Fruit in Schools Initiative
July 2008
Compiled by Vicky Ledgerwood, Health Improvement Practitioner, Health Improvement Team, West Dunbartonshire Community
Health Partnership
Snap Shot Evaluation Summary Acknowledgements
West Dunbartonshire Community Health Partnership’s Health Improvement
Team would like to thank the following for their cooperation and support
• Pupils, parents and staff at Saint Josephs Primary, Faifley
• Pupils, parents and staff at Saint Peters Primary, Bellsmyre
• West Dunbartonshire CHP Health Visiting staff.
• Maria Hubbert, Graphic Recorder.
• GG & C Research and Evaluation Team, Dalian House.
• West Dunbartonshire Council, Educational Services
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West Dunbartonshire Snap Shot Evaluation
Introduction
National Evaluation
“The national free fruit in schools initiative aims to provide one portion
of free fruit three times a week during term time to all primary 1 and
primary 2 pupils in local authority managed schools. The initiative is an
additional measure to the recommendations made by the Expert Panel
on School Meals in their report, Hungry for Success. Both initiatives
are part of the Scottish Executive’s Health Improvement Programme
which recommends eating more fruit and vegetables. Improving the
uptake of school meals and fresh fruit is also an essential part of
supporting those children in most need.”1
This summary document has been compiled to collate and present findings
from a snap shot evaluation of the West Dunbartonshire Fruit in Schools
initiative undertaken by West Dunbartonshire Community Health Partnership
(WDCHP).
As a result of government funding the Fruit in Schools Initiative has been
operational in West Dunbartonshire since 2003, fruit provision was to all
primary one, two and combined 2/3 classes. However the former Greater
Glasgow Health Board previously provided additional funds to extend the
provision in Clydebank areas to Primaries four to seven.
The initiative has been rolled out across all of West Dunbartonshire and for
session 2007/2008 West Dunbartonshire Community Health Partnership have
provided funding to incorporate the additional twice weekly provision to all
primary four to seven in the 35 primary schools in West Dunbartonshire.
1 Scottish Executive Education Department (2005) Evaluation of Free Fruit in Schools
Initiative, Scottish Centre for Social Research, Stationary Office, Edinburgh
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The Fruit in Schools Initiative operates in partnership with West
Dunbartonshire Community Health Partnership and West Dunbartonshire
Councils Educational Services. Knowes Housing Association is
commissioned to source and supply the fruit to all schools involved in the
initiative. The housing association are already involved in operating a local
community café which is based in Faifley, Clydebank.
Aim
The overall aim of the report is to explore the initiative’s fit with national/local
policy and research utilising a collaborative approach with relevant partner
organisations.
Objectives
1. To review current policy and research in relation to the Fruit in Schools
Initiative.
2. To gather views from parents, teachers and pupils on the Fruit in
Schools Initiative.
3. To contribute to appropriate planning processes in relation to the ‘way
forward’ for the initiative.
Fruit in Schools Snapshot Summary Page - 4 - of 19
Objective 1. To review current policy and research in relation to the Fruit
in Schools Initiative
National/Local Policy and Research
Since the Fruit in Schools Initiative commenced various national policies and
guidelines have been developed which may have an impact on the future
development of the initiative. The following summarises the main points from
key documents.
Schools (Health Promotion and Nutrition) (Act) Scotland (2007)2
The act has two main themes, health promotion in schools and the provision
of food & drink in schools.
The main points of the act are to ensure:
• Health Promotion is placed at heart of schools’ activities.
• That food and drink served in schools meet the nutritional
requirements specified by the Scottish Ministers regulations.
• That local authority promotes the uptake and benefits of school meals
and in particular, free school meals.
• That the stigma associated with free school meals is reduced.
• The act also requires local authority protects the identity of those
eligible for free school meals.
• The act gives local authorities the power to provide pupils with healthy
snacks and drinks, either at a cost or free of charge.
• That schools adopt a ‘whole-school’ approach to integrate health
promotion into every aspect of school life.
• That local authorities work with partners to identify and meet the health
needs of the whole school and its wider community.
2 http://www.scotland.gov.uk/Topics/Education/Schools/HLivi/foodnutrition
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“Encourages you to eat more at
home”
Pupil, St Peters
The Nutritional Requirements for Food and Drink in Schools (Scotland)
Regulations 20083
Food in Schools - a guide to implementing the nutritional requirements,
explains the nutritional requirements detailed in the regulations and provides
guidance on how to comply with them. The regulations stipulate that school
meals should provide no less that two types of fruit every day.
