Healthier Living & Learning Whole School Approachwork Twilight professional development sessions...

Healthier Living & Learning

Whole SchoolApproach

to the National Healthy Schools ProgrammePHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

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Introduction pg4

AchievingNationalHealthySchoolStatusthroughtheWholeSchoolApproach pg10

MappingtheprocesstoachieveNationalHealthySchoolStatustotheelementsofWholeSchoolApproach pg14

TheTenElementsoftheWholeSchoolApproach pg16

Leadership,managementandmanagingchange pg16

Policydevelopment pg18

Curriculumplanningandresourcing,includingworkwithoutsideagencies pg�0

LearningandTeaching pg��

Schoolcultureandenvironment pg�4

Givingchildrenandyoungpeopleavoice pg�6

Provisionofsupportservicesforchildrenandyoungpeople pg�8

Staffprofessionaldevelopmentneeds,healthandwelfare pg�0

Partnershipswithparents/carersandlocalcommunities pg��

Assessing,recordingandreportingchildrenandyoungpeople’sachievement pg�4

CrossReferencingtheWholeSchoolApproachtoThemesandCriteria pg�6

Usefulreferencesandwebsites pg�8

ContentsHealthier Living & Learning

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Whole School Approach

TheWholeSchoolApproach(WSA)iscentraltotheNationalHealthySchoolsProgramme(NHSP).Itprovidesamodeltosupportchangeanddevelopmentinvolvingchildren,youngpeople,staff,parents/carers,andgovernors.Italsoprovidesasolidfoundationfromwhichdevelopmentsandimprovementsareembeddedinasystematicwaythroughouttheschoolandeffectivelycontributetothephysicalandemotionalhealthandwellbeingofallmembersoftheschoolcommunity.

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AchievingNationalHealthySchoolStatusrecognisesthatbeinghealthyisnotjustaboutchildrenandyoungpeople,itisaboutthewholeschoolcommunity.Itisnotjustwhathappensinthecurriculum,itisabouttheentireschoolday.ByadoptingtheWholeSchoolApproachschoolsensurefullengagementwiththeschoolcommunityandsecuresustainableimprovements.

TherearetenelementstotheWholeSchoolApproach:

A. leadership,managementandmanagingchangeB. policydevelopmentC. curriculumplanningandresources,includingworkingwithoutsideagenciesD. learningandteachingE. schoolcultureandenvironmentF. givingchildrenandyoungpeopleavoiceG.provisionofsupportservicesforchildrenandyoungpeopleH.staffprofessionaldevelopmentneeds,healthandwelfareI. partnershipswithparents/carersandlocalcommunitiesJ. assessing,recordingandreportingchildrenandyoungpeople’sachievement

The aims of the NHSP:

• Tosupportchildrenandyoungpeople indevelopinghealthybehaviours

• Tohelpraisetheachievementof childrenandyoungpeople

• Tohelpreducehealthinequalities• Tohelppromotesocialinclusion

PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

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ToachieveNationalHealthySchoolStatus,schoolsareaskedtomeetthecriteriainthefourcorethemes:

• Personal,SocialandHealthEducation(PSHE)• HealthyEating• PhysicalActivity• EmotionalHealthandWellbeing

TheWholeSchoolApproachpervadesacrossallthemes,asisdemonstratedbythetable,‘CrossReferencingtheWholeSchoolApproachtoThemesandCriteria’onpage�6.

ToachieveNationalHealthySchoolStatusschoolsneedtolistentothevoiceofchildrenandyoungpeopleandtoworkwithparents/carersandoutsideagenciesindevelopinganenvironmentwhichsupportsphysicalandemotionalhealthandwellbeing.Gainingfullengagementoftheschoolcommunitysecuressustainable,long-termimprovementsthatgobeyondachievingNationalHealthySchoolStatus(NHSS).

Partnershipswithchildrenandyoungpeopleandtheirparents/carersareincreasinglybeingpromotedbygovernment.In�004theDepartmentforChildren,FamiliesandSchools(DCFS)produced‘Workingtogether:Givingchildrenandyoungpeopleasay’,toencouragetheinvolvementofchildrenandyoungpeopleindecision-makingprocessesintheirschools.TheDCFSWhitePaper,“HigherStandards,BetterSchoolsforAll-MoreChoiceforParentsandPupils”,expressesacommitmenttoincreasingtheinvolvementofparents/carersinschoolsandensuringtheirvoiceisheard.



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TheNationalHealthySchoolProgrammeprovidesamodelforpartnershipworkingbetweenhealthservices,localauthoritiesandschools,withtheaimofpromotingacoherentandholisticmessageabouttheimportanceofchoosingahealthierlifestyle.

Thegovernmentagenda,EveryChildMatters(ECM)andtheChildrenAct�004,placesdutiesandresponsibilitiesonschoolsandotherserviceproviderstoworktogetherinamoreintegratedandeffectiveway.Thisistoensuresupportforeverychildoryoungpersontobehealthy,staysafe,enjoyandachieve,makeapositivecontributionandachieveeconomicwellbeing.AllelementsoftheWholeSchoolApproach,inparticulargivingchildrenandyoungpeopleavoice,provisionofsupportservicesforchildrenandyoungpeopleandpartnershipswithparents/carersandlocalcommunities,arecrucialinthedesignanddeliveryofservicestoachievetheoutcomesofECM.

TheWholeSchoolApproachalsosupportsschoolsincompletingtheschoolself-evaluationform(SEF)aspartofOFSTEDinspectionarrangements.AsschoolsengagewithachievingNHSStheyidentifythedifferencethatisbeingmadetotheexperiencesofchildrenandyoungpeople.ThisprocesswillhelpschoolsprovideoutcomestatementsconveyingaclearpictureofhowwelltheyaredoinginrelationtoEveryChildMatters.

Curriculum planning and resourcing, including work with outside agencies and assessing, school culture and environment, recording and reporting children and young people’s achievementsSEALCoordinator,HangletonCommunityJuniorSchool,Hove,EastSussex

HangletonCommunityJuniorSchoolhasfirmlyembeddedSEALintotheethosoftheschool.CurriculumplanningandstafffamiliarisationhastakenplaceandthePSHESchemeofWorkhasbeenre-writtentoincorporateSEAL.Half-termlyplansbreakdowntopicsintoweeklysessionsdeliveredintwo�0minuteslots.Schoolassemblieshavebeenre-arrangedtogiveampletimetoaddressSEAL.

TheschoolhasdevisedasimplemethodoftrackingtheemotionaldevelopmentofchildrenandyoungpeoplethroughindividualSEALprofiles.ThewellbeingofthechildismeasuredbyencouragingthemtousetheSEALskillstosetthemselvesgoals.

Theachievementsofthechildrenandyoungpeoplearecelebratedthroughweeklyeventsinclassesattendedbyparents/carers,aSEALboardinthecorridoranda‘GoldenTable’inthediningroom.

Attendancehasincreased,incidentsofbullyinghavedecreasedandsurveysshowthatthechildrenandyoungpeoplearebenefitingfromtheskillstheyareacquiring.

Case Study

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In Summary the Whole School Approach:

•developsanethosandenvironment thatsupportsandpromotesphysical andemotionalhealthandwellbeing•allowstheviews,skillsandexperienceof thewholeschoolcommunitytocontribute toachievingNationalHealthySchoolStatus•placeschildrenandyoungpeopleatthe heartoflearningandteaching•increasesparticipationandbuilds collaborativepartnerships•supportsschoolsindemonstratingtheir contributiontothefiveECMoutcomesfor childrenandyoungpeople•isaneffective,evidencebased,school improvementmechanismthatbringsabout andembedsculturalchangeinschools•leadstorealandsustainablechangesto improvethephysicalandemotionalhealth andwellbeingofchildren,youngpeople, staffandparents/carers.

