Schools

• There is disparity across the County as each school delivers PSHE differently. 
• Some schools have embedded SRE within a comprehensive PSHE scheme of work.  Lessons are on timetable for all (or most) year groups and there is a progressive scheme of work, building on skills, attitude and knowledge. 
• Other schools have specific PSHE days, where usual lessons are suspended and replaced by SRE lessons.  Students have an entire day or half day dedicated to a topic.  This doesn’t allow for reflection or follow up work.  Also if a pupil is absent on that day, they miss all their SRE for the year.  This wouldn’t be tolerated in other subjects, yet it isn’t challenged significantly in PSHE

Teaching / Leadership

• Some schools have dedicated PSHE teams and provide training to ensure staff have up to date knowledge and build on existing skills.
• More often PSHE is delivered by non- specialists.  Some schools ask staff to volunteer.  Often it is left to whoever has a “gap” on their timetable and is available to deliver, regardless of their interest or expertise in the subject.  There is an assumption that any teacher can deliver SRE which wouldn’t be made with other subjects. 
• I have worked with one school that were under the (misguided) impression that they couldn’t direct their staff to teach SRE when they asked for volunteers and few were forthcoming.  This led to a major gap in provision.
• Staff who are not confident with the subject will often deliver substandard lessons, which is doing students a disservice.   This may even be deliberate belligerence on occasion to make their displeasure at being asked to teach a subject out of their realm of expertise evident.
• PSHE is coordinated differently across all schools.  Some have long standing experienced coordinators.  However often, it is a teacher who is looking to gain responsibility within school and uses the PSHE coordinators role as a stepping stone to other roles. 
• SRE is most effective when there is full support from senior management.
• If an inexperienced teacher is coordinating the subject, they may not have the ability to influence senior management teams.
• There is often a high turnover of PSHE coordinators and teachers which means there is a lack of continuity for planning, delivery or training.  This is a poor use of resources as basic training needs to repeated for new staff, which colleagues may have received previously; rather than continuing to invest and develop staff. 
• Some schools invite outside speakers to deliver SRE.  These staff have no relationship or prior knowledge of students.  Occasionally they come from voluntary organisations looking to promote their own agenda.  It is down to individual schools to invite organisations of their choice.  Without regulation organisations are free to say whatever they wish, using untrained staff.
• Limited time means there is little opportunity for staff training and development.

Subject matter

• As schemes of work differ greatly from school to school there isn’t consistency in what’s delivered.
• Because SRE tends to be given very little time, there is a tendency to stick to a couple of key messages, usually about the physical consequences of sex, such as pregnancy & STIs.  A comprehensive scheme with plenty of time dedicated to SRE allows for progression and opportunity to explore pertinent social issues which reflect the realistic challenges young people face.  Such as the impact of social media and pornography on relationships; the importance of consent; discussions on delaying early sex and sessions on raising self-esteem in order o feel empowered to make informed decisions.  Skills that are often lacking and transcend the factual lessons.

Higher Education

• Good practice in SRE and teaching techniques specific to pastoral teaching should be taught at initial teacher training.