National healthy schools

1
(No Transcript)
2
National healthy schools

• Core themes include PSHE education
• healthy eating
• physical activity
• and emotional wellbeing.

3

• Personal Social and Health Education
• 1.1 Planning a Programme of PSHE
• Uses the PSHE framework to deliver a planned
  programme of PSHE, (in line with relevant
  DCSF/QCA guidance)
• Minimum Evidence Required
• The Programme of Study (PoS), and supporting
  Schemes of Work (SoW) within the school clearly
  reflect the DCSF/QCA guidance in particular
  personal, social, emotional and health aspects of
  learning
• Schemes of Work also include the involvement of
  external agencies (see 1.7 below)
• Prompts
• QCA guidance, the non-statutory framework for
  PSHE and additional guidance from DCSF on aspects
  of PSHE
• This includes a progressive programme that does
  not rely on only dropped timetable/de-timetabled
  days to implement the non statutory framework.

DO you use the Kirklees Primary PSHCE ed toolkit
to help you plan? Is planning based on national
guidelines? Do you encourage visitors (eg nurse,
PSCO, health visitors) to support your teaching?
4

• Personal, social, health and economic (PSHE)
  education helps children and young people deal
  with the real life issues they face as they grow
  up.
• The aspects covered by PSHE education are
  central to a person's wellbeing
• nutrition and physical activity
• drugs, alcohol and tobacco education
• sex and relationships education
• emotional health and wellbeing
• safety and risk
• careers education
• work-related learning
• personal finance.

5
PSHE ages 3-5www.qcda.gov.uk

• No specific 'learning'
• In foundation stage, there is no specific
  learning for PSHE. But there is an area of
  learning called 'Personal, social and emotional
  development', and children might
• identify and name feelings
• begin to understand why it is important to keep
  clean
• begin to show awareness of differences and
  similarities between people
• consider the consequences of their words and
  actions on others and recognise that bullying is
  wrong.

6
PSHE ages 5-7www.qcda.gov.uk

• Being healthy, staying safe
• Personal, social and economic health (PSHE) at
  key stage 1 is not statutory. A joint
  non-statutory framework for citizenship and
  personal, social and health education is
  available at key stages 1 and 2, and if followed,
  pupils learn about
• themselves as individuals and as members of their
  communities
• the basic rules and skills for keeping healthy
  and safe
• their feelings, views, needs and rights. They
  learn to recognise those of others
• taking responsibility for themselves and their
  environments
• social skills such as sharing, taking turns,
  playing, helping others, resolving conflict, as
  well as recognising and resisting bullying.

7
PSHE ages 7-11www.qcda.org.uk

• Growing in confidence
• Personal, social and health education (PSHE) at
  key stage 2 is not statutory. A joint framework
  for citizenship and PSHE is available at key
  stages 1 and 2, and if followed, pupils learn
  about
• themselves as growing and changing individuals
  with their own experiences and ideas, and as
  members of communities
• staying healthy and safe, managing risk 
• the wider world and the interdependence of
  communities within it
• social justice and moral responsibility
• how their own choices and behaviour can affect
  local, national or global issues and political
  and social institutions
• how to make more confident and informed choices
  about their health, behaviour and environment
• taking more responsibility, individually and as a
  group, for their own learning
• defining and resisting bullying.

8
New primary curriculum
September 2011?
9
PSHE education should become part of the
statutory National Curriculum, in both primary
and secondary phases. At primary level the
proposed new programme of learning Understanding
physical development, health and wellbeing
should form the basis for public consultation on
the core entitlement. Will include SRE, drugs
education and financial capability Proposed
implementation date Sept
2011?
10

• Personal Social and Health Education
• 1.2 Monitoring and Evaluating your PSHE Programme
• Monitors and evaluates PSHE provision to ensure
  the quality of learning and teaching
• Minimum Evidence Required
• The school can evidence how the views of
  children, young people and teaching staff are
  used to monitor and evaluate PSHE Methods of
  involving children and young people in monitoring
  are clear from the Schemes of Work
• The Programme of Study and Schemes of Work are
  regularly reviewed for appropriateness and
  relevance to children and young people
• Learning and teaching in PSHE is in line with the
  schools Learning and Teaching Policy
• Prompts
• The school should be clear about the learning
  needs of children and young people in relation to
  their personal and social development as well as
  on a range of health issues. Evaluation should
  regularly inform the programme so it remains
  relevant to the children and young people.

Staff and children are asked for feedback on the
PSHCE ed programme The schemes of work are
reviewed by staff and changed/updated when
needed
Pshe ed rocks!
11

• 1.3 Assessing Progress
• Assesses children and young peoples progress and
  achievement in line with QCA guidance
• Minimum Evidence Required
• The school must have considered the QCA end of
  key stage statements in assessing progress and
  achievement, and this must help to inform school
  practice
• The PSHE Co-ordinator has a clear plan on how
  progress and achievement in PSHE is assessed,
  recorded and reported on
• Children, young people and staff can clearly
  identify progress
• Children and young people are aware of how their
  progress and achievement in PSHE is assessed
• PSHE is referred to in the schools Assessment
  Policy or the assessment system within the school
  
• Prompts
• Children and young people are active in
  understanding what they have learnt/developed
  through PSHE. Assessment is against clear
  learning outcomes.