TheWholeSchoolApproachextendsbeyondtheNationalHealthySchoolsProgramme.Itisalsoanessentialfeatureinmanyinitiativestoraisestandardsandimprovelifechancesforchildrenandyoungpeople.ExamplesincludePersonalisedLearning,AssessmentforLearning(AfL)andSocialandEmotionalAspectsofLearning(SEAL).InachievingNationalHealthySchoolStatusaschoolwillactivelybepromotinganenvironmentforlearningandteachingwheretheseinitiativeshaveagreaterchanceofmakinganimpactastheschoolwillhavesuccessfullyembeddedaprocesstobringaboutsustainablechange.

Leadership, management and managing change, curriculum planning and resourcing including work with outside agencies and staff professional development needs, health and welfareHeadteacher,StJoseph’sCatholicPrimarySchool,Putney,London

StJoseph’sCatholicPrimarySchoolisimplementingaplantoencouragechildrentoexploreandunderstandtheiremotionsmore.Themainprioritieswereto:•raisetheawarenessamongststaffand childrenandyoungpeoplethatemotional intelligenceandteamworkcanpromote curriculumengagementandincreasethe flowoflearning• toestablishanemotionallyintelligent culturethroughouttheschool• toallowchildrenandyoungpeopletosee themselvesascurriculumco-constructors•empowerteacherstodevelopaspectsof socialandemotionallearningwithintheir dailywork

Twilightprofessionaldevelopmentsessionswereheldonemotionalintelligenceandteamwork,takingtheemotionaltemperatureofstaffandchildrenandyoungpeople,andunderstandingthenatureofanemotionallyintelligentschool.Asaresultofthetrainingsessions,theleadershipteamandstaffjointlydrewupawholeschoolactionplan.MonitoringandreviewhasbeenbuiltinidentifyingfurtheropportunitiesrelatingtotheCPDofstaffinordertomaintaintheimpactofthesechanges.

Evenintheseearlystageschangeshavebeenachieved.Thereisagreaterunderstandingamongstaffaboutdecisionsmaderelatingtotherunningoftheschoolandownershipofkeyschoolimprovementissues.Staffmembersalsoreportfeelingsafeaboutco-constructingthecurriculumwiththechildrenandyoungpeople.

Case Study


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The process to achieving NHSS involves a number of stages:

1.settingupaHealthySchoolstaskgroup�.conductinganeedsanalysisandidentifyinggaps�.planningoutcomesandactions4.implementingchange�.monitoring6.review�.achievingNationalHealthySchoolStatus

AttheheartoftheWholeSchoolApproachisaprocesswhichidentifiesneeds,developsactionsandimplementschanges,ensuringtheyarerelevantandgroundedintheethosoftheschoolandtheneedsofthelocalcommunity.TheelementsandprocessoftheWholeSchoolApproachshouldguidethewayschoolsworkineachtheme.

Achieving National Healthy School Status through theWhole School Approach

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healthy eating

Theme Name

emotional health & wellbeing

personal, social & health education

Physical activity

Beyond National Healthy School Status

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Personal, Social& Health Education

Emotional Health& WellBeing

HealthyEating

PhysicalActivity

Beyond NationalHealthy School Status

WholeSchool

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Physical activity


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HealthyEating

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healthy eating

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Physical activity


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HealthyEating

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healthy eating

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Physical activity


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HealthyEating

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1. setting up aHealthy Schoolstask group

2. conducting aneeds analysis andidentifying gaps

3. planning outcomesand actions

4.implementing change

5. monitoring

6. review

7. achievingNational Healthy School Status

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TheNationalAuditwillassistschoolsinanswering:•whatarewedoingwell?•wherearethegaps?•whatdoweneedtoworkonfirst?

3. Planning outcomes and actions

BycompletingtheNationalAuditschoolsmaywellfindthattheyhavealreadyachievedsomeofthecriteriainthefourthemes.SchoolsshouldconsiderwhatoutcomestheywishtoachieveforchildrenandyoungpeopleastheyworktowardsachievingNationalHealthySchoolStatus.Oncetheseoutcomesaredeterminedactionscanbeplannedtoensuretheyareachieved.Theseareideallyplacedwithintheschooldevelopmentplan.EachplannedactionshouldconsiderthetenelementsoftheWSA.

Schoolsmaywishtoconsider:•whatoutcomesareweaimingtoachieve andwhy?•howwillwedoit?•whoisbestplacedtoleadit?•howwillwemeasureourprogress?•whatbaselinemeasurementsdoweneed?•howwillweknowwhenwegetthere?•howcanwecaptureverbal,visualaswellas writtenevidencetodemonstratewe achievedouroutcomesandmetthecriteria?

4. Implementing change

Theimplementationsstageisadynamicpartoftheprocessbestguidedbyaclearactionplan.Schoolsthathavesuccessfully

1. Setting up a Healthy Schools task group

SchoolscansetupaHealthySchoolstaskgrouporconsiderwhichgroupsarealreadyinplacewhichcanbeutilisedtodevelopthephysicalandemotionalhealthandwellbeingoftheschoolcommunity.Itisimportantthatthisgrouprepresentsacrosssectionoftheschoolcommunityandithasinfluencetodriveforwardchanges.Supportfromtheheadteacher,governingbodyandseniormanagementteamshouldbesecuredfromtheoutset.ThemainfunctionofthegroupistosteerandinformtheactivitiesoftheschoolinachievingNHSS.

Schoolsmaywishtoconsider:• whoisrepresentativeofourschool andcommunity?• whowillensurethechangeshappen?• whoisbestplacedtoinformourprocess?• whodoweneedtobringwithusto achievechange?

2. Conducting a needs analysis and identifying gaps

TheNationalAuditenablesschoolstoidentifyareasfordevelopmentinordertoachieveNationalHealthySchoolStatus.Itclarifiestheminimumevidencethatneedstobeinplacetomeeteachcriterion.TheNationalAuditprovidesastartingpointforidentifyinggapsaswellasachievement.Itcanalsobeusedasareference,asschoolsworktowardsachievingNHSS.

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implementedchangeprogrammesachievingNHSStellusthefollowingfactorssupporttheprocess,maintainthemomentumofchangeandmotivatechildren,youngpeopleandstaff:•workfromwhereyouareonphysicaland emotionalhealthandwellbeingissues•workwiththosewhoareinformedand persuadedofthevalueoftheapproach,to developsuccessfulpracticeandspreadit•engagewiththeLocalProgramme Co-ordinatortoprovidesupport andchallenge• involveallchildrenandyoungpeopleand parents/carersintheprocess• listentoandacknowledgefearsandworries, andaddressthemwhereverpossible•checkwithstaffregularlytoseehowthey aredoing,findthepositivesandgivepraise andofferencouragement.

5. Monitoring

MonitoringprogressenablesschoolstokeeptheirdevelopmentplanontrackandcelebratemilestonestowardsachievingNationalHealthySchoolStatus.Itisimportantthatschoolsidentifyrealisticmethodstomonitor,recordandreportachievements.Schoolsshouldconsiderusingmeasurestheyalreadycollectandreporton,aswellasdevelopingnewones.

