Presentation on theme: "PDL and Healthy Schools Network Meetings Summer Term –June 2014 Glyn Wright County Inspector/Adviser for Personal Development Learning, HCC Julie Thompson."— Presentation transcript:
PDL and Healthy Schools Network Meetings Summer Term –June 2014 Glyn Wright County Inspector/Adviser for Personal Development Learning, HCC Julie Thompson Senior Public Health Practitioner, Public Health, HCC
& Helping children and young people to: Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution Have Economic Well Being Extended schools Extra curricular activities Outdoor Education – e.g Trailblazers MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING Study Support Drugs education incl. alcohol and tobacco PSHE-PW Personal Social Health & economic Education (PSHE-PW) Sex and relationships education (PSHE PW) Work related learning PSHE EW Enterprise education PSHE EW Financial capability PSHE EW Individual learning plans & e-profiles E-Profile AND PORTFOLIO – ASSESSMENT, RECORDING and ACTION PLANNING Careers education and guidance PSHE EW Functional skills: Communication Numeracy ICT Working together Improving own performance Problem solving Physical activity Religious education Education for sustainable development Citizenship and Rights Respect and Responsibility, Personal learning and thinking skills: Team worker Self-manager Independent enquirer Reflective learner Creative thinker Effective participator Social, Emotional Aspects of Learning SEAL PSHE PW Volunteering/ active citizenship e.g. peer mentoring Safety Education
Programme What Do I Think Survey Ready for September – PSHE Ready for Universal Infant Meals RRR update Healthy Schools – where are we now? Pupil Premium
PDL/Healthy Schools Team Glyn Wright County Inspector PDL Donna Smith Seconded teacher to the Fire Service Ian Wright Healthy Schools Coordinator (School meal uptake) Sam Francis Hampshire Leading Teacher Julie Thompson Senior Public Health Practitioner Eleanor Jakeman, Consultant PDL
Contact details Glyn Wright, Admin support for PDL/Healthy Schools - Anne McCarthy, Tel: 023 Julie Thompson, Donna Smith, Ian Wright, Sam Francis, Eleanor Jakeman,
What Do I Think Survey Open until end of June Schools Comm SC is for Secondary schools Schools Comm SC is for Primary schools
What Do I Think Survey mmunications/details.php?ref=11183http://cscommunications.hants.gov.uk/schoolco mmunications/details.php?ref=11183
NEW Spring term 2014 – Curriculum & Qualifications All schools must publish their school curriculum by subject and academic year, including their provision of personal, social, health and economic education (PSHE). To support schools in doing this, the PSHE Association has published its own guidance on drafting and reviewing a school's sex and relationship policy and a suggested programme of study for PSHE. Academies and free schools are also required to publish information similar to that required by the regulations relating to their curriculum through their funding agreements.
PSHE Association & partners to draft new sex & relationships education advice for schools 1/2014 The PSHE Association has worked with Brook and the Sex Education Forum on joint advice aimed at helping schools to bring their SRE into the 21st Century. The new advice will supplement the DfE’s existing statutory guidance on the subject (still July 2000!). Teachers said that they urgently needed up-to-date guidance on how to support pupils with modern issues such as staying safe online. The new advice will address the most pressing SRE questions asked by teachers. Many leading organisations are contributing. They expect to publish the advice shortly. DfE will help to promote the new supplementary advice to schools.