Assessment in PSHE is complex and this is
recognised by us all! Attempts are made to
assess progress in PSHCE ed using either the
Kirklees Primary Toolkit for PSHCE ed or national
guidance Children can say what being good at
PSHE ed means and can comment on their own
achievement and progress
12
PSHE ed is a lot more than just doing!
13

• 1.4 Named Responsible Staff Member
• Has a named member of staff responsible for PSHE
  provision with status, training and appropriate
  Senior Leadership support within the school
• Minimum Evidence Required
• The named member of staff reports that s/he has
  appropriate Senior Leadership Team (SLT) support
  within the school
• The named member of staff can clarify that s/he
  receives time to complete the role in line with
  other subject Co-ordinators
• The named member of staff has had recent training
  on aspects of PSHE (within the last two years)
• Prompts
• Consideration has been given to the named member
  of staffs participation on the National PSHE CPD
  Programme and appropriate support is provided to
  those who are participating and have participated
  in the programme, so they are able to affect
  change within the school. The named member of
  staff needs to be up to date with recent
  legislation and guidance linked to PSHE.There
  should be a clear process of Performance
  Management for the named member of staff and this
  should be against PSHE responsibilities.

There is a named person responsible for PSHE in
the school They are supported by the Headteacher
and CPD needs are considered carefully. Attendanc
e at network meetings, CPD or meetings with
PSHCE ed consultants.
14

• 1.5 Up to Date Policies
• Minimum Evidence Required
• Children, young people, staff, parents/carers and
  governors have been consulted about these
  policies
• Children, young people, staff and other relevant
  stakeholders can outline their role in the review
  of these policies
• The school has a Confidentiality Policy or it is
  referred to in a range of other policies
• The school has a SRE Policy approved by governors
  
• The school has a Drug Education Policy in line
  with DCSF guidance
• The school has a Managing Drug Related Incidents
  Policy (can be part of a Behaviour Policy or Drug
  Education Policy)
• The school has a Safeguarding Policy
• Prompts
• All of these policies can be under a generic PSHE
  Policy. Children, young people, staff,
  parents/carers, governors and appropriate others
  should be involved in a meaningful way in the
  development, monitoring and review of policies.

The school has relevant polciies in place or is
working towards developing them (see
www.kirkleeshealthyschools.org for
exemplars) The policies have been developed with
appropriate involvement from children, staff,
parents and governors.
15

• 1.6 No Smoking Policy
• Has an implemented Non-Smoking Policy
• Minimum Evidence Required
• The school is a smoke-free site (please note the
  exception of the caretakers house)
• Children, young people, staff, parents/carers and
  governors have been involved in the development
  and implementation of a smoke-free site
• The school is proactive in providing information
  and support for smokers to quit e.g. promoting
  access to smoking cessation classes
• Prompts
• The school provides information on smoking
  cessation sessions for children, young people,
  staff and parents/carers. It may even provide
  these on the school site. Children and young
  people understand the Non-Smoking Policy and
  support it.

Changes in the law will mean that all schools
have achieved this Check that visitors the site
recognise that the school is situated on a
no-smoking site (even outdoors)
16

• 1.7 Working With External Agencies
• Involves professionals from appropriate external
  agencies to create specialist teams to support
  PSHE delivery and to improve skills and
  knowledge, such as a school nurse, sexual health
  outreach workers and drug education advisers
• Minimum Evidence Required
• Schemes of Work reflect appropriate involvement
  of outside agencies
• The roles of such professionals are planned into
  the Schemes of Work and their contribution
  evaluated
• There is a policy or guidelines about the role of
  external visitors to support the Schemes of Work
  including monitoring and evaluation of their
  input/contribution
• Prompts
• A range of appropriate others/external
  contributors are involved in the implementation
  of the programme for PSHE. Their contributions
  are part of a planned programme and not as a
  one-off experience.

Involving your school nurse and/or police may be
very tricky at the moment so dont worry Check
that you have a policy about use of
visitors/outside agencies Plan their input...not
just a one off.
17

• 1.8 Referral Support Services
• Has arrangements in place to refer children and
  young people to specialist services who can give
  professional advice on matters such as
  contraception, sexual health and drugs
• Minimum Evidence Required
• The school has clear protocols that are
  understood by staff
• In secondary schools, children, young people and
  staff are aware of how to access specialist
  services
• In primary schools, staff are aware of how to
  access specialist services
• Information for children, young people and staff
  from appropriate support agencies is promoted
• Children and young people report that they have
  accessed specialist services when required
• Prompts
• There are appropriate systems in place to
  identify those in need of support. The school
  actively displays materials relating to local and
  national support agencies. There may be a range
  of support services on the school site.

For primary this is largely an issue for
staff PSHE ed teaching could include learning
about a visit to the dentist, doctor, school
nurse, children's centre or health centre
18

• 1.9 Use Data to Inform Activities Priorities
• Uses local data and information to inform
  activities and support important national
  priorities such as reducing teenage pregnancies,
  sexually transmitted infections and drug/alcohol
  misuse
• Minimum Evidence Required
• The school uses local data to inform curriculum
  provision, where appropriate, and takes advice
  from health professionals such as a member of the
  school nurse services or local PCT about how the
  activities of the National Healthy Schools
  Programme supports national priorities.
• Prompts
• The school approaches tackling health issues in
  an informed way using a range of intelligence
  gathered from a variety of appropriate data
  sources.

Look at the new website for the health data for
your area What are the main issues? (eg self
esteem, dental decay, smoking and alcohol use,
teenage pregnancy, crime and scocio-economic
status) Show how you take note of these in your
planning Eg if there is high level of dental
decay in your area you may/should be doing work
on teeth