Schoolsmaywishtoconsider:•whatisnotgoingaccordingtoour plan?Whynot?•whatelsedoweneedtodotocomplete theactioninthedevelopmentplan?•canwesustainthis?

6. Review

Schoolsshouldbuildintimeattheendoftheplannedactiontoevaluateandreview.Reviewingprogressshouldinvolvechildren,youngpeople,staff,parents/carersandthegovernors.SchoolscanusetheNationalAudittorecordactionsandidentifywhentheyhavetheminimumevidenceinplace.

Schoolsmaywishtoconsider:•haveweachievedwhatwesetouttodo?•whatworkedandwhy?•whatdidn’twork?Whatdoweneedtodo differently?•howcanwesustainorextendthispractice?

7. Achieving National Healthy School Status

SchoolsarereadytoSelf-Validatewhentheyhavemetallthecriteriaandtheminimumevidenceisinplace.TheSelf-ValidationFormissenttotheLocalProgramme.Itisatimeforcelebratingsuccessaswellasconsideringthenextstepstotake:•arewereadytoSelf-Validate?•havewemetallthecriteria?•howwillwecelebrateoursuccess?•whatdoweneedtodotosustainchanges anddevelopfurther?

SchoolsareencouragedtoundertakeaSelf-ReviewwithintwoyearsofachievingNationalHealthySchoolStatusinordertoprepareforRe-Validationafterthreeyears.ThiscanbedonewithsupportfromyourLocalProgrammeCo-ordinator.Manyschoolscontinuetoworkanddeveloptheirpracticebeyondthecriteriainareastheyhaveidentified.

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Mapping the process to achieve National Healthy School Status to the elements of Whole School Approach

Process A. Leadership,management and managing change

B. Policydevelopment

C. Curriculum planning and resourcing includingwork with outside agencies

D. Learning and Teaching

E. Schoolculture and environment

F. Giving children and young people a voice

G. Provision of support services for children and young people

H. Staff professional development needs, healthand welfare

I. Partnerships with parents/carers and local communities

J. Assessing, recordingand reporting children and young people’sachievement

Setting up a Healthy Schools task group

Whoisbestplacedtoleadthegroupinordertodrivethroughchanges?

HowwilltheHealthySchoolstaskgroupinformourdevelopmentofpolicyandpractice?

Whocouldweinvitefromoutsideagenciestojointhegroup?

HaveweasystemtocaptureallourlearningasaHealthySchoolstaskgroup?

Haveweprovidedtherightsettingforourmeetings?

Howwillweinvolvemostchildrenandyoungpeopleintheactivitiesofthetaskgroup?

Isourgrouprepresentativeoftheneedsofallourchildrenandyoungpeoplefromthemostvulnerabletothemostgiftedandtalented?

Isourgrouprepresentativeofthestaffingmixinourschool?Doesanyoneneedtrainingandsupporttoenablethemtofulfiltheirrole?

Isourgrouprepresentativeofourlocalcommunity?Dothetimingsofourmeetingssupporttheirattendance?

Howwillweplanandorganiseouragendasandminutestobeaccessibletoall?

Needs analysis and identifying gaps

WhoneedstobeinvolvedincompletingtheNationalAudit?Howdoweplantimesforthemtobeinvolved?

Doweneedtofitinwithpresentpolicytoconducttheneedsanalysis?

Doweneedtoplantousecurriculumtimetoconducttheneedsanalysis?

Howwillwesharethefindingsoftheneedsanalysiswithourchildrenandyoungpeople,staffandparents/carers?

Dowehaveanopenandhonestculturewhereallwillbeabletocontributetotheneedsanalysis?

Howdowegaintheviewsofallofourchildrenandyoungpeople–notjustthosewhousuallycontributeandaremostvocal?

Dowehavesystemstosupportchildrenandyoungpeopleifissuesarisethroughconductinganeedsanalysis?

Dowehaveanopenandrespectfulclimateinwhichstaffcancontributetotheneedsanalysis?

Howcanweinvolveparents/carersintheneedsanalysis?

Howcanwebesureweareidentifyingtherightgaps?Whathaveourchildrenandyoungpeopletoldus?

Planningoutcomes andactions

Whatareourpriorities?Wheredoesthisoverlapwithexisitingpracticeintheschool?Wherecanwelinkactivitieswithotherelementsofschooldevelopment?Whoisbestplacedtoleadeachplannedaction?Dotheyhavesufficientstatusandtraining?

Doesourpresentsystemfordevelopingpoliciesenhancetheemotionalhealthandwellbeingofchildrenandyoungpeople?

HowwillachievingNHSSlinkwithandimpactothercurriculumareas?Whattimetablingandstaffingissuesmightneedtobemettoensurewecompleteourplannedactions?Howwillwemanagesuchissues?

Howwillweensureourplannedactionsareinlinewithourlearningandteachingpolicy?

Isthephysical,emotionalandlearningcultureofourschoolsupportingourplannedactions?

Howwillweinvolvechildrenandyoungpeopleinthedecisionmakingprocess,todetermineourplannedoutcomesandactions?

Howdoweconsidertheneedsofallourchildrenandyoungpeoplesotheyareabletocontributetodeterminingoutcomesandplanningactions?

Whattraininganddevelopmentwillberequiredtosupportplannedactions?

Howwillweengagewithparents/carerstoimplementactionsinthehome?Whateventsoractivitieswillbestachieveourdesiredoutcomesandplannedactions?Whichapproachessecurethemostsupportorlargestturnout?Whatplannedactionscouldweachievebygreaterparticipationwithourlocalcommunity?

Areourchildrenandyoungpeopleclearabouttheoutcomesweareseekingtoachieveinourplannedactions?

Monitoring Howwillthegroupregularlygivefeedbacktotheseniormanagementteamandallmembersoftheschool?Howwillourgoverningbodymonitorourprogress?

Dowehaveapolicyformonitoringdevelopments?Whatcanweexpectfromdevelopingthepolicyandhowwillwemonitorourprogresstowardsit?Whowillberesponsibleformonitoring?

Doweneedtousecurriculumtimeformonitoring?Ifso,how?

Ifwecarryoutmonitoringwithinthecurriculumwhatmethodswouldbestsupportit?

Howdoweseekandshowwevaluesuggestionsandviewsfrommembersofourschool?

Whatsystemsofconsultingwithchildrenandyoungpeopledowealreadyhaveinplacethatcanbeusedtomonitorouractions?

Howcanwefindwaystoinvolvechildrenandyoungpeoplewholackconfidenceormotivationinourmonitoring?

Howcanourstaffcommunicationprocessesbedevelopedsoallcancontributetomonitoring?

Howcouldwemonitortheimpactofourplannedactionsbeyondtheschool?Wherehavewebeenmostsuccessfulatengagingwithourparents/carersand/orourlocalcommunity?Why?

Howdoourchildrenandyoungpeoplemonitoranyprogressintheirphysicalandemotionalhealthandwellbeing?

Review Howwillthegroupfeedbackfindingsfromreviewtoseniormanagement?

Howcanthedevelopmentofpolicyfitintosystemsofreview?Whoneedstobeinvolvedinreview?

Wherehaveweuseddatafromexternalagenciestoinformourreview?Doweneedtoplantousecurriculumtimetocarryoutanyreviewofouractions?

Whatmethodswouldbestsuitreviewaspartofourcurriculumtime?

Doesthecultureandclimateoftheschoolencouragerigorousreview?

Whatmechanismsdowehaveinplacetoenableparticipation,consultationandfeedbackonanyactionsreviewed?

