SECTION 1 Inadequate Satisfactory Good Outstanding Leadership, Management and managing change Documentation and Communication Although supportive documents exist there is no clear commitment to development as a healthy school in the school improvement plan, prospectus, mission statement etc. Pupils, parents and other stakeholders have little awareness of the school’s development as a healthy school. The promotion of health and wellbeing and development as a healthy school is identified in key documents including the school improvement plan and prospectus. Pupils, parents and other stakeholders are kept informed about developments as a healthy school using a variety of means. The importance of health and wellbeing and development as a healthy school is clearly identified and promoted in key documents. Pupils and parents and other stakeholders are actively engaged in healthy school developments and feel confident and comfortable raising issues with the SLT. Documentation comprehensively reflects an understanding that health and wellbeing and development as a healthy school underpins school attendance and attainment. Parents, pupils, governing body and other stakeholders are aware of the health priorities in their school and local community and fully support the healthy school programme. Use of Data Little or no use is made of school or locality data to inform activities that promote health and wellbeing. The school uses school and locality data to inform and plan school priorities. The school uses data to evaluate school health and wellbeing developments. The school uses school and locality data, including SHEU, effectively to plan health and wellbeing activities in partnership with health improvement services. The school can evidence how this health and wellbeing work can impact on local health priorities. The school participates in the annual SHEU survey. The use of school and locality data by SLT is integral to planning health improvement activities. The outcomes of these activities can be shown to directly impact on school and local health priorities.
Behaviour and Safety The behaviour system is not understood or implemented by the whole-school community. Strategies for preventing and tackling all types of bullying tend to be reactive. Feedback from pupils and parents regarding how the school deals with bullying are often negative. Pupils do not understand the unacceptability of sexist, homophobic, trans phobic and disablist language or behaviour. The school has a positive behaviour system that is used consistently across the school. Strategies for preventing and tackling all types of bullying are included within the PSHE education curriculum. The school is generally judged by pupils and parents to deal with incidents promptly and effectively. Pupils understand the unacceptability of sexist, homophobic, trans phobic and disablist language or behaviour. The positive behaviour system is regularly monitored and feedback from staff and pupils is used to ensure good practice is maintained. Strategies for preventing and tackling all types of bullying are a key part of PSHEe education and embedded across the curriculum. Instances of bullying are rare. The school swiftly and successfully, addresses any incidents of bullying that do occur gaining the full confidence of pupils, parents and carers Pupils understand the unacceptability of sexist, homophobic, trans phobic and disablist language or behaviour. All school staff understand the need to challenge and have the confidence and skills to do so. Data generated through the positive behaviour system and anti-bullying logs directly informs a dynamic approach to behaviour management. There is clear evidence of the impact of PSHE education on preventing and tackling all types of bullying as a part of a whole school approach. Instances of bullying are extremely rare. Pupils are acutely aware of different forms of bullying that may occur and actively try to prevent it from occurring. The school has a pro-active and highly effective approach to identifying and tackling bullying. The whole school proactively challenges the unacceptability of sexist, homophobic, trans phobic and disablist language or behaviour.
