1. Healthy FE Governor Resource Pack
This pack has been put together for use by FE providers who are introducing Healthy FE to their governors

2. Viewing instructions
To view the accompanying notes pages, click on View from your MS PowerPoint toolbar and select Notes Page.
Printing instructions
To print the slides and notes pages together, go to the Print settings screen from your main toolbar, select Notes Pages from the Print what: dropdown menu.
This pack has been put together for use by FE providers who are introducing Healthy FE and want to work strategically with their partners.

3. Why use the Healthy FE framework?
Overview
Context
Background
What is Healthy FE?
Benefits
Why is it needed?
What is the impact?
Why use the Healthy FE framework?
Approach
Tools

4. Background: What is Healthy FE?
People
Healthy FE is a programme focused on addressing the health and wellbeing needs of staff and students.
Services
Healthy FE builds on current health and wellbeing-related activities by adopting an organisation-wide approach.
Partnership
Partnership on both strategic and local level is required: Health Commissioners and Local Authority plus other health organisations in the community.
"The Healthy Education Framework is an aspirational model aimed at creating a future where FE and skills sector providers have strong relationships with community partners to create a learning environment where positive wellbeing is the expectation for all, producing students and staff who are confident, healthy, safe, emotionally resilient and personally fulfilled." (Healthy FE Steering Group, December 2008)
This is a sector-led framework that is developed by and for FE and skills sector providers:
It is for you to identify what is wanted by your staff and students, and what can be delivered by them (in collaboration with community partners) as part of their mainstream business.
It should not seek to create new infrastructure and processes, but should make use of and develop your existing arrangements wherever possible (hence providers want us to focus on health in the broader context of 'wellbeing').

5. Communication and information Personal and social development
Embedding HFE into our college
Governance
Corporate Strategic objective
Cross-college strategy
Strategic partnerships
Evidence base
Participation
Students
Staff
Health Service
Health services
Onsite services
Referrals
Facilities
Environment
Catering
Recreational
Communication and information
Communication
Information
Personal and social development
Tutorials
Enrichment
Learner programmes
Staff CPD
NB: These are the key areas that the Self-Review Tool delves into in order to help the college to assess its current situation, highlight areas for improvement and contribute to action plans. The tool will also aid in the monitoring of performance in these areas over time, with corresponding evidence gathered to establish distance travelled.

6. What is driving the impact?
Health outcomes
Improving health outcomes
Reducing inequalities
Local needs
Joint Strategic Needs Assessment
Local Authority and PCT
College activity
Staff and students
Organisational
Performance and financial
Health outcomes operate on both a national level, across various segments of the population, and at a more local level.
You can expect to see improvements in your own organisation’s measurable outcomes within the first year. These outcomes impact on the college in terms of performance, productivity, financial benefits etc. They will influence wider health outcomes, which are measured at a national and regional level across the whole population.
You will have a record of your improvement over time if you use the tools available and monitor the indicators and outcomes that are most relevant to your Healthy FE programme.

7. Internally focused benefits
Realised financial savings
Healthy FE
Managing costs
Motivation and retention
Improving performance
Valuing students and staff
Lower rates of sickness absence and temporary staff costs
More cost-effective services across the college
Higher rates of retention
Better levels of attention from students and staff
Key benefits expanded:
Better recruitment, retention and attendance rates plus evidence that students enjoy their education, remain engaged, complete courses and reach their attainment goals.
Provides capability to make informed and prioritised decisions for the college around wellness activity and spending.
Ease of access to health services for the college population; effectively addressing local health needs and improving health services for young people.
Improved responses by students and staff in health and wellbeing/satisfaction surveys.
Strengthening of the FE sector as a healthy setting in which to work and learn.
Observable enhancements of institution and partner services through stronger infrastructure, needs led policies and increased participation in health initiatives, leading to improved staff and student wellbeing.
Growth in participation
Improved staff and student wellbeing
Increased levels of productivity and motivation
Achieving Recognition status
Increased success rates leading to more funding £££

8. External-facing benefits
Improved performance
Ofsted and ECM outcomes
Recognition status
Recruitment, retention & attendance (college/ employer of choice)
Improved wellbeing
Healthier workforce for the future (student)
Healthier workforce now (staff)
Better access to health services
Enhanced partnership working
Stronger infrastructure
Informed health commissioning
Participation in health initiatives
Key benefits expanded:
Improved scores in Ofsted assessment and a number of the Every Child Matters outcomes.
Ease of access to health services for the college population; addressing local health needs effectively and improving health services for young people.
Working in partnership focuses health commissioning activity and builds on the relationships within the community, including with the Local Authority and other health partner organisations, leading to stronger and demonstrably more effective FE organisation-health/community partnerships.
Enables positioning of the college, with health commissioners and providers, particularly in terms of the capacity to understand and target the actual health needs of staff and students.
Contributes to strengthening the FE sector as a healthy setting in which to work and learn. This includes observable enhancements of the college and its partner services through stronger infrastructure, needs-led policies and increased participation in health initiatives.

