Achievement Program. Primary Schools. Celebrate

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1 Achievement Program Primary Schools Celebrate

2 Visit gov.au, phone or to access this document in an accessible format. Except where otherwise indicated, the images in this publication show models and illustrative settings only and do not necessarily depict actual services, facilities or recipients of services. Copyright, Department of Health 2014 The Healthy Together Achievement Program is a jointly funded initiative of the State Government of Victoria and the Australian Government.

3 Contents Step 7: Review and reflect 6 Review and reflect 7 Whole school reflection 7 Review progress against plan of action 8 Reflective practice 10 Review policy implementation 11 Disseminate and implement policy 11 Reflect and evaluate policy 11 Step 8: Apply for Recognition 13 How to apply for recognition 14 Celebrating health and wellbeing achievements 14 Maintaining momentum as you re-enter the Achievement Program cycle 15 Application for recognition 17 Recognition statement 20

4 It s now time to work through steps 7 and 8 of the cycle. Step 8 4 Apply for recognition for the health priority area benchmarks that have been reached. Step 7 Review and reflect on your progress with the annual plan/plan of action and achievement of benchmarks. CELEBRATE Review and reflect 6 Put plan into action 5 CREATE Apply for recognition 8 Select two health priority areas Coordinate health and wellbeing team 7 1 Develop a plan for health and wellbeing 4 3 Engage whole setting Explore current practice and needs 2 COORDINATE Before starting, consider: 1. Has the health and wellbeing team implemented the actions detailed in the annual plan/plan of action? 2. Is progress being monitored and recorded? 3. Is evidence of engagement with teachers, staff, families and students being collected? Achievement Program

5 5 The review process will help your school recognise and celebrate its health and wellbeing successes. Primary Schools - Celebrate

6 Step 7: Review and reflect 6 Step 7 Your school is now here. CELEBRATE Review and reflect 6 Put plan into action Apply for recognition 8 Coordinate health and wellbeing team 7 1 Explore current practice and needs 2 COORDINATE 5 CREATE Develop a plan for health and wellbeing 4 Select two health priority areas 3 Engage whole setting Step 7 involves the health and wellbeing team: reviewing and reflecting on progress made on the plan of action reviewing policy implementation revisiting and measuring changes in practice and behaviours reflecting on health and wellbeing successes, and achievement of benchmarks engaging the whole school in recognising and celebrating achievements. Achievement Program

7 Review and reflect In steps 5 and 6 of the Achievement Program cycle, the health and wellbeing team developed a plan of action to meet the benchmarks for selected health priority areas and implemented this plan. It is now time to review progress against this plan to: 1. Decide whether the actions in the plan have been implemented as intended. 2. Determine whether relevant policy documents (e.g. whole school physical activity policy, staff health and wellbeing policy) are completed and ratified. 3. Discuss with members of the whole school and leadership to confirm agreement that the benchmarks have been achieved. 4. Document your achievements, gather evidence and complete the application form for recognition (see page 17). Reviewing and reflecting on progress and outcomes against the health and wellbeing plan are critical aspects of the Achievement Program cycle and the health promoting schools approach. Step 7 enables you to see if there have been any changes in school practice, or the behaviours of the school community as a whole, as a result of your health and wellbeing actions. The review process provides a way for the school to recognise its health and wellbeing successes and celebrate them. It also helps identify what could be improved, or done differently, in future plans and action. Review of health and wellbeing achievements is a shared responsibility of the whole school and may be something that is led by the health and wellbeing team. It is important to ensure that all members of the school community and key partners are given the opportunity to provide feedback on progress. The school can apply for recognition when the health and wellbeing team, in consultation with the whole school community, is confident that the plan of action has been implemented and all of the benchmarks for the selected health priority areas have been achieved. Self-evaluation of achievements is a key step in school performance and accountability processes. Wherever possible your review of health and wellbeing achievements should be aligned with your school s process for performance planning, self-evaluation, review and reporting. Self-evaluation is an opportunity to reflect on the school s achievements in a systematic and comprehensive way: through analysis of data; recognising and celebrating the school s successes; and identifying areas where effort might be focused in the future. The value of self-evaluation resides in the quality of discussions within the school community and reflection on what factors impacted on the school. 1 Whole school reflection Whole school reflection is an opportunity for discussion, consultation and feedback. Health and wellbeing teams should aim to involve students, teachers, staff and families in this process as part of an ongoing commitment to whole school engagement. Good self-evaluation is a powerful process of engagement. It empowers the whole school community students, parents and carers, teachers and the community more broadly to actively participate in a process of reflective practice. 1 As discussed in the Coordinate booklet, schools generate data through parent, staff and student consultations, and annual surveys. Revisit these data sources to reflect on how the health and wellbeing needs of staff, students and families may have shifted over time Department of Education and Early Childhood Development. Professional Practice and Performance for Improved Learning: School Accountability. Melbourne: State Government of Victoria; Primary Schools - Celebrate