No or little opportunity of training is offered to staff and parents. There are limited or no opportunities for pupils to develop knowledge on how to keep safe both physically and emotionally in the following areas: Safety in the environment Relationships Safety online including social media, responsible use of ICT and mobile phones Some members of staff have received e-safety training. Parents are offered the opportunity to attend e-safety training. The curriculum provides opportunities for pupils to develop knowledge on how to keep safe both physically and emotionally in the following areas: Safety in the environment Relationships Safety online including social media, responsible use of ICT and mobile phones Key members of staff receive e-safety training Many parents attend e-safety training sessions. Updated information is cascaded through regular communication channels. There is evidence that the curriculum provides opportunities for pupils to develop knowledge on how to keep safe both physically and emotionally and are able to apply this knowledge in the following areas: Safety in the environment Relationships Safety online including social media, responsible use of ICT and mobile phones. All staff receive regular e-safety training and updates and there is evidence that this is applied. Parents are proactively recruited to attend e-safety training sessions and updated information is cascaded through regular communication channels. There are clear cross curricular opportunities for pupils to develop knowledge on how to keep safe both physically and emotionally and data reflects that this learning has been applied. SECTION 2 Inadequate Satisfactory Good Outstanding
Risk Behaviours Pupils or specific groups report they do not feel safe at school. Many pupils have a limited understanding and ability to respond to risk and do not know where to go to get help. Pupils report they generally feel safe at school. Most pupils understand and are able to respond to risk e.g. risks associated with extremism, new technology, substance misuse and relationships. They are aware of different forms of bullying and how to prevent them. Students know how they can access support if needed but this support tends to be ‘adult led’. Pupils report they feel safe at school. Pupils clearly understand what constitutes unsafe and risky situations and know how to keep themselves safe. They are aware of different forms of bullying and how to prevent them. Students know how they can access support if needed and have a range of support options e.g. adults and peer. All groups of pupils report they feel safe at school at all times. Pupils understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. They are aware of different forms of bullying and how to prevent them. Students feel supported by adults and peers. Coordination of PSHE Education There is no PSHE education coordinator or if in post, has few skills, lacks knowledge and understanding, and makes minimal impact. The PSHE education coordinator has no status and no ‘voice’ on the senior leadership team. The PSHE education coordinator has received some training, has developed a core of provision, and is supporting those teaching PSHE education. The coordinator has clear and regular communication with the school’s senior leadership team. There is a committed, skilled and trained PSHE education coordinator with good subject knowledge that undertakes personal and professional development. The PSHE education coordinator is highly skilled with a recognized PSHE education qualification. 16+ The coordinator has little or no understanding of the PSHE education provision offered by partner schools. There is no contact or relationship with local employers (secondary) There is a broad awareness of the PSHE education provision offered by partner schools There is a developing relationship with local employers. (secondary) The coordinator leads a whole school planned approach building on the PSHE education provision provided by partner schools There is a good relationship with local employers and use if made of the opportunities offered by local employers to enrich the The coordinator has a strong working relationship with PSHE education coordinators in partner primary schools and post 16 providers. There is a good relationship with local employers and use is made of the opportunities offered by local employers to enrich the
school’s provision for CEIAG and work related learning. (secondary) schools entire PSHE education provision. 16+ Provision The coordinator has little or no understanding of the PSHE education provision offered by partner schools. There is no contact or relationship with local employers (secondary) There is a broad awareness of the PSHE education provision offered by partner schools There is a developing relationship with local employers. (secondary) The coordinator leads a whole school planned approach building on the PSHE education provision provided by partner schools There is a good relationship with local employers and use made of the opportunities offered by local employers to enrich the school’s provision for CEIAG and work related learning. (secondary) The coordinator has a strong working relationship with PSHE education coordinators in partner primary schools and post 16 providers. There is a good relationship with local employers and use is made of the opportunities offered by local employers to enrich the schools entire PSHE education provision. Assessment, Evaluation and reporting in PSHE Education PSHE education is not assessed in accordance with the school’s assessment policy Assessment opportunities are ad hoc and often confused with evaluations. Pupil and/or teacher evaluation do not inform improvement planning in PSHE education. There is a whole-school approach to assessment, monitoring and evaluation and recording which is adopted in PSHE education. The PSHE education programme has planned opportunities for assessment, both for and of learning. Pupil and teacher evaluations are used to inform a process of improving PSHE education and some evidence exists of Assessment, monitoring and evaluation for, and of, learning is well established in PSHE education in line with the whole school policy. Planned opportunities for assessment ensure high levels of continuity and progression. Pupils are clear about their progress and understand the next steps in their learning. Evaluation outcomes in PSHE education influences school improvement and the school’s improvement plan. Assessment, monitoring and evaluation for, and of, learning is embedded in PSHE education and identifies further needs and priorities for planning future work. Planned assessment opportunities are used very effectively to ensure continuity and that pupils make good progress in PSHE education. Pupils and teachers are actively involved in an on-going process of evaluation, improvement and development of PSHE
