it will really enrich our own work in designing interventions that help young people safely navigate growing up and choosing their own better futures.

And what a day it was as we gathered on 11th October 2023 in the Chambers at Slough Borough Council for the inaugural Network Workshop! We spent an incredible afternoon with passionate educators, all dedicated to positively impacting the lives of young learners and all very eager and willing to trust us as we facilitated conversations using the Lego Serious Play methodology. The energy, ideas, and enthusiasm in the room were truly contagious. Here’s a glimpse into some of the discussions that made the day so special:

🚀 Innovation in Curriculum Design: We delved into curriculum design for personal, health, social and economic education, discussing some of the latest thinking and techniques, drawing from neuroscience and the psychological development of children. A discussion we will return to in future sessions.

🤝 Community of Practice: The workshop marked the genesis of a new community of practice to share knowledge, support each other and continue the conversations from our half-termly sessions. This space will be about recognising the challenges educators and learners face and working together to overcome them.

🤝 Bringing Together Different Areas of Public Life: The PSHEe Network workshop was a dynamic intersection of various professionals, including educators, youth practitioners, healthcare experts, and policymakers. It bridged what can sometimes be siloed areas of public life, fostering meaningful conversations about how best to support the complex needs of our young people. The diverse perspectives brought fresh insights and a holistic approach to our shared mission.

🧠 Inspiring Insights: Every participant brought unique perspectives and experiences to the session, and all were extremely generous in sharing their wisdom, support and enthusiasm for change. These insights were nothing short of inspiring, showing our community’s dedication to advancing PSHE education.

🌈 Lego Serious Play: We even added a touch of playfulness to the mix! Through Lego Serious Play, we jump-started meaningful conversations and had a blast doing it. Learning can be fun, and our activities showcased that beautifully.

📆 Future Events: This was simply the start of the journey. We’re working diligently to gather and analyse the feedback from the activities to provide the support practitioners told us they so desperately need.

🌐 Online Community: We heard participants’ calls and are thrilled to announce that an online community is in the works. It will provide a space where they can continue the conversation, share resources, and seek support from fellow PSHEe professionals. 

To everyone who attended, thank you for your time, input, and commitment to our shared mission and we look forward to many more inspiring days of learning, collaboration, and innovation! The journey has just begun. 🌟📚🎓

To find out more, please get in touch with us at: chat@engagelime.com or here

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Supporting Ofsted Inspections

Supporting Ofsted Inspections

Going above and beyond for Ofsted Inspections

The Choices Programme has been designed and updated to contribute to many of the PSHE statutory requirements and align with many points on the Ofsted ‘checklist’. However, Nathan Douglas, the assistant head teacher of Featherstone Junior School, explains how Choices does so much more than tick enough boxes for a passing grade.

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