8 Review progress against plan of action The plan of action, developed by the health and wellbeing team at Step 5 (Create), outlined the milestones the team expected to achieve and the data required to measure change. When reviewing achievement milestones, it is essential to consider not only whether they have been achieved, but also the barriers and/or enablers to success. As an example, it is valuable to know why students, staff and families are engaging in active travel and which actions and activities led to this change. Here are some questions to consider when reviewing and reflecting upon your plan of action: 1. Have the intended actions been implemented? Did we change any actions? 2. Have we achieved the expected milestones? What data have we collected or do we need to collect to measure changes? You may wish to revisit data collection methods used in Coordinate to compare against baseline data. 3. Have the benchmarks been reached? 4. Why did we achieve / not achieve the expected milestones? What can we do in the future to continue to improve? 8 Achievement Program

9 Example plan of action Health priority area: physical activity The following plan of action template is designed to be integrated with the Annual Implementation Plan. It is provided as a guide only. Health priority area: Physical activity. Goal/s: To increase student, staff and family participation in physical activity Key Actions improvement Actions undertaken to achieve strategies the key improvement strategies A whole school physical activity policy is in place. Staff, families and students are encouraged to use active travel to and from school. Work inclusively with students, staff and families to guide the review/development of policy. Seek input from local health professional or other key partners. Draft policy, consult with school community, incorporate feedback. Policy ratified by principal and school council. Disseminate policy to whole school community. Consider any professional learning needs for staff as a result of policy implementation. Survey students/families and staff about how they travel to and from school and the barriers to active travel. Engage with key partners (e.g. local council, health service, other schools) to discuss barriers and develop strategies to address them. Engage families, staff and students in agreeing to and implementing the changes. Promote/publicise and celebrate changes. When Who Date, week, Person/s month responsible or term Term Health and wellbeing team, Term students, principal, school council, Term junior school council Term Term Term EXAMPLE Term Health and wellbeing Term Term Term team, students, principal, school council, external partners, local schools How Monitoring Resources (budget, Progress equipment, space) to meet expected outcomes Meeting and planning time Newsletter articles/ intranet Professional learning time/costs Time to meet with/ consult members of school community Meetings with local council/school networks Costs/resources to implement changes Article for newsletter Met with junior school council. Have consulted with families and staff. Met with local health professional. Policy drafted. Completed survey with students. Have surveyed families and staff. Met with local council. 9 If you have used the Achievement Program example plan of action, or another version, now is the time to review and reflect both on your achievements and the information you have collected to measure change. Achievement milestones (changes in practice or behaviours) Increase in number of students and staff actively travelling to school. Staff have increased capacity to deliver and promote physical activity initiatives. Increased partnerships between school and local organisations to support physical activity initiatives. Families, students and staff report being involved in developing and supporting physical activity policy and practice. Measures (Data/information collected to measure change) Surveys with students, staff and families to monitor active travel participation. Increased staff attendance at professional learning. Increased availability of physical activity resources. Survey to measure staff and family awareness of physical activity policy and importance of physical activity. Keep in mind that some actions may take much longer than others to effect change or have a clear impact across the whole school. Also, positive results are usually related to activities across multiple domains of the health promoting schools approach and rarely result from a single strategy. Primary Schools - Celebrate