learners being informed about their progress and ways to improve. education. Students are involved in reflecting on their own progress. Reporting to Parents PSHE education is not included in reports to parents. Teachers report progress against the end of Key Stage statements or an alternative framework. There are comments about learning in PSHE education in annual reports. Good reporting arrangements ensure parents/carers are fully informed of pupils’ progress and attainment in PSHE education. Regular pupil and teacher evaluations are consistently used to inform a process of improving and developing PSHE education. Students are provided with detailed feedback both orally and through written assessment and know what they need to do to sustain progress. Through the reporting cycle pupils, staff and parents/carers work together to review progress and identify priorities for future learning and teaching. Reports to parents and carers clearly detail how students have made progress towards the end of the key stage statements or an alternative framework. The duty to promote wellbeing There is no clear planning or policy for addressing aspects of the duty to promote wellbeing within PSHE education. The school is exploring ways it can address wellbeing and is considering how the PSHE education curriculum can be used to support this and how to measure the impact of what it provides. All PSHE education teachers are aware of the principle tenets of the duty to promote wellbeing and these are implemented in their approaches to the delivery of PSHE education and in activities in and beyond the school. There is an overall strategy for the promotion of wellbeing driven by national and local data, and PSHE education is a significant contributor to this strategy within the formally taught Wellbeing guidance is central to all the school does and embedded in the school aims and ethos. The PSHE education policy, schemes of work and lessons cross reference the wellbeing guidance. In addition to rigorous pupil and parental perception surveys and involvement in the SHEU surveys for KS2, 3 & 4, assessment in PSHE education makes a direct contribution to the school’s data on promoting students’ wellbeing. The data
curriculum. obtained by the school directly informs review and next step planning for PSHE education. There is little understanding of how development as a healthy school or the promotion of health and wellbeing contributes to school aims and the raising of achievement. The school has some understanding of the CPD requirements to enable staff to promote health and wellbeing in the classroom. Students are not involved in health promoting activities. The roles of staff responsible for coordinating health and wellbeing developments clearly link with school improvement. The school recognises the CPD requirements in relation to health and wellbeing and allocates some resource to address these requirements. Students are involved in health promoting activities but are not accredited or participating in the Youth Health Champions (YHC) programme or other accredited scheme. The work of the school’s HWDG is recognised by SLT and governors as essential for promoting the health and wellbeing of the school community, meeting school aims and raising pupil achievement. All staff members recognise their role and responsibility in the development as a healthy school and the inextricable links with school improvement. The school’s CPD programme reflects the needs of staff to promote health and wellbeing in the classroom. The school participates in the YHC, with trained students delivering campaigns within the school. The school fully engages with pupils, staff, parents and the wider community as part of its school review cycle in the promotion of positive behaviour and health and wellbeing. Healthy schools is central to the school ethos and culture and is recognised by all staff as fundamental for learning The school’s CPD programme proactively addresses existing and emerging staff training needs in order to effectively promote health and wellbeing in the classroom. The school has an established YHC programme with trained students delivering campaigns within their school plus feeder or local primary schools.
The school shows little consideration regarding work life balance. The school actively promotes work life balance for all staff. The school monitors work life balance for all staff. The school leadership team model and monitor work life balance Physical Activity The PE curriculum does not ensure pupils’ entitlement to the subject and does not secure continuity in their learning. The majority of pupils do not have access to two hours high quality PE, including swimming. There is little by way of enrichment activity in the subject. Teachers and/or external sports coaches have limited subject expertise. They do not The curriculum meets pupils’ broad and balanced entitlement in PE and any statutory requirements that apply. It provides for a range of pupils’ needs and ensures satisfactory progress. All pupils have access to, and most pupils participate in, at least two hours high quality PE within or beyond the curriculum each week. Many pupils access an additional hour or more of school sport each week. Teachers and external sports coaches have a confident level of specialist expertise which is The curriculum is broad, balanced and well informed by current initiatives in PE. It is designed to match a range of pupils’ needs and ensure effective continuity and progression. Almost all pupils participate in at least two hours of high quality PE in the curriculum each week, including swimming in primary schools. The majority of pupils take up the opportunity of at least one additional hour of school sport each week. Teachers and external sports coaches have a confident level of specialist expertise which An imaginative and stimulating PE curriculum skilfully designed to match the full range of pupils’ needs and to ensure highly effective continuity and progression in their learning. All pupils participate in at least two hours high quality PE in the curriculum each week, including swimming in primary schools. The vast majority of pupils take up the opportunity of at least one additional hour of school sport each week. Teachers and external sports coaches have a high level of confidence and expertise in