Doallchildrenandyoungpeoplehaveequalityofaccesstoourreviewsystems?

Areallstaffabletocontributetoanyreviewofactions?

Howwillparents/carersandthelocalcommunitybeinvolvedinreview?Howwillwereportourprogresstothem?

Whatprogresshavechildrenandyoungpeopleidentified?

AchievingNational Healthy School Status

Whatshouldwedotosustainandextendourprogress?Howshallwecelebrateoursuccess?

HasachievingNHSShadanimpactonanyotherpolicyareaswhichmightneedupdatingasaresult?

Howcanweextendanddevelopourcurriculum?HowwillachievingNHSSlinkwithandimpactothercurriculumareas?Howcanwelinkwithotherschemesandprogrammesformaximumeffect?

Howcanwecontinuetoenhancethelearningofourchildrenandyoungpeopleinrelationtotheirphysical,andemotionalhealthandwellbeing?

Howcanwesustainthepositiveculturewehavedeveloped?

CanourchildrenandyoungpeopledescribewhatdifferenceachievingNationalHealthySchoolStatushasmade?

Howhaveweimprovedourinternalsupportforchildrenandyoungpeople?Howdoweensurethiscontinues?

Howdoweensureourstaffcontinuetobeinformed,confidentandcompetentinsupportingandpromotingphysicalandemotionalhealthandwellbeing?

Howdowepromoteourachievementstoourparents/carersandthelocalcommunity?Howdowecontinuetostrengthenourpartnerships?

Howdowecontinuetohelpchildrenandyoungpeopletoassesstheirownimprovementsintheirphysicalandemotionalhealthandwellbeing?Howwillwecelebrateourachievementstomaintainenthusiasmandmotivation?

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Mapping the process to achieve National Healthy School Status to the elements of Whole School Approach



C. Curriculum planning and resourcing includingwork with outside agencies


E. Schoolculture and environment



H. Staff professional development needs, healthand welfare

I. Partnerships with parents/carers and local communities

J. Assessing, recordingand reporting children and young people’sachievement



































Dowehaveapolicyformonitoringdevelopments?Whatcanweexpectfromdevelopingthepolicyandhowwillwemonitorourprogresstowardsit?Whowillberesponsibleformonitoring?

Doweneedtousecurriculumtimeformonitoring?Ifso,how?

Ifwecarryoutmonitoringwithinthecurriculumwhatmethodswouldbestsupportit?

Howdoweseekandshowwevaluesuggestionsandviewsfrommembersofourschool?

Whatsystemsofconsultingwithchildrenandyoungpeopledowealreadyhaveinplacethatcanbeusedtomonitorouractions?

Howcanwefindwaystoinvolvechildrenandyoungpeoplewholackconfidenceormotivationinourmonitoring?

Howcanourstaffcommunicationprocessesbedevelopedsoallcancontributetomonitoring?

Howcouldwemonitortheimpactofourplannedactionsbeyondtheschool?Wherehavewebeenmostsuccessfulatengagingwithourparents/carersand/orourlocalcommunity?Why?

Howdoourchildrenandyoungpeoplemonitoranyprogressintheirphysicalandemotionalhealthandwellbeing?


Howcanthedevelopmentofpolicyfitintosystemsofreview?Whoneedstobeinvolvedinreview?

Wherehaveweuseddatafromexternalagenciestoinformourreview?Doweneedtoplantousecurriculumtimetocarryoutanyreviewofouractions?

Whatmethodswouldbestsuitreviewaspartofourcurriculumtime?

Doesthecultureandclimateoftheschoolencouragerigorousreview?

Whatmechanismsdowehaveinplacetoenableparticipation,consultationandfeedbackonanyactionsreviewed?

Doallchildrenandyoungpeoplehaveequalityofaccesstoourreviewsystems?

Areallstaffabletocontributetoanyreviewofactions?

Howwillparents/carersandthelocalcommunitybeinvolvedinreview?Howwillwereportourprogresstothem?

Whatprogresshavechildrenandyoungpeopleidentified?












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The Ten Elements of the Whole School ApproachA. Leadership, managementand managing change

CriticaltothesuccessoftheNationalHealthySchoolsProgrammeistheprofileitreceiveswithinschoolsandtheircommunities.Inparticularthesupportfromtheheadteacher,seniormanagementteamandgoverningbody.EvidencefromOfstedinspectionreportsandothersourcespointtotheimportanceofcommittedleadershipandmanagementtodriveworkforwardandguidetheprocessofchangeinschools.Effectiveleadersensuresustainedimprovementsandcreatepositivelearningandworkingenvironmentsinwhichchildren,youngpeopleandadultscanflourish.

Leadership,inthecontextoftheNationalHealthySchoolsProgramme,appliestoanyonewithintheschoolcommunitywhoisbestplacedtoinfluenceandimplementthechangesrequired.Thenatureofleadershipwillbegovernedbytheparticularactivity.Whereappropriatechildrenandyoungpeopleshouldbegivenresponsibilitytoleadandmanagechange.

Whendecidingwhomightbebestplaced,thereareanumberofconsiderations:

•whatistheaccesstothesenior managementteam?•whomightbebestinformedaboutthe focusofthework?•dotheyhaveappropriatetimefortherole? Ifnotcanthisbearranged?•dotheyhavetheskillstoundertaketherole? Whattrainingandsupportmayberequired?•whataccesswilltheyneedtotheLocal ProgrammeCo-ordinatorandother externalagencies?

ThegoverningbodyhasakeyroleinsupportingtheschooltoachieveNationalHealthySchoolStatusasitcanensuretheinvolvementofparents/carersandthewholeschoolcommunity.Italsohasaroleinsupportingtheplanning,monitoringandreviewofoutcomesandactions.

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Provision of support servicesfor childrenLearningMentor,DovelandsPrimarySchool,Leicester

TheschoolhasimplementedtheSPARKS(Special,Pro-Social,Assertive,ResilientKids)programmetosupporttheself-esteemandindividualawarenessofchildrenandyoungpeople.Alearningmentorhasbeentrainedtoco-ordinateactivityandruntheSPARKSgroupseachterm.Parents/carersaresentaletteroutliningtheprogramme’saimsandprocessesandareinvitedalongtothesessionstoobserve.EachchildandyoungpersonisassessedbytheEducationPsychologistbeforeandaftertheirinvolvement.

Withoutexception,parents/carersandteachershavebeenveryencouragingabouttheprogrammeandclassroomteachershavecommentedonthepositivechangesinthechildren.Theself-esteemscoresofthechildreninvolvedintheboostersessionshaveincreased,inonecaseby44%.Thechildren’sattitudetowardsbullyingandsymptomsofdepressionhasimproved.

Theschooliskeentoretaintheprogrammeandishopingtoholdthesessionstwiceaweektoallowmorechildrentobenefit.

Case Study

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B. Policy development

Developingpolicysetsthestrategicdirectionoftheschoolinrelationtophysicalandemotionalhealthandwellbeing.Ithelpsraisetheprofileandprovidesthephilosophyandprincipleswhichunderpinthewaythingsaredone.Theprocessofdevelopingorreviewingapolicyisasimportantasproducingthefinaldocumenttoensureitdoesnotbecomeapaperexercisecarriedoutinisolationoftheschoolcommunity.Thismeanstryingtoensurethattheprocessisinclusiveandisdevelopedinawaythatenhancestheemotionalwellbeingofallthoseinvolvedinitsdevelopment:

•howwillweensureourpolicyreflectsthe ethosoftheschool?•howwillweinvolveallchildrenandyoung people,includingthosewhoarelessvocal andvisible?•howwillweinvolveallstaffandensurethere isacrossrepresentationofroles?•howwillweinvolveparents/carers,in particularthosethatarehardtoreach?•howwillwediscussanddefinetheroles andresponsibilitiesofthewholeschool communitysoeveryoneisclearaboutthe relevanceofthepolicyareaforthem?•howwillweensurethepolicyisavailablefor alltosee?•whatmonitoringprocedureswillneedtobe inplacetoamendthepolicy?•whendoweneedtoreviewit?