10 Reflective practice Reflecting on action is about thinking after the event or reviewing at the end of the day, week or project. Whereas reflecting in action is about thinking on your feet or while the action is taking place. Both are important practices to develop. 2 Through shared responsibility and ownership of health and wellbeing practice, reflection is embedded in each step of the Achievement Program cycle. The best outcomes for students are achieved when all staff regularly reflect on what they are doing and why, and how practice can be improved. 3 Below are some reflective questions the health and wellbeing team could consider throughout the Achievement Program cycle: 10 Engagement: 1. How can the views of students and families play a greater part in planning for health and wellbeing? 2. What can the school do to promote greater involvement of students and families as active participants in the promotion of health and wellbeing? Learning and skills: 3. How does the school reflect with students on their learning about health and wellbeing issues? 4. How can staff support a student s sense of agency in regard to health and wellbeing? 5. How does the school reflect with families about their child s learning and development in relation to health and wellbeing? 6. How do staff reflect on students learning about health and wellbeing? Partnerships: 7. Are local partnerships being utilised to enhance the school s health promotion capacity and support student and families health and wellbeing needs? For more information on reviewing partnerships, see The Department of Education and Early Childhood Development s Education Partnerships Resource ( management/pages/partnershipsres.aspx) Schools consistently reflect on their performance as a matter of course. School self-evaluation merely formalises this process and makes it accessible to their school communities. 2. Schon DA. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books; Kennedy A, Stonehouse A. Victorian Early Years Development Framework: Practice Principle Guide 8 - Reflective Practice. Melbourne. Victorian Government Department of Education and Early Childhood Development; Achievement Program

11 Review policy implementation Disseminate and implement policy Developing and implementing health policy is a key strategy for achieving the benchmarks. Once any policies are developed, it s important that all staff, students and families are aware that new policies exist, what they cover, and how they will be implemented and reviewed. Reflect and evaluate policy Policies need to be reviewed regularly to ensure they reflect the current values, beliefs and practices of the school. It is important to consider whether the policy has been implemented as intended, and whether it has led to changes in school practice. During the review process, record if and when any changes are made to the policy, and make sure these changes are made in consultation with students, staff and families. This will help give a sense of ownership, aid adoption, and build support for the policies. The model below outlines the key stages of policy development. The first three stages were covered in Create. This guide focuses on the final two stages. Determine policy requirements Create Create Create Celebrate Celebrate Ensure the team is familiar with the benchmarks and sub-criteria that relate to healthy policies. Note the requirement for staff health and wellbeing in policy. Review current practice and identify needs Work inclusively with staff, management, families and students. Audit which policies are currently in place. Determine which policies need to be revised or developed. Identify the timeline for development. Plan and develop Decide what policy format to use. Determine the resources (e.g. financial, human, etc.) you need. Draft the policy and consult widely with the school management team. Ensure all policies are ratified by the management team. Disseminate and implement policy Disseminate the policy to whole school. Circulate the policy broadly (e.g. newsletter, meetings, forums). Reflect and evaluate Review and update the policy over a defined timeframe. Evaluate the policy (e.g. awareness, impact) with the whole school. 11 What next? Now you are ready to apply for recognition for your selected health priorities. If successful, you will receive icons for inclusion on your outdoor sign and in official communications. Primary Schools - Celebrate

12 12 It s important to celebrate milestones and to communicate successes to your whole school and wider community. Achievement Program

13 Step 8: Apply for Recognition Step 8 Your school is now here. CELEBRATE Review and reflect Apply for recognition 8 Coordinate health and wellbeing team 7 1 COORDINATE 6 Put plan into action Explore current practice and needs CREATE Develop a plan for health and wellbeing 4 Select two health priority areas 3 Engage whole setting Working on Step 8: Apply for recognition and receive the icons for the health priority / priorities that have been addressed. Primary Schools - Celebrate

14 14 How to apply for recognition Your school has now reached Step 8 in the cycle and can apply for recognition for meeting the benchmarks for your health priority areas. Once the application form and supporting documents have been reviewed by the Achievement Program team, you will receive icons for the health priority areas you have focused on. These icons can be attached to your outdoor sign to show your progress as a health promoting school. You will also receive electronic versions of the icons to use on your website, in newsletters or any other official communication. Please complete the application form and provide supporting evidence of your school s achievements. Supporting evidence The following documents are required to be completed and sent in: The application form, including the relevant benchmark achievement form/s (see page 21 for an example). School health policies relevant to your selected health priority areas. Two types of current evidence of any review activities or evaluation undertaken with students, families, staff or external organisations. Evidence could include: family survey results compilation of thinking tool resource from students newsletter articles or bulletins photos of visual displays, with a brief explanation minutes of the relevant sections of school council meetings or junior school council meetings website content curriculum activities forum flyers staff meeting notes. Celebrating health and wellbeing achievements It is important to communicate with members of the whole school and community about the findings of the review, and to celebrate your health and wellbeing achievements. Your school does not need to wait until it is recognised for health priority areas to celebrate; it is beneficial to celebrate reaching milestones at various stages throughout the cycle. Regular communication and celebration of milestones helps to keep the whole school and the wider community engaged in the approach and demonstrates that change is happening. This helps to raise awareness of the work being done and creates opportunities for collaboration and building new community partnerships. Communicating outcomes and successes can take many forms. Here are some simple ideas to help promote progress and achievements to students, staff, families and the wider community: Hold a launch to announce the outcomes of activities. For example, a family gardening day to celebrate the opening of a veggie patch, or forming a community partnership to source materials. Announcements at a school assembly could include the appointment of student leaders as active travel ambassadors, or health champions. Use other school-planned activities as an opportunity to promote health and wellbeing outcomes. For example, you could celebrate a new shade structure as part of a family event. Initiaite student-led initiatives to create posters and displays for the foyer or shared spaces. s, newsletters, phone calls, websites, social media and regular meetings are all great ways to share good news. Contact the local newspaper. Local journalists and editors are always keen to share good news stories from on their community. Please contact the Achievement Program at CEIPS: PO Box 35, Carlton South VIC 3053, or if you have any queries. Achievement Program