Healthy Schools supporting Vulnerable Children How does your school respond to the needs of all children and young people, including those who are less vocal and visible? What opportunities are there for children and young people to develop responsibility, build confidence and self- esteem? How does your school identify children and young people facing challenging circumstances? What support is provided for these identified groups? MAKE SURE YOU ARE RECORDING ALL THE THINGS YOU ARE DOING WITH YOUR PUPIL PREMIUM ON YOUR HEALTHY SCHOOLS WHOLE SCHOOL REVIEW
Pupil Premium Network Meetings The new Pupil Premium Network Meetings (HTLC0079) that have recently been set up that may be of interest to you. Please find details of these meeting via this link: https://learningzone.hants.gov.uk/learningzone/course.aspx?cour seid=47091 https://learningzone.hants.gov.uk/learningzone/course.aspx?cour seid=47091 You can book a place on line or by calling the HTLC bookings line of
School Meals in Hampshire Hampshire Healthy Schools and HC3S working together
Universal Infant Free School Meals Every child in Years R, 1 and 2 who is not currently eligible for Free School Meals will be entitled to a UIFSM from September. The meal will “routinely be hot” and must satisfy the strict nutritional guidelines laid down. The government has devolved the money to local authorities and Hampshire has added another £3m to upgrade its kitchens and services. Schools should be on track to deliver and support is available. Ring for Ian Wright (Healthy Schools Coordinator – School Meals Uptake) or contact HC3S directly.
Why? Children who eat a proper meal at lunchtime are better behaved, more motivated and achieve better. Evidence from pilot studies in Hull, Newham and Durham. Evidence from Gosport study too! Wider benefits in terms of social and personal development. The process of dining together and learning to share, chat, tidy away all help the healthy growth of the child and we know that in many homes this does not happen regularly.
Links with Healthy Schools/PDL/SMSC There is great evidence for a Healthy School submission in school meals arrangements. Also good evidence for Rights Respecting School Award. Healthy Eating – there is the certainty that all children are being provided with a healthy, balanced, nutritional meal. In addition, there are the curricular opportunities that arise from discussing their meals and learning about healthy eating. It links in with work around cooking in school, which is now compulsory until aged 14.
Links with Healthy Schools/PDL/SMSC PSHE Adapting the programme of study to include school meals. Making the link between eating and health. Enriching the wider development and learning of PSHE and SMSC by developing key social skills. Consulting with the children about improving the dining experience. Getting the children to try new things.
Links with Healthy Schools/PDL/SMSC Emotional Health and Well Being Enjoying the experience of sitting with a group of peers and eating together. No stigma attached to free school meals if everyone is having one. Better emotional state in the afternoon when children are not hungry and not full of additives and this leads to better afternoon lessons.
Keys to Success Adopt a whole school approach! Talk to the children about their likes and dislikes regarding school meals, the dining environment, the whole lunchtime experience. Involve them in growing food that can later be part of the school dinner. Eat with the children! In EVERY* school where school meals have been highly successful as vehicles for school improvement, teachers eat with children and share the experience. * School Food Plan
Keys to Success Make sure packed lunches are not a better option. Ban certain unhealthy items. Some schools have banned them altogether. Make the dining area a welcoming, exciting place to be with bright signage, displays, table cloths… Keep queuing times as short as possible. –Have the children sit at tables as they come in and then get called up to be served one table at a time. –Have bread & jugs of water available on the tables as children enter. –Stagger lunchtimes for different groups Let children sit with friends. Children say this is a major consideration.
Keys to Success Involve parents – –Contact them to find out about expected uptake. –Issue menus in advance and have taster sessions. –Invite them in to sample the food or have samples available at parents’ events. (Many parents will judge school meals on the dinners they had many years ago and need to be shown how much things have changed) – Recruit parents to help with maintaining the school garden and growing food. –Invite them in to eat on special days and themed days. –Publicise the service in your literature and on your website. Make eating school dinners the norm, the thing that children are expected to do in your school.
Keys to Success Invest in your lunchtime staff. These people are key to the experience that children have. They set the tone for the dining area. They need to support the children to eat well and to keep them focused on eating. They need to encourage the children to try new things. They need to smile! They need to feel that they are part of the school and that what they do makes a valuable contribution to the life of the school.
Beyond UIFSM HC3S and Hampshire Healthy Schools want to: Raise the number of children taking school meals. Raise the awareness of young people about the benefits of eating the right food. Support the work of the Hampshire Healthy Weights Strategy group in reducing the number of children who are overweight/obese. The relevant identified priorities are: –create environments that promote health (emotional health; healthy eating and physical activity). –help families & children make healthier lifestyle choices.
