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.
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
Policy development Policies Relevant policies, consistent with the schools overall aims and objectives may be in place, but there is no clear commitment to health and wellbeing and little or no reference to the healthy school. Little or no consultation takes place in policy reviews A clear commitment to promoting the physical and emotional health and wellbeing of all pupils is reflected in relevant policies, such as those for behaviour/anti-bullying, confidentiality, PSHE education/ SRE/ Drugs, food in school and physical activity. All these policies are reviewed systematically and reflect current guidance. There is a commitment to consulting with pupils and parents/carers that is clearly reflected in most policies but not yet all policies. There are examples of how the school has actively engaged with all pupils and parents/carers. There is strong and consistent emphasis on promoting the health and wellbeing of pupils in relevant policies, such as those for confidentiality, PSHE education/ SRE/ Drugs, food in school and physical activity. All these policies are reviewed systematically and reflect current guidance. There is clear involvement of the pupils, parents/carers, governors and other stakeholders in formulating all relevant policies. The impact of policies is monitored to inform future review and current practice. There is not only strong and consistent emphasis on promoting the health and wellbeing of pupils in all policies, but a clear recognition that it is central to the aims of the school and reflected in a healthy school ethos. All these policies are reviewed systematically and reflect current guidance. There is evidence that the involvement of the pupils, parents/carers, staff and the governing body have influenced school policies. Policies are monitored, evaluated and updated by the relevant staff to ensure best practice fits with the latest local and national guidance. SECTION 3 Inadequate Satisfactory Good Outstanding Learning and Teaching, curriculum planning and resourcing
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’. 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. 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 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. 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 There is a broad awareness of the PSHE education provision offered by partner schools There is a developing relationship with local The coordinator leads a whole school planned approach building on the PSHE education provision provided by partner schools There is a good The coordinator has a strong working relationship with PSHE education coordinators in partner primary schools and post 16 providers. There is a
PSHE education in annual reports. 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. 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 curriculum. 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 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 The roles of staff responsible for coordinating health and wellbeing developments clearly link with school improvement. The work of the school’s HWDG is recognised by SLT and governors as essential for promoting the health and The school fully engages with pupils, staff, parents and the wider community as part of its school review cycle in the
The school uses relevant interventions for targeted pupils e.g. nurture groups The school uses a range of interventions for targeted pupils and measures the impact on the pupil’s wellbeing The school uses targeted interventions, monitors the impact and encourages all staff to adopt effective strategies Any targeted interventions/strategies are embedded across the school to ensure targeted pupils are consistently supported. The school has some understanding of the CPD requirements to enable staff to support health and wellbeing in the classroom. The school recognises the CPD requirements in relation to supporting health and wellbeing needs and allocates some resource to address these requirements. The school’s CPD programme reflects the needs of staff to support health and wellbeing in the classroom. Staff members supporting vulnerable pupils have access to supervision The school’s CPD programme proactively addresses existing and emerging staff training needs in order to effectively support health and wellbeing in the classroom. All staff are able to access planned supervision. The school has some mechanisms to celebrate achievement in school. The school recognises how celebrating success is an integral part of the behaviour system. It promotes a sense of community within the school and actively encourages high achievement. The school has regular celebration opportunities where pupils share their achievements in and beyond school, both academic and non-academic. Celebrating success is an integral part of the behaviour system. It promotes a sense of community within and beyond the school and actively encourages high achievement. The school communicates these successes, both academic and non-academic, to parents/carers and other stakeholders on a regular basis. A culture of high attainment is embedded throughout the school and its systems. Pupil achievements, both academic and non-academic, within and beyond the school, are recognised and communicated to all stakeholders Young Carers The school has no planned approach for identifying and supporting young carers. The School acknowledges the importance of supporting young carers. Awareness raising provided for staff and pupils. Support for young carers is reflected in principal school documents. Awareness training for staff Whole school policies in place for young carers. Training and Awareness for Governors and Senior Leadership Team.
