Victorian Prevention and Health Promotion

Achievement Program

Schools and Early Childhood Education and

Care Services

22 November 2011

Holly Piontek Walker

Manager, Prevention Leadership & Governance

Healthy Children – context

Victorian Prevention and Health Promotion

Achievement Program

Recognise and support:

• schools and early childhood education and care services

• workplaces and workforces

• local communities and environments

• health services

To provide safe, healthy and friendly environments for

learning, working and living.

Healthy Children - context

Parliamentary Inquiry into the Potential for Developing

Opportunities for Schools to Become a Focus for

Promoting Healthy Community Living (Sept 2010)

Nine recommendations, the first:

That Department Education and Early Childhood Development, in

consultation with Department Health, review the development and

implementation of the health promoting schools approach in Victoria

Government response tabled in March 2011, ‘agreed’ or

‘agreed in principle’ to the nine recommendations

Healthy Communities, Healthy Children Steering

Group

Healthy Communities, Healthy Children

• Co-chaired by Department of Health &

Department of Education and Early Childhood

Development • DPCD – Sport and Rec Victoria

• DHS – Offices for Youth and Disability

• Independent Schools Victoria

• Catholic Education Office

• Municipal Association of Victoria

Supported by DEECD-DH Project Team

Health Promoting Schools

Optimal physical health,

Optimal social and

emotional development

Optimal learning and

cognitive development

A health promoting school is one that constantly strengthens its

capacity as a healthy setting for living, learning and working

Evidence – health promoting schools approach

The HPS approach has shown potential for improving health,

wellbeing and educational outcomes.

Most effective programs:

-promote mental health, healthy eating and physical activity

-utilise a whole-school approach, are sustained.

(Stewart-Brown 2006)

Key findings:

•Interventions that combine health education with changes to the school

physical and social environment, and have family or community involvement

are more likely to be effective than education alone

(Lister-Sharp et al 1996; St Leger et al 2010)

WHO health promoting schools framework:

international implementation

Murphy, M 2011 The Health Promoting Schools Framework & Obesity Prevention: Learnings for Victoria (unpublished thesis)

VPHPAP for schools and early childhood

education and care services

Lead role of local government

Victorian Health Priorities Framework 2012-2022 • All local governments will have Municipal 'Healthy Communities‘

Public Health and Wellbeing Plans that are well known to their local

communities and that promote healthy living.

Public Health and Wellbeing Act 2008

• The function of a council is to seek to protect, improve and promote

public health and wellbeing within the municipal district

Victorian Public Health and Wellbeing Plan

• MPHWPs the primary strategic planning mechanism for public

health and wellbeing efforts

Early childhood education and care

• Municipal Early Years Plans and planning and provision of early

childhood education and care services

A DRAFT Victorian framework for health promoting schools and early childhood education and care (ECEC) services

Healthy physical environments

Healthy social environment

Healthy policies

The policies of schools and ECEC services clearly articulate conditions and practices necessary to create a physical and social environment which promotes health.

The physical environment of a school or ECEC service facilitates and encourages healthy choices and lifestyles in complement to the health messages taught in the school

curriculum.

Skills and learning competencies

Learning reflects a school or ECEC service’s commitment to health promotion by providing opportunities for children and young people to gain knowledge, skills and experiences

which will enable them to take action to improve their health and wellbeing.

A school or ECEC service’s ethos promotes respect, fairness and equality of treatment for all individuals and fosters a sense of belonging.

Family and community links

Structures are established to engage wider school or ECEC communities as active participants in the promotion of health and wellbeing.

Partnerships for health and wellbeing

A school or ECEC service actively seeks out opportunities to enhance and extend expertise and resources to promote health and wellbeing through collaboration with local health

and wellbeing services.

HEALTHY EATING & ORAL HEALTH PHYSICAL ACTIVITY

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VICTORIAN PUBLIC HEALTH AND WELLBEING PLAN 2011-2015

Better coordination of health and wellbeing

activities

• Recognises that schools and ECEC are already working to promote

health and wellbeing

• Organisations working with schools and ECEC to implement a

multitude of health and wellbeing programs

• Will assist schools to better coordinate programs

• A whole setting approach will better embed health and wellbeing activities

within the setting

Health priority areas

Utilise existing or establish new Health and Wellbeing Team

Students, parents, staff and the wider school/ECEC community are engaged as active participants in health promotion

AUDIT existing health & wellbeing activities

Conduct NEEDS analysis

Set GOALS and develop a strategy

Plan for monitoring & evaluation

The school/ECEC goals for recognition as a HP setting are articulated in the

School Strategic Plan or ECEC plan

Health and Wellbeing Team engages whole school/service

community as active participants in health promotion

Endorsed Health Promotion Charter

is displayed in a prominent place

AUDIT of existing health promotion activities and NEEDS

ANALYSIS completed

HEALTH PRIORITY 1 - ESTABLISHED Goals set and strategy developed using “whole setting approach”