15 Here are some tips for turning your school s achievements into front page news: Make contact with a local health professional they often have experience working with the media and may be able to help. The Achievement Program Communications Coordinator can give you over-the-phone advice and tools to help your school develop a media pitch or press release. Consider inviting a local paper along to an event is your school doing something interesting where there will be some good photo opportunities? Papers love brightly coloured and vibrant photos of students to go with a news piece. They may send along a photographer from the paper, but make sure parents and families give permission for photos to be taken of their children. If the school wants to take some photos to submit to a newspaper, use the Achievement Program photo permission form. The Department of Education and Early Childhood Development provides advice relating to the collection and use of student photographs and/or film in schools. Principals should refer to this advice and use the appropriate consent forms. education.vic.gov.au/school/principals/spag/safety/ Pages/photoandfilm.aspx Local councillors or MPs may be interested in attending community events. This could create a great opportunity to promote health and wellbeing successes via their networks and could also encourage the local paper to attend the event. Contact your local health professionals or the Achievement Program team for help engaging MPs and local government The Achievement Program website, blog and newsletter are other platforms where you can share you successes. Contact us or download the case study form to publicise your story to other member schools, and blog subscribers. Contact the Achievement Program Communications Coordinator: Phone: Maintaining momentum as you re-enter the Achievement Program cycle The Achievement Program cycle is a continuous improvement process. Once you ve reached Step 8, it s important to keep the health and wellbeing team and whole school motivated to continue through the cycle and maintain the great work already achieved. Here are a few tips on maintaining momentum as you progress through the cycle again: Ensure the Health Promotion Charter continues to be visible and front-of-mind for the health and wellbeing team, and the whole school. Keep people on track and remind them of the benefits of being a health promoting school. Set new challenges the existing ones have been achieved. Respect the individual efforts of students, families, staff and the wider community. Work at a consistent pace so that the health and wellbeing team doesn t burn out or become despondent. Celebrate reaching milestones throughout the cycle. Recognise individuals and the health and wellbeing team through newsletters, staff meetings and assemblies. When integrating health and wellbeing into school practices, it is important to remember that it is not always easy to bring about change. It takes time to develop the work, engage staff, families and students, and develop a commitment to the process. 4 Some planned actions will be a success and others may not be. However, by learning from both challenges and successes, and working collaboratively, you will effect change. The school will become a better place to work, learn and play Mooney A et al. Approaches developing health in early years settings. Health Education. 2007; 108(2): Queensland Health, Education Queensland, Brisbane Catholic Education Centre, Association of Independent Schools - Queensland. Health Promoting Schools Toolkit: Booklet 2 - How do we do it? the process. Brisbane: Queensland Government; Primary Schools - Celebrate

16 What next? Now you can start to think about re-entering the cycle. Revisit the Coordinate booklet to refresh your memory of steps 1-3 and think about the following questions: 1. Is the school leadership still committed to the ongoing process and to working on new health priority areas? 2. Are members of the health and wellbeing team happy to continue for the next chosen health priority areas? 3. Are there further people in the school or wider community who should be included when working on the new health priority areas? 16 Congratulations on reaching the end of the Celebrate section of the cycle. You should now have completed steps 7 and 8. Here s a quick recap on what to do next: Please complete the application for recognition form, below, and attach the following documents related to the health priority areas for which you have now met the benchmarks: benchmark achievement forms for your chosen health priority areas (see page 21 for an example) relevant policy documents two types of current evidence of whole-school engagement for the health priority areas you have been working on. Please send documents to: Administration Coordinator Achievement Program CEIPS PO Box 35 Carlton South VIC 3053 or For more information please call Keep copies of these documents. They will help your school to track progress, and support your health and wellbeing team when re-entering the Achievement Program cycle to work on new health priority areas and monitor previous achievements. Achievement Program