have the resources or teaching strategies to engage all pupils in learning. used in their planning and teaching to engage pupils in learning. enthuses and challenges all pupils and is used well in planning and teaching. their specialist knowledge of a range of activities and their understanding of effective learning. External sports coaches receive limited induction re school policies e.g. safeguarding only External sports coaches receive induction regarding relevant school policies e.g. Safeguarding, confidentiality, behaviour External sports coaches receive regular updates regarding school policy and relevant pupil information External sports coaches are considered an integral part of the school staff and adhere to school practices and policies There is limited awareness of pupils and staff about opportunities to promote physical activity, e.g. walking or cycling to school, lunchtime games, clubs, etc. Insufficient inclusive activities are provided to meet the needs of pupils. The school promote links with local clubs but there are no planned procedures for monitoring and celebrating pupil participation Pupils and staff are aware of, and encouraged to participate in, curricular physical activity e.g. walking or cycling to school, lunchtime games, clubs, etc. The school clearly promotes a range of inclusive activities to meet the varied needs of pupils, e.g. individual and team games, school clubs and local partnerships. Links with local clubs are actively promoted. Procedures are in place for monitoring and celebrating pupil participation A clear whole school strategy to promote physical activity. The school provides a broad range of inclusive activities that are well attended by pupils. Provision is informed through shared expertise with neighbouring schools and existing partnerships. Links with local clubs are actively promoted. Procedures are in place for monitoring and celebrating pupil participation. Comprehensive whole school strategy to promote physical activity. The school provides a very broad range of inclusive extra-curricular activities that are very well attended by pupils. The school shares its expertise with neighbouring schools and through existing partnerships. . Links with local clubs are actively promoted. Procedures are in place for monitoring and celebrating pupil participation.
The lunchtime experience is not enjoyable for pupils and/or staff. labelling, water, cleanliness, dining code etc. Pupils enjoy eating in the dining room. Staff members feel it makes a positive contribution to the dining experience and has helped to maintain or increase the uptake of school meals. pupils eating together, appropriate noise levels etc. There is active involvement of MDAs in promoting positive behaviour which has contributed significantly to the dining experience and the uptake of school meals. experience. All stakeholders confirm that the lunch time experience is positive, enjoyable and clearly reflects the whole school behaviour policy and culture. SECTION 4 Inadequate Satisfactory Good Outstanding
Giving children and young people a voice Pupils have little encouragement to share their views on areas of school life. Opportunities tend to be arbitrary and/or tokenistic. There are few opportunities for pupils to participate in decision making at any level, either in Citizenship/PSHEE lessons or in the broader life of the school. The school council is poorly developed, unrepresentative and generates limited genuine pupil voice. There are no systems to ensure that pupil voice contributes to the decision making process in school A range of strategies are used to ensure the views of all pupils are reflected across all areas of school life, e.g. questionnaires, class and school council, working groups Opportunities are provided for pupils to contribute, take on responsibility and participate in decision making both in PSHEE/Citizenship and the broader life of the school The school council is representative of the pupil body and offers real opportunities to take on responsibility and participate in decision making. Systems are in place to ensure pupil voice contributes to the decision making process, e.g. through the HWDG, by reporting to the governing body, etc. There is a very clear emphasis on the value of pupil voice, not only seeking their views, but encouraging them to consider how they can effectively take action on their concerns. There is a well-coordinated policy enabling pupils to contribute, take on responsibility and participate in decision making across and beyond the school. In addition to effective school/class councils, pupils use the skills they’ve developed to lead activities for their peers, e.g. clubs, play leaders, etc. There are good examples of the part that pupils play in planning activities that promote health and wellbeing. Pupil participation is seen as central to school improvement. Staff members are comfortable with pupils evaluating lessons and schemes of work. Pupils and teachers work together with other adults. The school aspires to be a democratic school. Pupils take responsibility for activities in the school and community. School/class councils and other elected pupil groups play a key role across the school, e.g. input into policy development, appointments, etc. Pupils often help lead workshops for staff and peers on specific aspects e.g. healthy eating, and sit as associate governors on the school governing body.