The Nutritional Requirements for Food and Drink in Schools (Scotland)
Regulations came into force 4th August 2008. Regulations 3 and 4 will not
have effect in secondary schools until 3rd August 2009.
The Curriculum for Excellence (2008) Building the Curriculum 3-18
The Curriculum for Excellence has evolved following major restructuring of the
National Education system, with the aim that all children and young people
should be “successful learners, confident individuals, responsible citizens and
effective contributors”4
Health and wellbeing has been firmly placed within this curriculum,
recognising that children will become confident individuals “If children and
young people are healthy and emotionally secure they will become more able
to develop the capacity to live a full life. With a sense of wellbeing they will be
better able to deal with the unexpected and cope with adversity…They should
3 http://www.scotland.gov.uk/Topics/Education/Schools/HLivi/foodnutrition 4 A Curriculum for Excellence, Building the Curriculum 3-18 (1) The Contribution of curriculum Areas Scottish Executive 2008, Page 1
Fruit in Schools Snapshot Summary Page - 6 - of 19
learn to find appropriate sources of information that help make informed
choices”5
The curriculum for excellence experiences and outcomes for Health & Well
being is inextricably linked to the health promotion guidance accompanying
the Schools (Health Promotion and Nutrition) (Scotland) Act 2007. The
guidance will support the planning of experiences and outcomes which relate
to the whole school approach to health promotion in relation to physical
activity & nutrition, physical education, personal & social development, health
education & aspects of home economics including practical food preparation
and nutrition.
Being Well – Doing Well (2004) A framework for health promoting schools in
Scotland
Being Well – Doing well is a national framework for Health promoting schools
that was developed to:
• Establish a working definition of health promoting schools.
• Ensure a holistic view of education and health promotion is utilised,
specifically one that can be adopted by all stakeholders and used as a
foundation for planning purposes.
• Target all those who have a responsibility for policy and practice in
relation to education, health improvement and community development
within local authorities, education departments, NHS boards, health
promotion departments, schools and the voluntary sector.6
Being Well – Doing Well adopts the broad definition of health promoting
schools set out by the World Health Organisation which states
“A health promoting school is one in which all members of the school
community works together to provide pupils with integrated and positive
experiences and structures, which promote and protect their health. This 5 A Curriculum for Excellence, Building the Curriculum 3-18 (1) The Contribution of curriculum Areas Scottish Executive 2008, Page 9 6 Being Well – Doing Well. A framework for health promoting schools in Scotland Feb 2004
Fruit in Schools Snapshot Summary Page - 7 - of 19
includes both the formal and informal curriculum in health, the creation of a
safe and healthy school environment, the provision of appropriate health
services and the involvement of the family and wider community in efforts
to promote health.”
Lets us try new fruits.
Pupil, St Josephs
The Health of the People of West Dunbartonshire, Needs Assessment Report
(2007).
The recent comprehensive health needs assessment report undertaken in
West Dunbartonshire highlighted the poor diet that exists among West
Dunbartonshire residents, specifically around the increased intake of junk food
and reduced consumption of fruit and vegetables. Consequently the report
raised concerns regarding the potential for a greater risk of health problems
including obesity, diabetes, heart disease, gastro-intestinal disease,
hypertension (due to salt intake) and stroke. In order to address the existing
unhealthy diet within West Dunbartonshire the report suggests the need to
utilise health improvement strategies which are based on both education and
empowerment as well as health protection, where healthier choices are made
easier for the consumer. As a result one of the recommendations within the
report states that the Council and
schools should “Lead on providing free,
nutritionally balanced school meals,
with free fruit schemes resourced in
across all schools as a minimum.”7
Try fruit at school, then at home. Pupil, St Josephs
7 The Health of the People of West Dunbartonshire, Needs Assessment Report August 2007
Fruit in Schools Snapshot Summary Page - 8 - of 19
Objective 2. To gather views from parents, teachers and pupils on the Fruit in Schools Initiative Summary of Key Findings from Snapshot Evaluation
Many ideas were investigated to identify an effective approach to the
evaluation process one that would capture a snapshot of how the Fruit in
Schools Initiative is progressing. It was acknowledged that Parents, Teachers
and Pupils are key to the success of the initiative and it was deemed crucial to
develop an inclusive method, therefore, participatory appraisal was utilised to
ensure optimal involvement.
