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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
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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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PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES
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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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Pupil Identity
OK
Me
Activ
Mmm
OK
Me
Activ
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OK
Me
Activ
Mmm
OK
Me
Activ
Personal, Social& Health Education
Emotional Health& WellBeing
HealthyEating
PhysicalActivity
Beyond NationalHealthy School Status
WholeSchool
Approach
healthy eating
Theme Name
emotional health & wellbeing
personal, social & health education
Physical activity
Beyond National Healthy School Status
Mmm
Pupil Identity
OK
Me
Activ
Mmm
OK
Me
Activ
Mmm
OK
Me
Activ
Mmm
OK
Me
Activ
Personal, Social& Health Education
Emotional Health& WellBeing
HealthyEating
PhysicalActivity
Beyond NationalHealthy School Status
healthy eating
Theme Name
emotional health & wellbeing
personal, social & health education
Physical activity
Beyond National Healthy School Status
Mmm
Pupil Identity
OK
Me
Activ
Mmm
OK
Me
Activ
Mmm
OK
Me
Activ
Mmm
OK
Me
Activ
Personal, Social& Health Education
Emotional Health& WellBeing
HealthyEating
PhysicalActivity
Beyond NationalHealthy School Status
healthy eating
Theme Name
emotional health & wellbeing
personal, social & health education
Physical activity
Beyond National Healthy School Status
Mmm
Pupil Identity
OK
Me
Activ
Mmm
OK
Me
Activ
Mmm
OK
Me
Activ
Mmm
OK
Me
Activ
Personal, Social& Health Education
Emotional Health& WellBeing
HealthyEating
PhysicalActivity
Beyond NationalHealthy School Status
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
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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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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Process A. Leadership,management and managing change
Setting up a Healthy Schools task group
Whoisbestplacedtoleadthegroupinordertodrivethroughchanges?
Needs analysis and identifying gaps
WhoneedstobeinvolvedincompletingtheNationalAudit?Howdoweplantimesforthemtobeinvolved?
Planningoutcomes andactions
Whatareourpriorities?Wheredoesthisoverlapwithexisitingpracticeintheschool?Wherecanwelinkactivitieswithotherelementsofschooldevelopment?Whoisbestplacedtoleadeachplannedaction?Dotheyhavesufficientstatusandtraining?
Monitoring Howwillthegroupregularlygivefeedbacktotheseniormanagementteamandallmembersoftheschool?Howwillourgoverningbodymonitorourprogress?
Review Howwillthegroupfeedbackfindingsfromreviewtoseniormanagement?
AchievingNational Healthy School Status
Whatshouldwedotosustainandextendourprogress?Howshallwecelebrateoursuccess?
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
Setting up a Healthy Schools task group
HowwilltheHealthySchoolstaskgroupinformourdevelopmentofpolicyandpractice?
Needs analysis and identifying gaps
Doweneedtofitinwithpresentpolicytoconducttheneedsanalysis?
Planningoutcomes andactions
Doesourpresentsystemfordevelopingpoliciesenhancetheemotionalhealthandwellbeingofchildrenandyoungpeople?
Monitoring Dowehaveapolicyformonitoringdevelopments?Whatcanweexpectfromdevelopingthepolicyandhowwillwemonitorourprogresstowardsit?Whowillberesponsibleformonitoring?
Review Howcanthedevelopmentofpolicyfitintosystemsofreview?Whoneedstobeinvolvedinreview?
AchievingNational Healthy School Status
HasachievingNHSShadanimpactonanyotherpolicyareaswhichmightneedupdatingasaresult?
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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
Setting up a Healthy Schools task group
Whocouldweinvitefromoutsideagenciestojointhegroup?
Needs analysis and identifying gaps
Doweneedtoplantousecurriculumtimetoconducttheneedsanalysis?
Planningoutcomes andactions
HowwillachievingNHSSlinkwithandimpactothercurriculumareas?Whattimetablingandstaffingissuesmightneedtobemettoensurewecompleteourplannedactions?Howwillwemanagesuchissues?
Monitoring Doweneedtousecurriculumtimeformonitoring?Ifso,how?
Review Wherehaveweuseddatafromexternalagenciestoinformourreview?Doweneedtoplantousecurriculumtimetocarryoutanyreviewofouractions?
AchievingNational Healthy School Status
Howcanweextendanddevelopourcurriculum?HowwillachievingNHSSlinkwithandimpactothercurriculumareas?Howcanwelinkwithotherschemesandprogrammesformaximumeffect?
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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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D. Learning and Teaching
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
Setting up a Healthy Schools task group
HaveweasystemtocaptureallourlearningasaHealthySchoolstaskgroup?
Needs analysis and identifying gaps
Howwillwesharethefindingsoftheneedsanalysiswithourchildrenandyoungpeople,staffandparents/carers?
Planningoutcomes andactions
Howwillweensureourplannedactionsareinlinewithourlearningandteachingpolicy?
Monitoring Ifwecarryoutmonitoringwithinthecurriculumwhatmethodswouldbestsupportit?
Review Whatmethodswouldbestsuitreviewaspartofourcurriculumtime?
AchievingNational Healthy School Status
Howcanwecontinuetoenhancethelearningofourchildrenandyoungpeopleinrelationtotheirphysical,andemotionalhealthandwellbeing?
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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
Setting up a Healthy Schools task group
Haveweprovidedtherightsettingforourmeetings?
Needs analysis and identifying gaps
Dowehaveanopenandhonestculturewhereallwillbeabletocontributetotheneedsanalysis?
Planningoutcomes andactions
Isthephysical,emotionalandlearningcultureofourschoolsupportingourplannedactions?
