Supporting schools in helping children and young people to make positive health decisions. Programme Handbook

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1 Supporting schools in helping children and young people to make positive health decisions Programme Handbook Servicesforeducation.co.uk Health Education Service

2 The Be Healthy Schools Award is a new development to build upon the success of the Healthy Schools Programme (which over 98% of Birmingham schools engaged with) to bring it up-to-date with the requirements of 2012 and beyond whilst building on the prior successes and achievements of schools. Schools that have achieved Healthy Schools Status and, in particular, schools that are part of the Healthy Schools Enhanced Model (HSEM) have reported on the wide range of benefits to their school of identifying and addressing their pupils physical and emotional health and well-being needs within a structured framework, and this is an aspect that the Health Education Service (HES) considered to be very important to help schools achieve the improvement required by Birmingham Children and Young People s plan and the new Ofsted requirements. Birmingham s Children s and Young People Plan s aims to ensure that children and young people are safe, healthy and engaged in learning through the priorities of: Prevention Integration Aspiration Safeguarding Participation Excellence. The new Oftsed Inspection Framework for 2012 will focus on Achievement of pupils at the school Quality of teaching in the school Quality of leadership and management of the school Behaviour and safety of pupils at the school. In reporting, inspectors must also consider The pupils spiritual, moral, social and cultural development at the school The extent to which the education provided meets the needs of the range of pupils at the school, and in particular the needs of disabled pupils and pupils who have special educational needs. Whilst curriculum and other requirements have changed, many of the worries and health concerns that we have for our children and young people remain the same. The HES has based the development of the Be Healthy Schools Award on proven effective practice that will support schools in helping children and young people to learn about healthy lifestyles. Health Education Service

3 Why a Be Healthy Schools Award? Growing up in a major city can be exciting with an array of opportunities and resources not available elsewhere which make city living an enjoyable and positive experience. However there is also a distinct set of challenges and issues for children and young people which need to be considered as they may act against young people making positive health behaviour choices. The Be Healthy Schools Award is designed to support schools explore these and develop interventions that are tailored to their school community and local resources and support. In identifying their key areas of development and addressing their subsequent action plans schools should look to draw on local services, facilities and amenities. Healthy Schools Enhanced Model Those schools already engaged in the Healthy Schools Enhanced Model will be dovetailed into this new initiative. Schools will be able to gain accreditaion for previous work through the completion of the baseline practice audit tool at the end of this guidance. The Process All schools that register with the Birmingham Health Education Service will be visited by one of the team of Advisers who will meet with you to explain the requirements and structure of the programme. You will be provided with A baseline practice review tool which will be validated by an HES Adviser to gain your initial points. Unlimited use of on-line surveys designed by HES Advisers to support schools. There are separate surveys for pupils and parents. There are a core set of questions but schools also have the option to develop and add in their own. Each school then receives a report showing their results. Provision of specific health data related to their school community to support the identification of priorities Proforma for action planning A final report proforma to complete before validation Schools will then have a choice of two routes: Assessment Only model Schools will work independently, using the HES review tools and on-line surveys and proforma to produce; an evaluation of the consultations and data an action plan for appropriate interventions a final report/ evaluation of the outcomes. Cost: 1000 for schools or 800 for schools who subscribe to the HES Health Education Service

4 The Guided model Schools can choose to take the Guided route. The Birmingham Health Education Service will support schools by: An initial meeting with their Be Healthy steering group to support the analysis of the results from the consultations and health data and decide upon the priority area of work A second visit to support the steering group to develop action plan Attendance of up to four further meetings to monitor progress and prepare for validation and assessment Phone and support from the HES Adviser. Cost: 2000 for schools or 1600 for schools who subscribe to the HES Summary of Guided process 1. School registers 2. School is issued with Baseline Practice Review Tool which they complete and submit to their adviser prior to the Meeting 1 3. Adviser contacts school and meets with school lead for Meeting 1 at which they: go through Baseline Practice Review Tool and accredit prior practice show sample online survey and agree dates for survey to be open supply local health data 4. Meeting 2 Analysis of online survey responses Agreement of two developmental areas 5. School devises action plan and submits copy to adviser 6. Meeting 3,4,5,6 ongoing half termly support meetings with project steering group to monitor progress against action plan. 7. School submits Final Report 8. School receives half day validation visit from two advisers 9. Award granted 10. Awards ceremony Summary of Assessment Only process Stage 1 Accrediting existing practice (Prior to meeting 1) School registers School completes baseline practice audit tool and submits to adviser, or grants adviser access to existing online audit tool (eg SMSC grid) School completes online pupil and parents survey School submits electronic versions of required policy documents Stage 2 What has been happening? (Meeting 1) Identification and agreement of two main themes of development to be accredited for How have these been identified? What level of consultation was carried out? Health Education Service