Participatory appraisal (PA) is a qualitative method which can be tailored to be
accessible to everyone; this was considered to be of particular importance
when involving primary aged children, ensuring they are involved to their
fullest potential.
“Many of the methods are visual, and create opportunities for people to
participate in discussions at the level that they feel comfortable with. The
approach can be used in meetings, with groups or individuals. Sometimes
people participate for a few minutes, at other times for an hour or more. The
methods can be used wherever people are at home, in the pub, at bus stops,
in schools, clubs, at the shopping centre. They are accessible across age,
gender and cultural differences.”
Have you been PA’d.
Using Participatory Appraisal to shape local services.
June 20038
8Have You Been PA’d, Using Participatory Appraisal to Shape Local Services? Greater Glasgow NHS Board East End Health Action, Greater Easterhouse Community Health Project, Oxfam GB (2003).
Fruit in Schools Snapshot Summary Page - 9 - of 19
In order to achieve an insight into the workings of the initiative the evaluation
collated views from pupils, teachers and parents.
The two participating schools were selected from separate geographic areas
in West Dunbartonshire, (Clydebank and Dumbarton). This included a school
that has received the additional provision of fruit to primary four to seven since
2003 (St Josephs, Clydebank) as well as a school that has recently
commenced the additional provision to primary four to seven (St Peters,
Dumbarton).
For list of questions / prompts relating to key findings, please refer to Appendix 1
Listed below are common themes highlighted from both schools during
Parents discussions.
Parents
• In both schools parents are buying the same
amount, if not more fruit in weekly shop.
• Parents acknowledged that children had
different attitudes to fruit when at home as
opposed to when in school.
• In both schools parent’s recognised the
children had an increased awareness of
healthy eating.
• Parents were still including fruit in packed
lunches even though fruit was supplied in
school.
• In both schools parents recognised that the
availability of fruit in school is of great benefit
to those children who maybe don’t get fruit at
home.
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Teachers
Listed below are the common themes which were highlighted from both
schools during Teachers discussions.
• Delivering fruit as part of a whole school approach
would be an idea teachers would be keen to
explore.
• Resources specific to healthy eating would be a
welcome additional support.
• In both schools the dispensing of fruit to the
pupils is the responsibility of teaching staff.
• According to the teachers there appeared to be
no issues regarding wastage of fruit
• Awareness of fruit in school being of benefit to
pupils who may not receive fruit at home.
• Teachers and peers positive attitude toward fruit
eating is inspiring to pupils.
• Keen to have fruit available everyday.
• Teachers in Both Schools are happy with
variety, standard and quality.
• Aware how much the children AND Teachers
would miss fruit in schools if it was not longer
available.
Fruit in Schools Snapshot Summary Page - 11 - of 19
Pupils
Listed below are the common themes which were highlighted from both
schools during pupil session.
• Majority of pupils like the fruit they get in school.
• Pupils from both schools commented fruit in schools is a good idea,
that it encourages eating fruit at home and would be unhappy if it was
unavailable.
• Pupils from both schools commented they like the variety.
• Pupils from both schools demonstrated good awareness of the benefits
of healthy eating
• Pupils from both schools demonstrated awareness and knowledge of
the “5 a Day” message.
Objective 3. To contribute to appropriate planning processes in
relation to the ‘way forward’ for the initiative
The next steps are to present findings via appropriate planning structures.
It is proposed each partner’s roles and responsibilities in terms of
implementing the following recommendations are reviewed along with a
commitment to explore potential areas for collaborative work. This is in
order to progress the initiative utilising a more ‘joined up’ approach in line
with national policy direction and more locally the establishment of the
West Dunbartonshire Single Outcome Agreement.
Recommendations
1. To implement a ‘whole-school’ approach to the Fruit in Schools Initiative.
2. The provision of teaching pack resources to support the implementation of a ‘whole school approach’ to the fruit in schools initiative.