17 Application for recognition This section helps ensure your school has met each of the benchmarks for selected health priority areas. The requirements outlined in this form must be fulfilled for each health priority area to be eligible to receive recognition. Name of school: Contact details Name: Phone: Please tick the health priority area/s you are applying for recognition against: Healthy eating and oral health Sun protection Mental health and wellbeing Alcohol and other drug use Sexual health and wellbeing Physical activity Tobacco control Safe environments Please detail any outcomes or changes you have seen in school practice as a result of implementing your plan of action and achieving the benchmarks. 2. Please detail any outcomes or changes you have seen in students, staff members and families knowledge, skills, attitudes or behaviour as a result of implementing your plan of action and achieving the benchmarks. 3. Meeting benchmarks for health priority areas is a significant achievement. Please highlight any activities you are particularly proud of which could be provided as a case study for other schools participating in the Achievement Program. Primary Schools - Celebrate

18 4. How will you continue to monitor the achievement of these benchmarks? Annual review of benchmarks by health and wellbeing team Regular policy reviews Student leaders, who have a monitoring role Other (please state). 5. We confirm we have completed the following requirements (please tick): We have met all of the benchmarks for the selected health priority areas. Our school has attached policies for the selected health priority areas. Our policies have been endorsed by the school community. Our school continues to engage the whole school in health and wellbeing. Our school has ongoing support and commitment from school council for our work in the Achievement Program. 18 Achievement Program

19 Evidence of whole school engagement Detail the strategies used to engage or involve the following groups in the review/recognition process in the table below. Please include two types of current evidence of engagement with staff, students, families or external organisations, such as health professionals or local businesses (see page 35 of Create for examples). Staff Students 19 Families External groups (e.g. health professionals, local business etc). Primary Schools - Celebrate

20 Recognition Statement Once you have been recognised as having achieved benchmarks for selected health priority areas, the recognition will remain valid as long as: The school continues to progress through the Achievement Program cycle. The school confirms the benchmarks are still being met two years following recognition. The Achievement Program team may select a sample of schools across the state to visit to ensure the quality of the Achievement Program and best practice implementation of health priority area benchmarks. Through this process, your school may be able to access support from a health professional. By applying for recognition, your school is prepared to be involved in this informal review process. Terms and conditions To commit to continue to meet the benchmarks. 2. To take reasonable steps to ensure all staff, students and families are aware of the relevant health priority area policies and requirements. 3. To inform the Achievement Program team of any changes to the school s policies and practices or any other matter that may relate to or affect this agreement. 4. To undertake a review of policy and practice to ensure maintenance of benchmarks in subsequent cycles of the Achievement Program. Principal Date School Council President/ Board member Date Parent representative Date Student representative Date Please click on selected health priority area/s and complete the benchmark table for recognition Healthy eating and oral health Sun protection Mental health and wellbeing Alcohol and other drug use Sexual health and wellbeing Physical activity Tobacco control Safe environments Achievement Program

21 Benchmark table for Healthy Eating and Oral Health (example) Benchmark tables for the other health priority areas can be downloaded from the Achievement Program website. Achieved (please Please provide information/ tick all innovative ways each boxes) Healthy eating and oral health benchmarks benchmark has been met A whole school healthy eating policy is in place. a) The policy addresses all aspects of food and drink within the service. b) Staff, families and students are involved in guiding healthy eating policy and practices. c) Staff, families and students are provided with information about 1 policy requirements. d) The diversity of the school and the community is considered when developing and implementing this policy. e) The policy is cross-referenced with and complements other relevant policies (School Canteens and other School Food Services Policy, oral health). 21 f) The policy can be stand-alone or be incorporated into a whole school health and wellbeing policy. A whole school oral health policy is in place. a) The policy addresses healthy food and drink, oral hygiene, preventive approaches and access to dental care. b) Staff, families and students are involved in guiding oral health policy and practice. c) Staff, families and students are provided with information about 2 policy requirements. d) The diversity of the school and the community is considered when developing and implementing this policy. e) The policy is cross-referenced with and complements other relevant policies (e.g. healthy eating, safe environments). f) The policy can be stand-alone or incorporated into a whole school health and wellbeing policy. The school has a staff health and wellbeing policy, which 3 supports healthy eating and oral health. Primary Schools - Celebrate