Pupils have a limited understanding of healthy eating and a balanced diet. curriculum takes account of the social and emotional factors that affect healthy eating, e.g. food and body image, role of the media, etc. Pupils have an emerging understanding of healthy eating which seems to be reflected in the food choices they make. the media), develop practical skills and make healthy choices, e.g. cooking clubs, links with school meals, growing clubs, family events, etc. (Possible link with Food for Life Partnership). Strategies are in place to assess understanding and monitor choices that indicate a link between the work on food and healthy eating and the food choices pupils make. the media), develop practical skills and make healthy choices. It includes a strong focus on families e.g. parent/carer/child cooking classes etc. (Link with Food for Life Partnership). Robust assessment and evaluation indicates a direct connection between the work on food and healthy eating and the food choices pupils make throughout the day. Food in School There is no whole school food policy in place. Limited information is provided to support parents/carers with healthy eating advice. Food in school may meet statutory requirements, but monitoring of nutrients and menus is not robust. The school has a regularly reviewed food policy that includes breakfast clubs, and food brought in e.g. snacks and packed lunches. Healthy eating information is frequently provided for parents/carers eg healthy tuck and packed lunch suggestions. All food in school meets statutory requirements and is in line with school food policy. The school has a regularly reviewed food policy agreed by stakeholders that includes food brought in e.g. snacks and packed lunches. A variety of information is regularly offered to parents/carers to support healthy eating e.g. cookery clubs, taster sessions Food in school meets or exceeds statutory requirements. The school food policy is accepted and supported by all stakeholders. This includes food brought in e.g. snacks and packed lunches. There is a planned programme of opportunities to provide healthy eating advice to parents/carers. Food in school meets or exceeds statutory requirements and is provided in a variety of social settings that promote healthy eating and include the whole school
There is little or no commitment to a whole school approach to the monitoring of nutrients and menus. There is limited consultation with pupils and parents on menus. There are no systems in place to ensure school food meets the requirement of all children. The school has a system in place for regular monitoring of nutrients and menus. Data from consultation with pupils and parents has been used to influence menus and food choices and promote the uptake of school meals including FSM and healthy choices. School food meets the needs of all children including those with specific dietary needs. As a result of regular monitoring the school can demonstrate that menus are adapted to meet nutritional standards. Pupils, staff, parents and governors are involved in food policy development and pupils are able to discuss food provision on a regular basis. This is reflected in the uptake of school meals and healthy choices. The school proactively consults and monitors the needs of families for children with specific dietary needs e.g. medical, cultural. community. Robust monitoring of food provision clearly indicates that all standards for nutrition and menus are fully maintained. Pupils see themselves as ambassadors for healthy food when speaking to others. Menus are amended in response to feedback. Families report that the school fully meets their child’s dietary need and it is regularly reviewed. Eating Environment There is little or no emphasis on creating a physical and social environment that promotes healthy eating or the uptake of school meals. There has been little consultation regarding the lunchtime experience. A commitment to ensuring the physical and social environment promotes healthy eating is reflected in policy and plans. The school has worked with pupils to develop a healthy and welcoming approach to dining, e.g. displays, social dining, The creation of a positive physical and social eating environment is very clearly part of a whole approach to promoting healthy eating. Pupils and staff (including MDAs) are involved in creating a positive dining experience, e.g. china plates, staff and Well-developed whole school systems ensure the physical and social environment offers a positive eating experience and reinforces healthy lifestyles. All stakeholders are actively involved in monitoring, evaluating and further developing the school dining
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.
Pupil Voice and the Community There are few formal links between the school council and its local community. Any such links are unplanned. The school council has positive links with its local community. Decisions the school council take extend beyond the school. Community members participate in classroom activities which are evaluated by pupils. The school council works effectively with a range of community partners. Pupils have regular opportunities to work with partner groups to improve health and wellbeing outcomes. The school sees itself as integral to the local community. It uses its highly effective pupil voice to develop its role in the community. Links with schools and communities from across the globe are established and impact on many aspects of school life. Pupils are directly involved, and often lead in planning, devising and executing partnership work. There is little or no attempt to involve those pupils who are less vocal and visible. A variety of strategies are used for consulting with and engaging pupils who are less vocal and visible. Strategies for consulting and engaging all pupils, including those who are less vocal and visible, are well developed. All pupils identified are actively encouraged and supported to have a voice. SECTION 5 Inadequate Satisfactory Good Outstanding
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
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:__________________________