Partnerships and Support Services Partnerships with External Agencies The school engages with some support agencies but in an ad hoc fashion. The school does not actively engage with specialist services unless for reasons of safeguarding. The school works with a variety of local agencies to support pupils and families with specific health and wellbeing needs as well as promoting healthy lifestyles. The school has a referral system for all stakeholders to enable access to specialist services as required. The school works with a wide variety of appropriate professional support agencies to deliver universal and targeted support for pupils and families. Access for all stakeholders to specialist services is through a well-defined and accessible referral system. The school works with families, pupils and a wide range of professional agencies to sustain the development and wellbeing of all pupils , including those in challenging circumstances and is deeply embedded at all levels. Access for all stakeholders to specialist services is through an established and robustly monitored referral system. The school policy on confidentiality is known and adhered to by all stakeholders including external visitors. Working in Partnership to meet the needs of whole school community Limited use is made of external providers. Professionals from appropriate external agencies are used as a resource to support health and wellbeing. The involvement of professionals from appropriate external agencies is directed by a thorough needs analysis and used in a universal and targeted approach to support health and wellbeing. Work with external agencies is embedded in to school policy and applied consistently.
There is no evidence of collaborative planning and evaluation. There is some evidence that teachers and external agencies work together to plan and evaluate. Guidance is provided for working in partnership with external agencies. The impact of their work is properly assessed and evaluated. External agencies work in partnership with the school to promote health and wellbeing both universally and to support targeted groups. The outcome of work directly informs next step planning for universal and targeted activities. Services for Parents The school has no clear mechanisms for signposting parents/carers to external agencies. The school does not provide a planned service to meet the needs of parents/carers and their families. The school signposts parents/carers to external agencies when required. There is a planned programme for parents/carers to support the health and wellbeing of all pupils, e.g. SRE meeting/workshops for parents/carers workshop on packed lunches invite to school meals induction programme The school has clear mechanisms for signposting parents/carers to both and external support. There is a planned programme of support, based on appropriate consultation, to meet the needs of parents/carers in supporting the health and wellbeing of all pupils. The school provides detailed and accessible information, advice and guidance to signpost parents/carers to and external support. The school provides a comprehensive programme of support for parents/carers based on a thorough understanding of its local context. Parent/Carer Voice and Health and Wellbeing There are limited opportunities to enable parents/carers to give their views on how the school is supporting the health and wellbeing of their children and young people. There are mechanisms for engaging with parents/carers to inform health and wellbeing and school improvement, e.g. through consultation via parents’ forum, parental perception Mechanisms for actively engaging with parents/carers to inform health, wellbeing and school improvement are used consistently to plan and evaluate progress against school and community Parent/carer voice related to health and wellbeing is embedded in a culture of school improvement. The school actively seeks ways to engage with hard to reach groups and the
surveys etc. These mechanisms help inform action, planning and evaluation of progress against the priorities the school has identified. priorities. outcomes of all consultations directly inform impact analysis and next step planning Key: EHWB Emotional Health and Wellbeing CPD Continued Professional Development FSM Free School Meals HWDG Health and Well-being Development Group IAG Information, Advice and Guidance ICT Information and Communication Technology MDA Midday Assistant PCT Primary Care Trust PE Physical Education PMR Performance Management Review PSHE education Personal, Social and Health and Economic education PTA Parent and Teacher Association SEAL Social and Emotional Aspects of Learning SEBS Secondary Social, Emotional and Behavioural Skills SLT Senior Leadership Team SMSC Spiritual, Moral, Social and Cultural Stakeholders All adults and pupils that have an involvement in the school whether employed, enrolled or through associations TA Teaching Assistant
Section One Leadership, Management and managing change Section Two Policy development Section Three Learning & Teaching, curriculum planning and resourcing Section Four Giving children and young people a voice Section Five Partnerships and Support Services As a result of this review we need to revisit the following areas: We are considering the following health and wellbeing priorities for ‘enhancement’: We would be happy to share our good practice in the following areas: Signed by Headteacher:________________________ Governor:____________________________ Student:__________________________