22 Achieved (please Please provide information/ tick all innovative ways each boxes) Healthy eating and oral health benchmarks benchmark has been met The school promotes the consumption of fruit and vegetables and healthy food options in line with Australian Guidelines. 1 a) Strategies are in place to encourage families to provide lunchboxes that are in line with the school s healthy eating policy. b) Strategies are in place to encourage fruit and vegetable 4 consumption by all students in all year levels while at school. c) Healthy food options are encouraged for staff at meetings, professional learning events and in the staff room. d) The school seeks to ensure any sponsorship, advertisements or marketing of food and drinks are consistent with the school s healthy eating policy School canteen and lunch order menus are assessed by the Healthy Eating Advisory Service (HEAS) to meet the Victorian School Canteens and other School Food Services Policy. a) School food services work towards increasing the availability of everyday foods and limit occasional and select carefully foods and drinks. Safe drinking water is available within the school setting. a) Tap water is available indoors and outdoors at all times. b) Students have access to only water-filled bottles during class 6 time. c) Sweet drinks are not permitted during class time. d) These strategies are available to all students at all year levels. Students are encouraged to undertake oral hygiene and safety practices in the school where appropriate. a) Students are encouraged to use mouth guards while 7 participating in contact sport to protect against dental injuries. b) A place for oral hygiene practices is easily accessed by students, when required. The school provides a positive eating environment with relaxed, social and enjoyable experiences. 8 a) Students are given adequate time to eat their food. b) There are suitable and inviting eating spaces available within the school. c) Eating spaces encourage social interaction between students. Achievement Program

23 Achieved (please Please provide information/ tick all innovative ways each boxes) Healthy eating and oral health benchmarks benchmark has been met Food and drink are not used as an incentive or reward at any time. a) All staff are encouraged not to use sweets as rewards in the 9 classroom. b) Other food items and food vouchers are not used as a reward or incentive. 10 Staff and families recognise they are role models, and are encouraged to bring food and drinks which are in line with the school s healthy eating and oral health policies. a) Staff and families are encouraged to foster healthy body image and enjoyment of eating. The learning focus and learning standards relating to healthy eating and oral health are incorporated into the school curriculum plan. 11 a) Healthy eating and oral health education is delivered across multiple key learning areas of the curriculum. b) The school considers the implications of the use of curriculum materials, websites and other resources that promote unhealthy food and drink items, and seeks to utilise alternative resources that promote healthy eating and oral health practices. Students have the opportunity to engage in regular foodrelated activities such as planning and shopping for meals, 12 growing, cooking and eating foods. 23 a) Food experiences are culturally appropriate and varied. Staff are supported to access resources, tools and professional learning to enhance their knowledge and 13 capacity to promote healthy eating and oral health across the curriculum. Families, students and staff are key partners in developing and supporting healthy eating and oral health initiatives. a) Families and staff are, on a regular basis, provided with information, ideas and practical strategies to promote and support healthy eating and oral health at school and at home. b) Students are consulted about healthy eating and oral health 14 initiatives via junior school council, student action teams or other representative structures. c) Families are encouraged to be involved in healthy eating and oral health initiatives at school. d) Staff are encouraged to develop competencies to facilitate engagement of families and students from diverse cultural backgrounds. Primary Schools - Celebrate

24 Achieved (please Please provide information/ tick all innovative ways each boxes) Healthy eating and oral health benchmarks benchmark has been met Staff are encouraged to work with local health professionals, services and other organisations to increase their capacity to deliver and promote healthy eating and oral health initiatives. a) Links are established with oral health services to promote access to dental checks and treatment. b) Links are established with local health professionals, services 15 and organisations to support healthy eating and oral health initiatives. c) The school seeks to work with local businesses or agencies, where possible, to support staff, students and families to promote healthy eating and oral health. d) The school provides information to vulnerable families about local food availability as required. 24 It s important to keep your service motivated to maintain, and keep building on, your health and wellbeing achievements. Achievement Program

25 25 It s important to keep your school motivated to maintain and build on your health and wellbeing achievements. Primary Schools - Celebrate

26 NOTES 26 Achievement Program

27 Primary Schools - Celebrate 27

28 program/initiative web address

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