Promote healthy eating as part of wider health initiatives that include healthy exercise, the reduction of substance misuse, emotional literacy, mitigating the impact of poverty and combating the rise in eating disorders. Support cooking in schools which is now a requirement for all children up to the age of 14. Support, promote and provide resources for using healthy eating as part of a cross curricular approach to learning about health. Support the rollout of the remainder of the School Food Plan Beyond UIFSM
Keys to Success Many/all of the strategies that are the keys to success for UIFSM are also the keys to success in developing the idea with junior and secondary aged children. It’s about involvement, engagement, good role models, education. It’s about the quality of the whole dining experience for the customer (and the customer is a sophisticated consumer with experience of “eating out”). With older pupils, a healthy lunchtime will also lead to better behaviour, better motivation and higher achievement so it is also about standards!
When the phone rings…. Ofsted will not judge the standard of the school meals on offer. They are not food critics. They will look at the dining experience of the pupils, the quality of the dining environment, the pupils’ lunchtime behaviour. They will look at the contribution that lunchtime makes to the culture of the school.
RRR Update RRR still part of Hampshire’s Children & Young People’s Plan Focus on contribution RRR makes to the climate for learning & improvements in standards, especially for the most vulnerable. See data & other slides New web site to be launched in summer The RRR Navigator – everything on RRR in one place with videos, teaching ideas, research & lots more RRR Self assessment tool already available – has to be done with pupils – moving towards inter school assessments
RRR Update cont. New national curriculum – no real impact on RRR. UNCRC continues to exists & so do our obligations Support groups becoming Network groups RRR Digital Media Award New 12 month menu of CPD courses from Sept 14 –Sept 15 Closer links with Winchester University & Expansive Education Network, other subjects, RADE centre more active
“A positive caring, respectful climate is a prior condition to learning.....without student’s sense of safety to learn, and sense of respect and fairness that learning is going to take place, there is little chance that much positive is going to occur. An optimal classroom climate for learning is one that generates trust.” John Hattie Climate for learning
Covell & Howe Report 2008 ‘…compared with their peers, those in the RRR schools perceived a more respectful and fair and safe school climate, had more positive relationships at school, and participated more in learning and school committees and activities... Perhaps the most important change seen in RRR schools was in the amount of participation... & the use of democratic teaching, positive classroom management, and less confrontational dealings with their students. Teachers were listening to children, taking their views into account... with improved relationships and a greater sense that their teaching was effective.’
Healthy Schools Update - engagement with the process 73 schools have submitted whole school review and achieved Hampshire Healthy Schools Status 5 schools have achieved the Challenge Award 32 schools have received support through the targeted approach Training held biannually Network meetings held in four venues each term
Recent Developments Healthy Schools logo on materials such as Smoking materials Worked with Young Minds to develop their school standard based on a whole school approach Working with HC3S to increase school meal uptake – HC3S have appointed a two day a week coordinator Working with Health Watch to develop materials to gather young people’s voice Working with Children’s Society to launch the School Standard Healthy Schools linked to School Nurse commissioning
Taking a whole school approach to changing health behaviours – the Hampshire Healthy Schools Programme
Young Carers – Launch of the new school standards Be among the first to join this unique initiative giving school staff the knowledge and support to help vulnerable pupils improve their attainment and attendance - and gain an award for your school Come along to the Hampshire launch and become one of the first schools to adopt the standard. 3 rd July – to sign up.
Anti Bullying Conference If you would like to bring two students to the conference in October Jackie Batchelor – and Denise Uren – to reserve a
Anti bullying ABW theme 2014 is "Let's stop bullying for all". Dates: November 2014.
Sexual Behaviours Traffic Lights Tool New resource from Brook Helps professionals who work with children to identify, assess and respond appropriately to sexual behaviours. It uses a 'traffic light tool' to categorise sexual behaviours, to increase understanding of healthy sexual development and distinguish this from harmful behaviour. By identifying sexual behaviours as GREEN, AMBER or RED, professionals across different agencies can work to the same criteria when making decisions and protect children and young people with a unified approach. 4 age groups – 0-5, 5-9, 9-13, See website for tool and guidance on its use