The school/ECEC goals for recognition as a HP setting are

articulated in the School Strategic Plan or ECEC plan

HEALTH PRIORITY 2 - MONITOR

The school/ECEC goals for recognition as a HP setting are

articulated in the School Strategic Plan or ECEC plan

HEALTH PRIORITY 1 – MONITOR Activity for this health priority

reviewed, adjusted and maintained

HEALTH PRIORITY 3 - ESTABLISHED

HEALTH PRIORITY 2 - MONITOR

HEALTH PRIORITY 3 - MONITOR

HEALTH PRIORITY 4 - MONITOR

HEALTH PRIORITY 5 - ESTABLISHED

The school/ECEC goals for recognition as a HP setting are

articulated in the School Strategic Plan or ECEC plan

Stage 1 – Strengthening foundations

Stage 2 - Bronze Stage 3 - Silver Stage 4 - Gold

Strengthening the foundations for health promotion in schools and early childhood education and care services: Progression through health promotion recognition awards

Health and Wellbeing Team engages whole school/service

community as active participants in health promotion

Health and Wellbeing Team engages whole school/service

community as active participants in health promotion

Health Promotion Charter of commitment is developed

HEALTH PRIORITY 4 - ESTABLISHED

HEALTH PRIORITY 1 - MONITOR

HEALTH PRIORITY 6 - ESTABLISHED

HEALTH PRIORITY 2 - ESTABLISHED

Healthy Eating and Oral Health

A Victorian framework for health promoting early childhood education and care services

Healthy policies Healthy physical environments

Healthy social environment

Family and community links

Curriculum and learning

Service partnerships for health and

wellbeing

National Quality Standard 2 – Children’s health and safety

Element 2.2 - Healthy eating and physical activity are embedded in the program for children.

Element 2.2.1 - Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate to the age of the child.

The ECEC service has a policy for the provision of healthy food and drinks

ECEC service menus are assessed by the Victorian Healthy Eating Advisory Service

The ECEC service has a policy regarding the promotion of food and drinks in the service

The ECEC service is breastfeeding friendly

Tap water is available indoors and outdoors at all times

A variety of fresh fruit and vegetables are included in service menus every day and encouraged in lunchboxes

Sometimes foods are discouraged from lunchboxes and not provided by the service

Breastfeeding mothers are supported with appropriate facilities

Children are provided with opportunities to learn about healthy eating and oral health

Families are aware of relevant policies and the healthy eating and oral health focus of the service

Families provided with knowledge and resources to support healthy eating and oral health

The service provides a positive meal environment with relaxed, social and enjoyable experiences.

Food is not used as an incentive or reward at any time

Links with relevant services are established to promote uptake of MCHS mouth checks at Key Ages and Stages and regular dental checks.

Children are encouraged to undertake oral hygiene practices in settings where appropriate

Families are invited to engage in healthy eating and oral health education

CALD families provided with opportunities to discuss values and expectations for healthy eating

Families provided with information and support to create positive meal environments in the home

External services are invited to support healthy eating initiatives at the service

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Healthy Eating and Oral Health

A Victorian framework for health promoting schools

Healthy policies Healthy physical environments

Healthy social environment

Family and community links

Curriculum and learning

Service partnerships for health and

wellbeing The school policy for the provision and promotion of food and drinks adheres with the DEECD School Canteens and Other School Food Services policy

School canteen and lunch order menus are assessed by the Victorian Healthy Eating Advisory Service

Tap water is available indoors and outdoors at all times

School food services provide a variety of fresh fruit and vegetables and limit occasional foods.

A variety of fresh fruit and vegetables are encouraged and occasional foods are discouraged in lunchboxes

Students are provided with opportunities to learn about healthy eating and oral health

The healthy eating and oral health curriculum is consistent with school policy

Families are aware of relevant healthy eating and oral health policies and initiatives

Families provided with knowledge and resources to support healthy eating and oral health

The school provides a positive meal environment with relaxed, social and enjoyable experiences

Food is not used as an incentive or reward at any time

Dental health check ups are promoted and supported

Children encouraged to undertake oral hygiene practices in settings where appropriate

Students have opportunities to engage in food-related activities such as planning and shopping for meals, growing and cooking foods

Families are invited to engage in healthy eating and oral health education

CALD families provided with opportunities to discuss values and expectations for healthy eating

School excursions to local fruit and vegetable retailers and markets facilitate healthy eating behaviours

Families provided with information and support to create positive meal environments in the home

External services are invited to support healthy eating initiatives at the school

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ractice

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Consultation process

Consultation strategy to engage and seek feedback in the

development phase:

• Focus groups with a sample of schools and ECEC

• Organisations working with schools and ECEC to promote

health and wellbeing

• Expert Advisory Panel

• Forums with health professionals

Round-table discussion

• What are the top three strengths and weaknesses

of the Achievement Program?

• As health professionals working with schools and

early childhood education and care services:

• What resources, training and support would you require

to work with the Achievement Program?

• What would assist you to engage schools and ECEC to

participate in the Achievement Program?