5 Has the school measured the success of existing interventions? Quantitative or qualitative (for example online survey data or focus groups/school council) evidence is available? Adviser uses audit tool or grid to provide credit score for two main themes Stage 3 Further developments Adviser reports back to school on any areas of development to reach 300 credit threshold. If 300 credits reached then proceed to stage 4, if not: School submits action plan to gain remaining credits School re-issues online surveys Following activity the school submits final report Stage 4 Validation of award Half day visit to school to validate work relating to two identified themes. Following a successful validation visit schools will retain the award for a period of 3 years. What do schools need to do? In order to gain the Be Healthy Schools' Award schools will need to accumulate 300 points through a combination of accrediting existing good practice and new development action planning and activities. Schools engaged in either the guided or assessment only route will need to complete a baseline practice review tool provided by the HES to show they have embedded practice and provision around PSHE and Well Being. This will earn the school up to 100 credits. The review tool should evidence: Planning, delivery and monitoring of a PSHE (including RSE and drug education) and Citizenship programme to all pupils 10 credits The leadership team promoting and managing a positive environment with explicit values and ethos 10 credits Staff regularly access training to keep up to date on a range of Health and wellbeing related issues 10 credits All stakeholders are regularly consulted on a range of issues which affect their health and well-being 10 credits There is an effective pastoral system where vulnerable and at risk children and young people are identified, supported and signposted to appropriate services and interventions -10 credits 50 credits will be awarded for having up-to-date (reviewed in the last two years) policies for all of the areas of PSHE (Personal, Social and Health Education) Anti Bullying Child Protection Confidentiality Drug Education and the management of drug related incidents Health Education Service

6 Food Management of Medicines in school Physical Activity Relationship and Sex Education To gain the additional 200 credits schools will identify the two greatest areas of challenge which are pertinent to their students, families and communities. In a major city this is likely to include issues such as helping young people to achieve and maintain a healthy weight, improving emotional health and wellbeing, reducing teenage conception rates, decreasing substance misuse or addressing safety issues. All schools would be required to identify target groups and outcomes by using: the baseline practice review local health data that shows areas of health inequalities school based intelligence e.g. school meal uptake, the number of drug related incidents, the number Looked After Children and other vulnerable pupils. the views of all stakeholders i.e. pupils, staff, governors and parents to ascertain their views and perceptions across a range of issues. An action plan should then be developed which comprises activities across the whole school community of pupils, staff and parents. The table below indicates the points score that each type of activity for each audience type carries. Through the progression of the action plan the school should accumulate a further 200 points to move them through the 300 point threshold to gain the award. Health Education Service

7 Pupils Staff/Governors Parents/Carers Needs analysis Online consultation 5 credits Focus group/ Online consultation 5 credits Online consultation 5 credits PLAN Focus group 5 credits Whole staff discussion 5 credits Focus group 5 credits School Council consultation 5 credits Health data analysis 5 credits Parent Forum 5 credits Interventions/ activities DO Curriculum review and input, theme weeks 10 credits Provision of general support services 10 credits Targeted staff skill development 15 credits Signposting and promotion of support in and outside school 5 credits Improving the resourcing of the curriculum including the use of outside agencies 5 credits Support for vulnerable/targeted pupils 10 credits Whole staff awareness training 5 credits Lead practitioners receiving detailed training 25 credits Signposted to support agencies 5 credits Involvement in workshops/events 10 credits Input into curriculum development 5 credits Sharing good practice 5 credits Support for vulnerable/targeted families 10 credits Outcomes Re-issue consultation 5 credits Re-issue consultation 5 credits Re-issue consultation 5 credits REVIEW Assess impact on behaviour change 10 credits Monitoring and assessment of training 5 credits Evidence of increased parental engagement 5 credits Termly meeting of significant staff 10 credits Health Education Service

8 At the end of the process schools will need to provide evidence of achievement in the form of a final report that shows the impact upon the health and well-being of the work of their school community. This will be quality assured and validated by Birmingham Health Education Service through a half day visit to the school. During this visit advisers will meet with the steering group, a representation of pupils and other relevant groups to discuss in detail the achievements in the target areas. Schools which reach the 300 points threshold will gain the Be Healthy Schools' Award and invited to a celebtarion event to receive their certificate. It is an expectation that in most situations the process should take approximately one academic year. Using the Birmingham Grid Schools that have purchased the Birmingham Grid online auditing and recording tool can use the system to support working on the Be Healthy Schools Award. It will enable schools to: Record achievements and progress as they happen Create a central store of all Be Healthy information Generate a clear overview of school activities Monitoring progress within the areas of development Clearly identify strengths and areas for development Generate reports to detail and share the work completed The grid will tell the story of your engagement with the programme and can replace the final report, and inform the focus of the validation visit. Information that can be added onto your Be Healthy Grid Pupil surveys (start and finish) School council minutes Action plan School policies relevant to your areas of development Photographs Schemes of work Pupil and parent feedback Timetables of activities CPD details Pupil work New resources Newsletters The Be Healthy grid is set up to enable you to group your activities according to the theme (PSHE, healthy eating, physical activity, emotional health), and which the following aspects of the whole school process they relate to. Whole school process Health Education Service