Process B. Policydevelopment







Monitoring Dowehaveapolicyformonitoringdevelopments?Whatcanweexpectfromdevelopingthepolicyandhowwillwemonitorourprogresstowardsit?Whowillberesponsibleformonitoring?

Review Howcanthedevelopmentofpolicyfitintosystemsofreview?Whoneedstobeinvolvedinreview?



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AspartoftheprocessofaneedsanalysisusingtheNationalAuditschoolswillbeabletoidentifywhichpoliciesarealreadyinplace,whethertheymayneedreviewingandwherenewpoliciesneedtobedeveloped.Schoolsmaywishtoidentifywherethesewillsitwithinexistingpolicies,inparticularlearningandteaching,behaviourandinclusion.

In achieving NHSS, schools are expectedto develop a number of policies in relationto physical and emotional health andwellbeing including:

SexandRelationshipEducationPolicySafeguardingPolicyNon-SmokingPolicyPhysicalActivityPolicyAnti-BullyingPolicyInclusionPolicyDrugEducationPolicyManagingDrugRelatedIncidentsPolicyConfidentialityPolicyWholeSchoolFoodPolicyBehaviourPolicyLearningandTeachingPolicySchoolVisitorPolicy

Partnerships with parents/carers and local communitiesHealthySchoolCo-ordinator,StMary’sCofEPrimarySchool,Yate,Bristol

Thisschoolhasbeendevelopingitstravelplantowidenthefocusofphysicalactivitytoincludethetimespenttravellingtoandfromschool.Staffandparents/carershaveworkedcollaborativelytodevelopthetravelplan.ThegrouparrangedforthecounciltoprovideYear6cyclingproficiencytestsandfundraisingeventswereorganisedsothattheschoolcouldpurchasebikesheds.

Thenumberoftimesachildwalksorcyclestoschoolisrecordedandincentivessuchasfreeswimsatthelocalswimmingpoolorbadgesaregivenwhentheyreachspecifiedmilestones.Periodically,specialbreakfastsarealsoprovidedforthosewhoparticipate.

“Sincetheintroductionofthenewtravelplanthenumberofchildreneitherwalkingorcyclingtoschoolregularlyhasincreaseddramaticallyandcongestionaroundtheschoolatkeytimesofthedayhasreduced.”

Case Study

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C. Curriculum planning and resourcing, including work with outside agencies

Curriculumplanningandresourcing,includingworkwithoutsideagenciesenablesschoolstoconsiderhowthevalues,policiesandpracticethatenhancephysicalandemotionalhealthandwellbeingareplannedandimplementedthroughtheschoolcurriculum–bothformalandinformal.

Theprocessofneedsanalysisshouldfocusontheextenttowhichtheschoolhasclear,plannedcurriculumopportunitiesforchildrenandyoungpeopletounderstandandexploreareaslinkedtophysicalandemotionalhealthandwellbeingusingappropriatelearningandteachingstyles.Thiswouldpreferablybedeliveredwithinadiscreteprogrammeaswellasacrossothersubjects.Indevelopingthecurriculumrelatingtophysicalandemotionalhealthandwellbeing,schoolsshouldconsider:

Process C. Curriculum planning and resourcing includingwork with outside agencies







Monitoring Doweneedtousecurriculumtimeformonitoring?Ifso,how?

Review Wherehaveweuseddatafromexternalagenciestoinformourreview?Doweneedtoplantousecurriculumtimetocarryoutanyreviewofouractions?



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•arethereopportunitiesforphysicaland emotionalhealthandwellbeingacross thewholeofthecurriculumandhowisit coordinated?•isthecurriculumrelevanttothephysical andemotionaldevelopmentofthechildren andyoungpeople?Howdoesitbuildon priorlearning?•arethelearningobjectivesforeachlesson clearandspecific?•arearangeofteachingmethodsusedthat matchwiththeaimsandobjectivesandthe learningneedsofchildrenandyoungpeople?•areresourcesinclusiveofallchildrenand youngpeople?•arestaffcompetentandconfidentin enhancingthephysicalandemotional healthandwellbeingofchildrenand youngpeople?•howwilloutsideagenciesbeinvolved?How willthequalityoftheinputbeassured?•howwillthelearningofchildrenandyoung peoplebeassessedandprogressreported andrecorded?

Itishelpfulforschoolstodeveloprelationshipswitharangeofexternalagenciesthatcansupporttheminbothdevelopingandimplementingthecurriculum.Outsideagenciescansupportthecurriculumwiththeirspecialismsandtheircontributionsshouldbepartofaplannedprogrammeandnotasanisolatedexperience.Professionalssuchasschoolnurses,sexualhealthoutreachworkers,drugeducationadvisersandschoolsportsco-ordinatorscanenhancetheexpertisewithintheschool.

School culture and environment Governor,StAndrew’sPrimarySchool,BishopAuckland,CoDurham

“Becomingahealthyschoolhasmeantfundamentalchangesforourschoolandithaschangedthecultureandatmosphereforthebetter.

“Whenyouwalkintotheschoolyouimmediatelypickuponthehealthyschoolsethosandtheholisticapproachtoimprovingthephysicalandemotionalhealthandwellbeingofourchildren.Theyarenowmakingmuchbetter,moreinformedchoicesaboutfood,exerciseandfriendshipswhicharealreadyhavinganimpactontheirabilitytoenjoyahealthylifestyle.”

Case Study


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Forchildrenandyoungpeople,workingtoachieveNationalHealthySchoolStatusmeansafocusontheirphysicalandemotionalhealthandwellbeing.Itisaboutacquiringknowledge,enhancingunderstanding,developingskills,changingbehavioursandbuildingcapabilityinordertolivehealthierlifestyles.Theaimistoenablechildrenandyoungpeopletounderstandthemselvesbetteraslearnersandsotakegreatercontrolofandresponsibilityfortheirlearningandphysicalandemotionalhealthandwellbeing.

Schoolsshouldconsider:

•dowehaveasharedlanguagefortalking aboutlearningandphysicalandemotional healthandwellbeing?•howdoourchildrenandyoungpeople contributetoaspectsoflearningabouttheir physicalandemotionalhealthandwellbeing?•howdotheyappropriatelyinfluence systems,processesandproceduresthatare linkedtotheirlearning,achievementand personalandsocialdevelopment?

Process D. Learning and Teaching







Monitoring Ifwecarryoutmonitoringwithinthecurriculumwhatmethodswouldbestsupportit?

Review Whatmethodswouldbestsuitreviewaspartofourcurriculumtime?




