Updated Planning Framework
The updated version of the framework will help colleagues to deliver a comprehensive PSHE scheme that covers the new statutory content, with learning outcomes adapted to to support learners' level of understanding. The new edition will continue to include the broader (and vital) content of economic wellbeing, careers and enterprise education as well as education for personal safety, including assessing and managing risk.
Video Webinar from the DfE
'Relationships, Sex and Health Education for pupils with special educational needs and disabilities'.
- Ian Bauckham, DfE — Overview of statutory Relationships Education, RSE & Health Education requirements
- Professory Barry Carpenter CBE, OBE, PHD — From Relationships to Resilience: Regenerating Children’s Mental Health
- Rachel Baker, Sex Education Forum — Considerations for RSHE in the SEND classroom
- Jenny Fox & Karen Summers, PSHE Associaiton — PSHE education through a SEND lens
- 00:55: Introduction from conference Chair Rob Simpson, Department for Education (DfE)
- 02:55: Overview of statutory Relationships Education, RSE & Health Education requirements – DfE education advisor Ian Baulkham
- 29:50: Mental wellbeing for pupils with SEND – Professor Barry Carpenter, Oxford Brookes University
- 1:08:35: Relationships and Sex Education for pupils with SEND – Rachel Baker and Lucy Emmerson, Sex Education Forum
- 1:32:35: PSHE through a SEND lens, introducing the SEND Planning Framework – Jenny Fox and Karen Summers, PSHE Association
- 1:59:50: Closing remarks
Case studies
Our Planning Framework is now in its 3rd year, and during this time, colleagues have used it in various ways to support the specific needs of their pupils and settings. Our new case studies were developed following a series of phone-interviews with some of our members, and explore how they've used Planning Framework — for planning, assessing and target-setting — in their curriculums.
Useful links, news & resources
Read our blog on 'How to plan a PSHE curriculum for pupils with SEND'
Our new blog explores the role of PSHE in building the skills and knowledge pupils with SEND need to help keep themselves and others safe, and outlines considerations for meeting the latest DfE and Ofsted guidlines
Read the blogReport from NDCS — Just 1/3 deaf children would go to school if teachers had facemasks
New research, carried out by the National Deaf Children’s Society among 800 parents of deaf children, shows that just 36% were likely to send their child to school if the teacher was wearing a face mask. A further one in five (19%) were uncertain about what they would do.
Governments across the UK now require face coverings in communal areas in secondary schools or colleges, or will allow schools and colleges to make them compulsory. Whilst face coverings are not currently recommended in classrooms, teachers can choose to wear them.
Read the full reportSex Education Forum — RSE for pupils with SEND (short guide)
Developed in conjunction with Image in Action and Mencap, this guide is designed as a starting point for schools who want to review their RSE provision for pupils with SEND — to ensure accessibility and quality. It includes answers to frequently asked questions, practical top tips and provides signposting to further resources.
Download the guideYoung Minds — Transition tips for pupils with SEND
A free 1-page checklist with ideas to help young people with SEND transition from primary to secondary school.
Download 'Transition Tips'ASDAN map our Planning Framework in their new guidance
ASDAN have mapped their 'Exploring Aspirations pathways' to the different sections of our Planning Framework in the curriculum links section of their new Exploring Aspirations guidance and resources. See the table below and find out more from ASDAN here.
SEND CPD training & Subject Specialist support
Since the COVID-19 outbreak we've moved all of our CPD courses online, and colleagues can now access our Effective PSHE in Special Education Provision CPD in this format. The course explores PSHE education through the lens of those teaching pupils with special educational needs, covering:
- How colleagues can use PSHE to support SEND pupils to access the wider curriculum
- Information about safe and effective resources and teaching and learning strategies
- Tips and recommendations for using our Planning Framework for pupils with SEND
Book your 30-minute 1-1 consultancy session on using and applying the revised PSHE Planning Framework for pupils with SEND, led by our experienced SEND PSHE specialist.
FAQs
See our Planning Framework page for general questions about using the Framework.
- 33. 'Relationships Education, RSE and Health Education must be accessible for all pupils. This is particularly important when planning teaching for pupils with special educational needs and disabilities who represent a large minority of pupils. High quality teaching that is differentiated and personalised will be the starting point to ensure accessibility. Schools should also be mindful of the preparing for adulthood outcomes,12 as set out in the SEND code of practice, when teaching these subjects to those with SEND.
- 35. In special schools and for some SEND pupils in mainstream schools there may be a need to tailor content and teaching to meet the specific needs of pupils at different developmental stages. As with all teaching for these subjects, schools should ensure that their teaching is sensitive, age-appropriate, developmentally appropriate and delivered with reference to the law.’
The statutory guidance also reminds schools that they retain the flexibility to create their own bespoke curriculum:
“Schools will retain the freedom to determine an age-appropriate, developmental curriculum… where appropriate this may also require a differentiated curriculum… Flexibility is important as it allows schools to respond to local public health and community issues, meet the needs of their community and adapt materials and programmes to meet the needs of pupils.”
(page 41).
Therefore, the PSHE curriculum will look different within different schools, as it will be matched to the specific needs of each school’s cohort, and Ofsted also recognise this.
Appendix 2 of our Planning Framework clearly maps the content from the DfE statutory guidance for Relationships Education, RSE and Health Education, and identifies learning opportunities — under the six framework section headings — that address each bullet point from the statutory guidance.
Since the COVID-19 outbreak we've moved all of our CPD courses online, and colleagues can now access our Effective PSHE in Special Education Provision CPD in this format. The course explores PSHE education through the lens of those teaching pupils with special educational needs, covering:
- How colleagues can use PSHE to support SEND pupils to access the wider curriculum
- Information about safe and effective resources and teaching and learning strategies
- Tips and recommendations for using our Planning Framework for pupils with SEND