9. What financial (ROI) benefits have others seen?“
From a staff perspective, healthy college has contributed significantly to reducing staff absenteeism to just over 3%, a saving for Bradford College against any national public sector benchmark of at least £390k.
Financial Director, Bradford College ” “
From a student perspective improved diets and eating patterns have helped keep students alert which in turn has contributed to improved success rates, this impact has resulted in a £700k increase in our funding contract.
Jane Marshall, Healthy College Manager, Bradford College ”

10. What partnership benefits have others seen?“
The Healthy FE process, through promotion from Dudley PCT has assisted the college in developing its health agenda and move it on from an ad-hoc approach to establishing a college-wide health and wellbeing support structure. One of the key changes that has arisen from participating in Healthy FE has been the development of very strong and supportive relationships with the local community PCT and the local health agencies in the Dudley area.
Jane Langford, Dudley College ” “
The sharing of best practice and innovative ideas with other colleges is supported by taking on the role of regional coordinator and the collaborative relationships that have been formed. These relationships are not only local in the community but across other counties and colleges.
Hartpury College ”

11. What performance benefits have others seen?“
The purpose of increasing physical activity levels in the FE setting was not to focus on increasing physical activity from a sports aspect, instead to look at it from a holistic view, with physical activity incorporating a wide range of activities that boost fitness levels, self-esteem and the confidence levels of individuals involved.
Wayne Dyble, Grantham College ”
Student attendance rates increased year on year
Student gym usage increased by 15% and staff usage by 8%
Physical activity in students across the board increased by 33%

12. What are the key impact areas?
Financial Impact
Partnerships
Local services
Interventions and policy
This slide represents the Healthy FE journey from identifying issues and areas for concern eg financial and staff/student health related, through to looking at partnership arrangements and how the college operates internally, at a local level and also as part of regional and national initiative.
The HFE Framework will increase impact and help measure the outcomes
Big College Health Check
Self-Review Tool
Impact Measures Tool
Case studies
Regional networks

13. How does Healthy FE work in practice?
Governance
Coordinated task groups
Targeted interventions
Regional networks
Partnership working
Big College Health Check
Self-Review Tool
Recognition
Measured impact
Ways other colleges have approached Healthy FE:
Set up Healthy FE programme structure.
Coordinated task groups.
Target specific audiences for intervention using behavioural change models (social marketing).
Participated in the regional networks.
Worked with strategic and local partners.
Completed the Big College Health Check and used the Self-Review Tool.
Measured impacts.
….Gained Healthy FE Recognition!

14. What are we currently doing?
Strategy
SMT lead agreed
Action Group kick-off meeting
Plans to apply for Recognition status Q3 2011
Evidence
Completing Self-Review Tool
Big College Health Check
Measuring staff sickness absence costs
Partnerships
Meeting with Public Health Director
Attend regional network
Students
Peer mentoring scheme
Canteen focus groups
Staff
Review of health related CPD
NB: Add your own bullets points describing your current position and plans for activity in the key areas highlighted above.

15. Sample programme structure
College governors
Healthy College/ Wellbeing Group
(SMT led)
Cross-organisation
Task groups
Delivery Group A
Delivery Group B
Health partners
(commissioners/providers)
NB: modify the organisational chart to reflect the structure you will/have put in place for Healthy FE

16. Self-Review Tool
Assesses the degree to which health and wellbeing is embedded across the college.
Informs strategic action-planning for improvement.
Measures the distance travelled by colleges in terms of Healthy FE.

17. Big College Health Check
The Big College Health Check helps colleges to understand local health needs and improve provision.
Results from the survey will give us the evidence to target resources where they will have the most impact.

18. Impact Measures Tool
Measures the impact on your institution (both internal and external).
Monitors progression and focuses attention .
Compares the college against benchmarks and aspirational targets.

19. What impacts are we going to measure?
Financial
Reduced staff sickness absence
KPI = % reduction in over-all direct cost of sickness absence
Partnerships
Health screening services
Strategic engagement
Interventions
Attendance at tutorials
HFE events
Student performance
Student achievement
Student retention and satisfaction levels
Staff performance
Staff retention
Staff satisfaction survey results
NB: Add your own bullets points on what you propose to measure the impact of in the key areas above, including any relevant KPIs

20. Health promotion and interventions
Eliminate choice
Greater levels of intervention
Restrict choice
Guide choice through disincentives
Guide choice through changing the default
Sexual health
Tobacco
Alcohol
Illegal drugs
Healthy eating
Physical activity
Emotional health
NB: Reference the ‘Nuffield Ladder of Interventions’ from the Public Heath white paper ‘Healthy Lives, Healthy People: Our strategy for public health in England’. This demonstrates one of the policy drivers behind targeting your interventions for greatest impact
Also note the key health theme areas discussed in the white paper (see pie diagram) + Behaviour change and
Identify the most at-risk groups with the highest willingness to change.
Implement targeted promotion activities and interventions.
Design your Healthy FE activity and programme with specific outcomes in mind, where impact will be greatest.
Make the most of your limited resources!
Enable choice
Provide information
Do nothing or monitor the current situation
Nuffield Ladder of Interventions

21. High prevalence or risk
Social marketing and behaviour change
High prevalence or risk
Desire to change
Key segments to target
Barriers
Motivations
Costs
Effectiveness
NB: This diagram shows aspects of the high level theory behind targeted interventions
Identify the most at-risk groups with the highest willingness to change for targeted promotion and interventions