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Forteachers,workingtoachieveNationalHealthySchoolStatusmeanslookingattheirteachingskills,subjectspecialismsandmanagementofthelearningexperienceinthecontextofenhancingphysicalandemotionalhealthandwellbeing.Throughanylearningexperience,teachersinfluencethephysicalandemotionalhealthandwellbeingofchildrenandyoungpeople.Allteachersshouldconsiderthefollowing:

•whataretheneedsofthelearners?•howdoIaccommodatedifferentpaces oflearning?•howdoIaccommodatedifferentlevelsof physical,socialandemotionaldevelopment?•whatisthemostappropriateteachingstyle?•howdoIinstilkeylearningskillsand behaviouralchangelinkedtophysical andemotionalhealthandwellbeing?•howdoIsupportchildrenandyoungpeople totransferandapplytheirlearningto differentsubjectsandcontexts?

Policy development, giving children and young people a voice and provision of support services for children and young peopleHealthySchoolCoordinator,WestKirbyGrammarSchool,WestKirby,Wirral

BullyinghasnotbeenaproblemforWestKirbyGrammarSchoolbutageneralconcernforthewelfareofthechildren/youngpeopleandawarenessofnewelectronicbullyingmediumspromptedthemtodevelopandreviewtheirpolicy.Thepolicywasfirstdiscussedattheschool’simplementationgroup,whichincludeschildrenandyoungpeople,staff,parents/carersandgovernors.Itwasreviewedfurtherbytheschoolcouncilandabullyingleafletwaswrittenbychildrenandyoungpeople.

EssentiallyYear11and6thformersactaspeermentorsandarethefirstlineofcontact.TheygointoYear�classesandinitiatediscussionsbeforemoredetailedworkisdonebyateacher.Thereisadesignatedbaseduringbreaktimeswhichprovidessupportfortheyoungerchildren.Thismethodofpolicydevelopmenthasgiventhepolicyrelevanceandhasencouragedgoodlinesofcommunicationbetweenthestaffandothermembersoftheschool.

Case Study


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Process E. Schoolculture and environment







Monitoring Howdoweseekandshowwevaluesuggestionsandviewsfrommembersofourschool?

Review Doesthecultureandclimateoftheschoolencouragerigorousreview?



E. School cultureand environment

Thecultureofaschoolisdefinedbythesocialprocesses,valuesandnormsthatshapeitscharacter.Thephysicalandemotionalenvironmentshapesthewaychildren,youngpeople,staff,parents/carersfeelandbehave.Atitsmostbasicitisessentialforchildrenandyoungpeopletofeelsafe,bothphysicallyandemotionallyatschool.Thiswillhaveasignificantinfluenceontheirabilitytolearneffectively.

Throughaneedsanalysisschoolscantakeafreshlookattheirowncultureandenvironmentinthecontextofhowitenhancesthephysicalandemotionalhealthandwellbeingofitschildrenandyoungpeople,itsstaff,itsparents/carers,itsgovernorsandothervisitorstotheschool.Thefollowingthreeareasofquestioningareastarttohelpschoolsidentifyareasfordevelopment.

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Does the physical environment of the school promote physical, social and emotional wellbeing?

•dochildrenandyoungpeoplehaveaccess tofree,cleanandpalatabledrinkingwater throughouttheschoolday?•isthereawelcomingeatingenvironment thatencouragespositivesocialinteraction?•dooutdoorspacessupportdifferenttypesof activityandaretheyaccessibleand attractivetoallageranges?•dotoiletshavelocks,toiletpaper,hotwater andpapertowels,aswellassanitarytowel dispensersanddisposalfacilities?

Does the school have an emotionally healthy culture?

•arethevaluesthatenhancephysicaland emotionalhealthandwellbeingembedded inallschoolsystems,policiesandprocedures?•dochildrenandyoungpeoplefeelvalued andrespected?•dostafffeelrespectedbychildrenand youngpeople,bycolleaguesand parents/carers?•arethesuggestionsandviewsofthewhole communitysoughtandvaluedanddothey influencewhathappens?•dostaffhaveconfidenceintheirownsocial, emotionalandbehaviouralskillsandare theycomfortableteachingthesetochildren andyoungpeopleinavarietyofways?

How can the school environment be more attractive, communal and supportive of learning?

•doweknowwherethe‘hotspots’arewhere childrenandyoungpeople,staffand parents/carersfeelvulnerable?•dothelayoutofclassroomsensurethey includeandengagewithallchildrenand youngpeople?•dowegiveresponsibilityfordisplayareas tochildrenandyoungpeopleandgive themprominence?•isthereclearsignposting,inappropriate languages,tokeyareasandappropriate informationaboutsupportserviceswithin andbeyondourschool?


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Process F. Givingchildren andyoung peoplea voice







Monitoring Whatsystemsofconsultingwithchildrenandyoungpeopledowealreadyhaveinplacethatcanbeusedtomonitorouractions?

Review Whatmechanismsdowehaveinplacetoenableparticipation,consultationandfeedbackonanyactionsreviewed?



Increasingempowerment

and responsibility


Givingchildrenandyoungpeopleavoicemeansmakingitpartofeverydayschoolpracticeforthemtohaveameaningfulsayinwhathappenswithintheschoolandarealopportunitytotakepart.TheDCFSdocument‘WorkingTogether:Givingchildrenandyoungpeopleasay’setsoutfiveprinciplesofinvolvingchildrenandyoungpeopleindecision-making:

•clearandvisiblecommitmenttoinvolving childrenandyoungpeoplewitharoutemap ofhowtomakeithappen•children’sandyoungpeople’sinvolvement isvalued•childrenandyoungpeoplehaveequalityof opportunitytobeinvolved•children’sandyoungpeople’sparticipation andinvolvementarecontinuallyevaluated andreviewed•qualitystandards.

Whendevelopingmechanismsforhearingandactingonwhatchildrenandyoungpeoplesayitisimportanttofindoutwhattheyallthinkandnotonlythosewhoregularlycontributeandaremostvocal.Schoolsshouldconsiderarangeofcreativelisteningsystemssuchasuseofemail,suggestionboxes,textingandsmallfocusgroupsaswellasmoretraditionalmethodssuchastheschoolcouncilandsurveys.Teachersshouldbeconsultingwithchildrenandyoungpeopletohelpthemfindwaysofimprovinglearningandteaching.Thiswillenhancetheparticipationofchildrenandyoungpeopleintheirownlearningaswellasinotherareasofschoollife.

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Increasingempowerment

and responsibility

Differentlevelsofparticipationcanberepresentedasa‘ladder’inwhicheachrungrepresentsincreasedempowermentandsharedresponsibility.Takingsmallstepsandprovidingtrainingtobuildconfidenceofchildren,youngpeopleandstaffcanbehelpfultodevelopcollectiveconfidence,trustandskills.Schoolsshouldconsiderthepurposeofparticipation,considerthediversityofthoseinvolvedandensureitsrepresentative,selectmethodscarefully,providetimelyfeedbackandmakeitfunandinteresting.

Children and youngpeople share power

and responsibilityfor decision making

Children and youngpeople are involved

in the decision-making process

The views ofchildren and

young peopleare taken

into account

Children and youngpeople are listened to

Children and youngpeople are supported

in expressingtheir views


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Process G. Provision of support services for children and young people







Monitoring Howcanwefindwaystoinvolvechildrenandyoungpeoplewholackconfidenceormotivationinourmonitoring?

Review Doallchildrenandyoungpeoplehaveequalityofaccesstoourreviewsystems?




Allchildrenandyoungpeoplearelikelytoneedaccesstoinformation,adviceandsupportatdifferenttimesintheirschoollife.