Monitoring Howdoweseekandshowwevaluesuggestionsandviewsfrommembersofourschool?
Review Doesthecultureandclimateoftheschoolencouragerigorousreview?
AchievingNational Healthy School Status
Howcanwesustainthepositiveculturewehavedeveloped?
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
Setting up a Healthy Schools task group
Howwillweinvolvemostchildrenandyoungpeopleintheactivitiesofthetaskgroup?
Needs analysis and identifying gaps
Howdowegaintheviewsofallofourchildrenandyoungpeople–notjustthosewhousuallycontributeandaremostvocal?
Planningoutcomes andactions
Howwillweinvolvechildrenandyoungpeopleinthedecisionmakingprocess,todetermineourplannedoutcomesandactions?
Monitoring Whatsystemsofconsultingwithchildrenandyoungpeopledowealreadyhaveinplacethatcanbeusedtomonitorouractions?
Review Whatmechanismsdowehaveinplacetoenableparticipation,consultationandfeedbackonanyactionsreviewed?
AchievingNational Healthy School Status
CanourchildrenandyoungpeopledescribewhatdifferenceachievingNationalHealthySchoolStatushasmade?
Increasingempowerment
and responsibility
F. Giving children and young people a voice
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
Setting up a Healthy Schools task group
Isourgrouprepresentativeoftheneedsofallourchildrenandyoungpeoplefromthemostvulnerabletothemostgiftedandtalented?
Needs analysis and identifying gaps
Dowehavesystemstosupportchildrenandyoungpeopleifissuesarisethroughconductinganeedsanalysis?
Planningoutcomes andactions
Howdoweconsidertheneedsofallourchildrenandyoungpeoplesotheyareabletocontributetodeterminingoutcomesandplanningactions?
Monitoring Howcanwefindwaystoinvolvechildrenandyoungpeoplewholackconfidenceormotivationinourmonitoring?
Review Doallchildrenandyoungpeoplehaveequalityofaccesstoourreviewsystems?
AchievingNational Healthy School Status
Howhaveweimprovedourinternalsupportforchildrenandyoungpeople?Howdoweensurethiscontinues?
G. Provision of support services for children and young people
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
Setting up a Healthy Schools task group
Isourgrouprepresentativeofthestaffingmixinourschool?Doesanyoneneedtrainingandsupporttoenablethemtofulfiltheirrole?
Needs analysis and identifying gaps
Dowehaveanopenandrespectfulclimateinwhichstaffcancontributetotheneedsanalysis?
Planningoutcomes andactions
Whattraininganddevelopmentwillberequiredtosupportplannedactions?
Monitoring Howcanourstaffcommunicationprocessesbedevelopedsoallcancontributetomonitoring?
Review Areallstaffabletocontributetoanyreviewofactions?
AchievingNational Healthy School Status
Howdoweensureourstaffcontinuetobeinformed,confidentandcompetentinsupportingandpromotingphysicalandemotionalhealthandwellbeing?
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
Setting up a Healthy Schools task group
Isourgrouprepresentativeofourlocalcommunity?Dothetimingsofourmeetingssupporttheirattendance?
Needs analysis and identifying gaps
Howcanweinvolveparents/carersintheneedsanalysis?
Planningoutcomes andactions
Howwillweengagewithparents/carerstoimplementactionsinthehome?Whateventsoractivitieswillbestachieveourdesiredoutcomesandplannedactions?Whichapproachessecurethemostsupportorlargestturnout?Whatplannedactionscouldweachievebygreaterparticipationwithourlocalcommunity?
Monitoring Howcouldwemonitortheimpactofourplannedactionsbeyondtheschool?Wherehavewebeenmostsuccessfulatengagingwithourparents/carersand/orourlocalcommunity?Why?
Review Howwillparents/carersandthelocalcommunitybeinvolvedinreview?Howwillwereportourprogresstothem?
AchievingNational Healthy School Status
Howdowepromoteourachievementstoourparents/carersandthelocalcommunity?Howdowecontinuetostrengthenourpartnerships?
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
Setting up a Healthy Schools task group
Howwillweplanandorganiseouragendasandminutestobeaccessibletoall?
Needs analysis and identifying gaps
Howcanwebesureweareidentifyingtherightgaps?Whathaveourchildrenandyoungpeopletoldus?
Planningoutcomes andactions
Areourchildrenandyoungpeopleclearabouttheoutcomesweareseekingtoachieveinourplannedactions?
Monitoring Howdoourchildrenandyoungpeoplemonitoranyprogressintheirphysicalandemotionalhealthandwellbeing?
Review Whatprogresshavechildrenandyoungpeopleidentified?
AchievingNational Healthy School Status
Howdowecontinuetohelpchildrenandyoungpeopletoassesstheirownimprovementsintheirphysicalandemotionalhealthandwellbeing?Howwillwecelebrateourachievementstomaintainenthusiasmandmotivation?
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
B. Policydevelopment
C. Curriculum planning and resourcingincluding work withoutside agencies
D. Learningand teaching
E. Schoolculture andenvironment
F. Giving children and young people a voice
G. Provision of support services for children and young people
H. Staff professional development needs, health and welfare
I. Partnerships withparents/carers andlocal communities
J. Assessing, recording and reporting children and young people’s achievement
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
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A. Leadership,management andmanaging change
B. Policydevelopment
C. Curriculum planning and resourcingincluding work withoutside agencies
D. Learningand teaching
E. Schoolculture andenvironment
F. Giving children and young people a voice
G. Provision of support services for children and young people
H. Staff professional development needs, health and welfare
I. Partnerships withparents/carers andlocal communities
J. Assessing, recording and reporting children and young people’s achievement
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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