9 Learning and teaching Pupil voice Leadership and management Policy development Environment Support services for children and young people Staff professional development Parent and community partnerships Assessing, recording and modelling To add an activity 1. Click on the green Add project/activity button. 2. Select which Template criteria the activity addresses. Each template is an area of whole school improvement and within each are a number of criteria. Health Education Service

10 3. Select which of the four themes the activity relates to (PSHE, healthy eating, physical activity, emotional health) 4. Enter the detail of the activity, any supporting information (as an attachment) and the date. 5. Save and return to main grid page. Full list of whole school template criteria 1. Leadership and management a. Membership of well-being group Health Education Service

11 b. How does the schools leadership commitment to physical and emotional health manifest itself? c. Lead members of staff for PSHE, School Council, Physical activity, healthy eating, pupil support d. How does the school know which pupils may need additional support? e. How does the school identify the needs of target groups? f. How are health and well-being issues reflected in school evaluation and action planning? 2. Policy development a. How do you use relevant local data to shape and inform policy? b. How have you used school and parent consultation to inform policy? c. Monitoring and review of key policies 3. Learning and teaching a. How is the subject covered in the curriculum? b. How is the delivery of PSHE monitored and reviewed? c. How is curriculum enhanced by theme days and weeks? d. What outside agencies are used to support the curriculum? e. What extra curricular clubs and activities are offered? f. How is engagement in extra curricular activities monitored and promoted? 4. Environment a. What has the school done to ensure the environment promotes healthy lifestyles and offers opportunities for children and young people to put learning into practice? b. What displays/equipment/facilities promote positive health choices? 5. Pupil voice a. How are the views of children and young people gathered? b. How are the leadership team and Governors made aware of pupils opinions and perceptions? c. Examples of how children and young people have been involved in decision making processes? d. How have the views of children and young people shaped curriculum? e. Involvement of school councils in larger democratic/wider structures? 6. Support services for children and young people a. What services does the school work with or refer children and young people to? b. How do children and young people know about external services and support agencies? c. How do local support services use the school to promote their activities? 7. Staff professional development a. What CPD has been provided for teaching and support staff to enable them to promote healthy lifestyles and deliver effective PSHE and citizenship? b. How are staff needs in relation to CPD identified? c. Has the school been involved in any longer term research or staff training initiatives? 8. Parent and community partnerships Health Education Service

12 a. How have you promoted the schools messages about health to parents and the community? b. How have you linked with the local community to promote positive health choices? c. How have you made use of community resources/businesses/facilities? d. How have you supported parents to support their children and young people make positive health choices? e. What parent workshops or awareness raising sessions have been provided? 9. Assessing, recording and reporting a. How does the school assess and record learning in PSHE? b. How does the school report the achievements of children and young people in PSHE to parents/carers c. How does the school acknowledge and celebrate the wider achievements of children and young people? Further information For further information please contact the Health Education Service on or Andrew Cooper on Health Education Service

13 Baseline practice review tool Tell us about the planning, delivery and monitoring of your PSHE (including RSE and drug education) and Citizenship programme to all pupils. For example - When does it happen? Who delivers it? How do you assess it? Do you have theme days or weeks? Outside visitors contributions? 10 credits Health Education Service

14 How has/does the leadership team create and manage a positive environment with explicit values and ethos that promotes positive physical and emotional health for the whole school community? 10 credits List training and professional development teaching and support staff have undertaken in the last 2 years that is relevent to physical and emotional heatlh and well-being, and PSHE/citizenship 10 credits Health Education Service

15 Tell us how you have gathered and used the views of pupils, staff and parents to shape policy or practice. 10 credits Describe how the school provides support for vulnerable and how at risk children and young people are identified, supported and signposted to appropriate services and interventions 10 credits Health Education Service

16 50 credits will be awarded for having up-to-date (reviewed in the last two years) policies for all of the areas of PSHE (Personal, Social and Health Education) Anti Bullying Child Protection Confidentiality Drug Education and the management of drug related incidents Food Management of Medicines in school Physical Activity Relationship and Sex Education Please attach copies of these forms to this form Health Education Service

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