Aspartoftheneedsanalysisschoolscanidentifywhichchildrenandyoungpeoplearelikelytobenefitfromadditionalsupportandhow,whenandwhereitisbestprovided.Schoolsshouldconsiderallchildrenandyoungpeopleintheirprovisionofsupportservicesincludingthosewithspecialeducationalneeds,specifichealthconditions,socialandemotionallearningdifficultiesanddisabilities,childrenincare,youngcarers,andteenageparents.WheretargetedorspecialistsupportisrequiredtheLeadProfessionalwillalsocontributetotheschool’scapacityforsupportingvulnerablechildrenandyoungpeoplethroughtheCommonAssessmentFramework(CAF).

Inorderthatchildrenandyoungpeoplegetswiftaccesstothesupporttheyrequire,itisimportantforschoolstohaveearlyidentificationandreferralproceduresinplace.Schoolscanconsiderhowtheycouldenablereferralsbychildrenandyoungpeoplethemselves,theirparents/carersandstaff.Referralsmaybetoidentifiedsupportwithintheschoolandnotalwaystooutsideagencies.ExtendedSchoolServicescansupportdevelopmentsinthearea.

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Universal

Specialist

Targeted

Specialist supportforchildrenandyoungpeoplewithmoresignificantorsevereorcomplexneedsisprovidedbyspecialistservices.

Targeted servicesareforchildrenandyoungpeoplewithspecificneedsthatmeantheyrequireanintegratedpackageoftargetedsupport.

Providing universal servicesforchildrenandyoungpeoplecanpreventmoreseriousproblemsarising.Schoolscanensurechildrenandyoungpeoplehaveaccesstorelevantservicessuchason-sitedropincentresrunbyschoolnursesorotheridentifiedsupportstaff,orthroughprovidinginformationonrelevanthelplinesorwebsites.

Support services for children and young people fall into three broad areas: universal, targeted andspecialist support.

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Process H. Staff professional development needs, healthand welfare







Monitoring Howcanourstaffcommunicationprocessesbedevelopedsoallcancontributetomonitoring?

Review Areallstaffabletocontributetoanyreviewofactions?



H. Staff professional development needs, health and welfare

TheNationalHealthySchoolsProgrammepromotesthephysicalandemotionalhealthandwellbeingofalladultswithintheschoolcommunityaswellaschildrenandyoungpeople.TheWholeSchoolApproachencompassestheprofessionaldevelopmentneeds,healthandwelfareofalladultsworkingintheschoolincludingteachers,administrativestaff,learningandteachingmentors,teachingassistants,premisesmanagersandcleaningstaff.

Professional development Thephysicalandemotionalhealthandwellbeingofstaffisenhancedwhentheyfeelinformed,confidentandcompetent.AstheNationalHealthySchoolsProgrammereflectsabroadanddynamicagendaacrossthefourthemes,itishelpfulforstafftoidentifyhowtheywouldbenefitfromContinuousProfessionalDevelopment(CPD).OncetheschoolhasdeterminedactionstoachieveNHSSitcanidentifytheexistingstrengthsofstaffwithintheschoolandwhereandwhattypeofprofessionaldevelopmentisrequired.TheLocalProgrammeCo-ordinatorcansupporttheschoolinidentifyingCPDneedsaswellasproviding,orsignpostingto,appropriatetraining.

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Staff health and welfareStaffneedtofeelsupportedtodevelopandmaintaintheirphysicalandemotionalhealthandwellbeing.Thisinturnenablesthemtosupportthephysicalandemotionalhealthandwellbeingofchildrenandyoungpeoplemoreeffectively.

Schoolsmayfindithelpfultoconsiderthefollowing:

•isthereanopenandrespectfulclimatein whichstaffcanshareandexploreany concernsanddifficulties;problemsolve collaborativelyandseekhelpandsupport?•arethereeffectivestrategiestoreduce staffstress?•arethereopportunitiesforstafftocelebrate successesandachievements?•istherepotentialtoruntrainingdays byexternalexpertsonarangeofareas linkedtophysicalandemotionalhealthand wellbeingsuchasrelaxation,stress management,healthandfitness,anger managementandassertiveness?•isthereeasyandspeedyaccesstoexpert adviceandassistance,forexamplefinancial advice,healthscreening,counselling,careers?•arethestaffworkingwiththemost vulnerableorchallengingchildrenand youngpeopleprovidedaccessto supervisorysupportorcounselling?

Leadership, management and managing change, learning and teaching, giving children and young people a voiceHealthySchoolCoordinator,WilliamShrewsburyPrimarySchool,Burton-on-Trent,Staffordshire

Theschoolcarriedoutahappinesssurveybyprovidinganopportunityforeverychildandyoungpersontotalkwiththeirteacher.Childrenandyoungpeoplesoonlearnttousethistimetoproblemsolveorexpresstheiremotionsandrealisedthattheywereoftenbeingreactiveinmanysituationsinsteadofproactive.Thisinturnledtotheschooldevelopingopportunitiestoaddressphysicalandemotionalhealthandwellbeinginawidercontextthanbefore.

AWholeSchoolApproachhasmeantmanyareasweretargetedatoncebyavarietyofgroupsandindividuals.Communicationwasvitalinensuringeveryoneunderstoodthattheyhadavoice.Networkingwithotherschoolsprovedtobeatremendouswaytoproblemsolvetoo.

Theprocessalsorequiredsupportandforwardvisionfromtheleadershipteam,findingandallocatingfundingtoallowstafftimetoinstigateactionswasveryimportanttosharingtheworkload.

“Webelieveourchildren’spositiveemotionalhealthisvitaltotheirlearning.”

Case Study

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Process I. Partnerships with parents/carers and local communities







Monitoring Howcouldwemonitortheimpactofourplannedactionsbeyondtheschool?Wherehavewebeenmostsuccessfulatengagingwithourparents/carersand/orourlocalcommunity?Why?

Review Howwillparents/carersandthelocalcommunitybeinvolvedinreview?Howwillwereportourprogresstothem?



I. Partnerships with parents/carers andlocal communities

Partnershipswithparents/carersandlocalcommunitiesprovidebroaderopportunitiesforenhancingthephysicalandemotionalhealthandwellbeingofchildrenandyoungpeoplebeyondtheschool.

Partnerships with parents/carersResearchshowsthatparental/carerinvolvementintheeducationofachildoryoungpersonisapowerfulforceinenhancingtheirachievement.Mostparents/carersbelievethattheresponsibilityfortheeducationoftheirchildshouldbesharedbetweenthemandtheschool.Manyparents/carerswouldliketogetmoreinvolvedinthewaytheirschoolisrunyetdon’torcan’tduetoarangeofbarrierssuchaslanguageorcultureortheirownexperienceofschool.Parents/carersrespondpositivelywhentheyaregivenrelevantopportunitiestogetinvolvedinschoollife.Thismeansthinkingofnewwaysfortheschooltoreachouttothosewhooftendon’tgetinvolved.

AspartoftheWholeSchoolApproach,itisimportantforschoolstoconsultwithparents/carersontheaspectsofphysicalandemotionalhealthandwellbeinginwhichtheyfeeltheywanttobeinvolved,andhowtheywouldprefertobeinvolvedasapartnership.

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Examples of ways in which schools can become involved in a range of activites within the local community

Curricularprogrammestosupportphysicalandemotionalhealthandwellbeingcanbedesignedtoreflectlocalissues.Bymakinglearningreflectiveoflocalcommunityissues,childrenandyoungpeoplewillbemorelikelytoengageandlearn.

Crossgenerationalprojectscanenhancerelationshipsbetweenchildrenandyoungpeopleandolderpeople.Schoolscanalsoseekopportunitiesforchildrenandyoungpeopletovolunteerinthecommunity.