3. To ensure WD CHP is a key partner and engaged in the planning & delivery of a ‘whole –school approach’.
Fruit in Schools Snapshot Summary Page - 12 - of 19
4. To ensure the fruit in school initiative enhances the school meal regulations.
5. To ensure the Fruit in Schools Initiative links to curriculum for excellence health & wellbeing outcomes.
6. To ensure active involvement of parents in fruit in schools initiative.
7. To support the implementation of the WD Health Needs Assessment recommendation in line with locally identified need and review findings from the local pilot for free school meals.
8. To hold an event to present findings to key stakeholders and facilitate discussions around planning a ‘way forward’ in relation to the Fruit in Schools initiative.
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Appendix 1 Methodology
Two different types of Participatory Appraisal were developed, one for both
parents and teachers, and one for pupils.
Parents and Teachers Participatory Appraisal
The same format was used for both parents and teachers. Two separate
discussion groups were conducted, one for parents and one for teachers. The
discussions lasted approximately 20 minutes each and were facilitated by a
member of the Health Improvement Team with the assistance of a Graphic
Recorder.
A series of questions were devised to assist with the flow of the discussion
and ensure the conversations kept within the subject matter. However to
keep the discussions informal, the questions were not rigorously adhered to,
and in some cases were used more as prompts than direct questions.
The following prompts were formulated to assist with the parents discussions.
1. Do you get any feedback or have any discussions at home about
the fruit they receive in school?
2. Have you noticed any impact on the home environment? (Food
choices, packed lunches and fruit consumption)
3. Do you find you are buying more, less or the same amount of fruit in
your weekly shop?
4. Are you finding fruit replacing other, more unhealthy snacks?
5. Do you think your child’s attitude to fruit has changed since they
have been receiving free fruit in school?
6. Do you have any thoughts or ideas on how the initiative could be
improved?
7. One of the questions we are asking the children taking part today is
if they would miss the fruit if it was no longer available in
school….Would it have any impact on you as a parent if it wasn’t
available?
Teachers Questions
1. When are children getting their fruit?
2. Is fruit provision integrated in to the whole school approach?
3. If not…why not? What support do they need?(Resources, teaching
packs etc)
4. Do you receive any feedback from pupils about the fruit they get in
school?
5. Do you have any opinions on the quality and standard of fruit provided?
6. As you are on the front line when the children are receiving the fruit
have you ever been aware of any complaints? (E.g. Ripeness)
7. Have you noticed fruit replacing other more unhealthy snacks? (Ones
brought from home?)
8. Do you have any thoughts or ideas on how the initiative could be
improved?
9. One of the questions we are asking the children taking part today is if
they would miss the fruit if it was no longer available in school….What
sort of impact do you think it would have if it wasn’t available?
Pupils Participatory Appraisal It was decided to format the pupils Participatory Appraisal into a game. This
was to keep pupils attention, enable involvement of all pupils in the PA, and
add an element of fun to the piece of work. Various posters were displayed
around the area we were using. The posters had the following pictures on:
• Numbers 1 – 5
• Yes
• No
• Happy Face
• Sad Face
• Undecided Face
Pictures of the following fruit were also displayed:
• Pear
• Watermelon
• Grapes
• Pineapple
• Banana
• Apple
Fruit in Schools Snapshot Summary Page - 4 - of 19
• Kiwi
• Strawberry
• Orange
Due to the involvement of pupils from several classes, it was important to take
into account varying degrees of reading ability; therefore posters were used in
this exercise as prompts.
Pupils were asked a question; they then had to make their way over to the
corresponding poster. Once all pupils were stood at their chosen poster they
were counted and asked to elaborate why they had chosen to stand at the
specified poster.
To make the game more enjoyable children were asked if they wanted to run,
hop, skip, jump, etc. to the appropriate poster.
Pupil Discussions
The following details the findings from the discussions held with Pupils.
Listed below are the questions which were devised to assist with the PA
Game which was devised….
Do you like the fruit you get in school?
Yes: No:
Why?
Do you think that getting fruit in school is a good idea?
Yes: No:
Why?
Does getting fruit in school make you want to eat more fruit when you at
home?
Yes: No:
Why?
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What is your favourite fruit?
Kiwi: Strawberry: Apple:
Banana: Pineapple: Grapes:
Watermelon: Pear Orange:
Why?
How would you feel if you didn’t get free fruit in your school?
Happy: Sad: Not bothered:
Why?
How many pieces of fruit or veg do you eat in 1 day?
0 1 2 3 4 5
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Graphic Recordings St Josephs Parents comments shown on left hand side, Teachers on the right
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