Providingcommunitybasedclassessuchasfirstaid,parentingskillsandfitnessclassesprovideopportunitiesforthelocalcommunitytocometotheschool.TheExtendedSchoolsServicecanprovideadviceandsupportinsettingtheseup.

Communityeventsenableschoolstoparticipateinlocalcelebrationsorpromotetheirachievementsthroughdisplayingworkatalocallibrary.Localpresscanhelpwithpublicisingandpromotingtheschool’slinkswiththecommunity.

Partnershipswithparents/carersmayinclude:

•holdingclassmeetingsfornewparents/ carers•drop-insforparents/carers.•practicalideasandsuggestionstohelp childrenandyoungpeopleathome•sessionsonhealthawareness,suchas drugs,healthyeating,bullying,sexualhealth.

Someparents/carerswillthemselveshavephysicalandemotionalhealthandwellbeingneedswhichmayaffecttheircapacityforsupportingtheirchild.ExtendedSchoolServiceiswellplacedtoidentifyopportunitiestoassistparents/carersbyprovidingaccesstocommunitybasedsupportservices.

Partnerships with local communitiesThereareanumberofpotentialbenefitsfromengagingwiththecommunitysuchasimprovedaccesstoservicesandresourcesandmoreproductivepartnershipsbetweenschools,localvoluntaryandcommunityorganisations.



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Process J. Assessing, recordingand reporting children and young people’sachievement







Monitoring Howdoourchildrenandyoungpeoplemonitoranyprogressintheirphysicalandemotionalhealthandwellbeing?

Review Whatprogresshavechildrenandyoungpeopleidentified?



J. Assessing, recording and reporting children and young people’s achievement

SchoolsworkingtowardsachievingNHSSshouldattempttocapturetheoutcomestheyhaveachievedfortheirchildren,youngpeople,staffandparents/carersacrossthefourthemes.TheseoutcomesareputontheSelf-ValidationFormwhichschoolssubmitwhentheyhavealltheminimumevidenceinplaceandmetallthecriteria.ThefocusonoutcomesenablestheschooltoidentifythedifferencemadebyparticipationintheNationalHealthySchoolsProgrammeandtocelebrateachievements.

AssessmentforLearning(AfL)providesaneffectivetoolforschoolstoassess,recordandreportchildrenandyoungpeople’sachievements.Itistheprocessofseekingandinterpretingevidenceforusebylearnersandtheirteacherstodecidewherethechildrenandyoungpeopleareintheirlearning,wheretheyneedtogoandhowbesttogetthere.Schoolscanimprovelearningthroughassessmentby:

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Theachievementofchildrenandyoungpeoplebeyondthetaughtcurriculumshouldalsobecelebrated.Childrenandyoungpeopleshouldbeinvolvedinplanningcelebratoryevents.Thiswillensurethatsucheventsareappropriatetothematurityofthechildrenandyoungpeople.

•providingeffectivefeedbacktochildren•activelyinvolvingchildrenandyoungpeople intheirownlearning•adjustingteachingtotakeaccountofthe resultsofassessment•recognisingtheprofoundinfluence assessmenthasonthemotivationand self-esteemofchildrenandyoungpeople, bothofwhicharecrucialtolearning•consideringtheneedforchildrenandyoung peopletobeabletoassessthemselvesand tounderstandhowtoimprove.

TheQualificationsandCurriculumAuthority(QCA)in‘PSHEatkeystages1-4:guidanceonassessment,recordingandreporting’suggestshowteachersandchildrenandyoungpeoplecandevelopwaysofassessingprogressandachievementinPSHE.Endofkeystagestatementsprovideguidanceontheknowledge,skillsandunderstandingthatmostchildrenandyoungpeopleshouldattaininPSHE.ThestatementsmaybeadaptedtoreflecttheprioritiesofthePSHEprogrammesofindividualschools.Theycanbesharedwithchildrenandyoungpeopleatthebeginningandduringthekeystagetoclarifyexpectations,andtoenableteachers,childrenandyoungpeopletocommunicateaboutprogressandattainment.TheycanalsobeusedtohelpteachersreportprogressandattainmentinPSHEtoparents/carers.

Staff development needs,health and welfareDeputyHeadteacher,HanhamHighSchool,Hanham,Bristol

TheschoolformedawellbeinggroupfromagroupofstaffvolunteersledbytheDeputyHeadteacher.Theyconductedasurveyofallstaffonvariousaspectsofschoollifeand,withagreementfromtheseniorleadershipteam,developedaprogrammeofactivitiestosupportstaffcoherence.Activitiesincludedabarbequelunchonastaffin-serviceday,quizzes,eveningsoutandreducedrateIndianheadmassages.

Staffhaverespondedpositivelytomoreopportunitiestosocialisewithothercolleaguesandperceivethattheirwellbeingistakenseriously.Thisprovidesthemotivationtokeepthewellbeinggroupgoing.Staffwellbeinghasnowbeenplacedintheschoolimprovementplanandactivitieswilldevelopnextyear.

Case Study

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A. Leadership,management andmanaging change


C. Curriculum planning and resourcingincluding work withoutside agencies

D. Learningand teaching

E. Schoolculture andenvironment




I. Partnerships withparents/carers andlocal communities


PSHE

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

1.9

1.10

1.11

Healthy Eating

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Physical Activity

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

3.10

EHWB

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Cross Referencing the Whole School Approach to Themes and their Criteria

��

A. Leadership,management andmanaging change


C. Curriculum planning and resourcingincluding work withoutside agencies

D. Learningand teaching

E. Schoolculture andenvironment




I. Partnerships withparents/carers andlocal communities


PSHE

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

1.9

1.10

1.11

Healthy Eating

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Physical Activity

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

3.10

EHWB

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

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References:

AssessmentReformGroup(�00�).Workinginsidetheblackbox:assessmentforlearningintheclassroom.London,UK:NferNelson

Booth,TandAinscow,M(revised�00�)Indexforinclusion:developinglearningandparticipationinschoolsCSIE

DCSF(�004)Excellenceandenjoyment:Learningandteachingintheprimaryyears

DCSF(�00�)HigherStandards,BetterSchoolsforAll–MorechoiceforParentsandPupils

DCSF(�004)Workingtogether:Givingchildrenandyoungpeopleasay

HealthDevelopmentAgency(�004)Promotingchildrenandyoungpeople’sparticipation

HealthDevelopmentAgency(�004)PromotingemotionalhealthandwellbeingthroughtheNationalHealthySchoolStandard

TheQualificationsandCurriculumAuthority(�00�)PSHEatkeystages1-4:guidanceonassessment,recordingandreporting

Shier,H(�000)Pathwaystoparticipation:openings,opportunitiesandobligations.ChildrenandSociety,Vol14

Useful references and websites

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Website Links:

www.dcsf.gov.uk

www.dh.gov.uk

www.everychildmatters.gov.uk

www.governornet.co.uk

www.healthpromotingschools.co.uk

www.ofsted.gov.uk

www.qca.org.uk

www.standards.dfes.gov.uk

www.schoolcouncils.org

www.tda.gov.uk/remodelling

www.teachernet.gov.uk

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SPWholeSchoolA

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For further information...pleasecontactyourLocalProgrammeCo-ordinator.TheircontactdetailsandmoreinformationabouttheNationalHealthySchoolsProgrammecanbefoundonourwebsitewww.healthyschools.gov.uk

www.healthyschools.gov.uk

PrintedSeptember�00�

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