Cornwall Healthy School Programme

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Welcome!
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Cornwall Healthy School Programme

• Coordinator workshops
• 2008 2009

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Outline

• Welcome and Introductions
• Self-validation and QA
• Outcomes Pesky Little Critters
• On-Line Audit and national website
• Good practice guidance what we know works -
  and partnership agreement
• hands on, on-line (optional)

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National Healthy School Programme Aims

• Support CYP in developing healthy behaviours
• Help raise achievement of CYP
• Promote social inclusion
• Reduce health inequalities

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The Four Core Themes

• PSHE including policies, assessment, CPD, local
  context etc ECM 1,2,4,5
• Healthy Eating - policy and practice ECM 1
• Physical Activity incl. School Travel Plan /
  SSCOs, CYP Plan ECM 1,2
• Emotional Health and Well Being strong links to
  SEAL, anti bullying etc ECM 1,2,3 CYP Plan

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Getting HS Status

• Schools needs first, second, third
• Not about the nanny state agenda
• Not a tick box exercise, not a badge, not an
  initiative
• Minimum criteria, a baseline
• A beginning not an end
• An on-going process

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Issues for young people, schools, local
communities and society

• Obesity in children
• Rise in diabetes
• Emotional health and well-being of all children
  and young people
• Mental health problems in the young (10)
• Bullying / increasing restriction on childrens
  freedom (safety)
• Access to play and recreation
• Alcohol/ Smoking /Other Drugs
• Teenage pregnancy
• Anti-social behaviour
• Health in Extended schools/services

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Promoting well-being vs. raising educational
standards?

• There is real value in sending a message to
  teachers and other professionals working with
  CYP ...that raising educational standards and
  promoting pupil well-being are mutually
  reinforcing.

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Who said that?

• Lord Adonis following an amendment to the
  recent Education and Inspections Act placing a
  statutory requirement on schools to promote C
  YPs well-being as well as their academic
  achievement
• Education and Inspections Act 2006
• Section 38 (general duties of governing bodies in
  maintained schools)
• 1. Promote well-being of pupils at school 2.
  Promote community cohesion

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Ofsted Self Evaluation Form (SEF)

• Section 4 PERSONAL DEVELOPMENT AND WELL-BEING
• How good is the overall personal development and
  well-being of the learners?
• To help you focus your comment and judgements in
  completing this section, please consult the
  relevant pages in the Guidance for Inspectors of
  Schools.
• In answering the following questions, please make
  clear the main evidence on which your evaluation
  is based.
• 4a To what extent do learners adopt healthy
  lifestyles?
• Whether learners take adequate physical exercise,
  and eat and drink healthily
• Learners growing understanding of how to live a
  healthy lifestyle

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From Writing a SEF that Works Ofsted

• The ECM agenda is new. You need to be conscious
  of it throughout your evaluation (SEF) Think
  about the difference your provision has made and
  how do you know? Some parts of the agenda such as
  physical well-being are easier to evaluate than
  those aspects that deal with personal
  development. Even though it may be more
  difficult, you should make sharp judgements and
  find factual evidence to support them.

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Changing nature of Ofsted Inspections

• As schools seek to embrace the Every Child
  Matters agenda and develop closer working
  relationships with health and social service
  professionals the Ofsted inspection instruments
  will be expected to reflect good practice in
  these developing areas. These ...will be
  embraced by self-evaluating schools... David
  Bell 3rd October 2006
• In Ofsted inspections since Sept 2005 excellent
  correlation HS and Good grades in Personal
  wellbeing

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New Ofsted Pupil Well-Being Indicators

• 7.29 To ensure that schools are being measured
  and rewarded for their contribution to childrens
  overall wellbeing as well as to standards
  achieved, we will develop strong school level
  indicators that taken together measure a schools
  contributions to pupil well-being, using existing
  indicators (such as levels of attainment and
  progression, persistent absence and permanent
  exclusion, and proportion of children
  participating in PE and sport) and developing new
  ones, for example for bullying, obesity, entrance
  to the youth justice system, and destinations on
  leaving. We will ask Ofsted to reflect these
  indicators in designing the cycle of inspections
  starting in 2009. This will help strengthen the
  accountability of schools and of Childrens
  Trusts. (The Childrens Plan, DCSF, December 2007)

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good practice guidance from CHSP

• Steering group
• Whole school approach / whole school community
  involvement including school partners / agencies.
• Choose to do the audit on-line
• Record the action plan on-line
• Keep an evidence record on-line
• Gather baseline data (prep for outcomes)
• Involvement of CHSP help with audit and action
  plan /signposting / resources / shared experience
  / pre-validation assessments / help identifying
  outcomes
• at any stage of process as appropriate to YOUR
  needs

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on-line audit tool

• School audits current practice against the four
  themes
• Audit also acts as action plan and evidence base
• if the audit is done on-line and evidence
  provided much better support for the outcomes
  when it comes to QA process or access by Ofsted.

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national website

• www.healthyschools.gov.uk/
• HELPLINE 0845 601 7848

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www.cornwallhealthyschools.org/
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after validation

• celebration
• possible moderation
• HS Plus needs led school focus
• two year review
• revalidation (3 years)

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Two Year Review

• Schools will be expected to self review against
  the criteria and minimum evidence two years after
  gaining the status
• This is your opportunity to plan for outcomes for
  the revalidation
• We can help just ask
• Schools will use the self review to plan and
  prepare for re-validation after 3 years

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Re-validation

• Revalidation will be
• against development around the existing 41
  criteria (with some slight changes likely in the
  next 2/3 years)
• and will look for outcomes aligned with the pupil
  wellbeing indicators being developed by Ofsted
  for introduction in 2009

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Moderation aka Celebration
We would like to involve more than the required
10 sample thoughts?
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remember

• YOU are doing brilliantly already and the team
  have no doubt whatsoever that youll continue to
  do so
• were just here to give you a leg up!

Enthusiasm and Pragmatism!
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contact us

• healthy.schools_at_ciospct.cornwall.nhs.uk
• www.cornwallhealthyschools.org/
• Elizabeth Scott
• CHSP administrator
• 01209 - 310061

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outcomes

• Pesky little critters (anon)
• The So What? of healthy schools
• Celebrate what has been achieved to make a
  difference to the lives of CYP
• What will stand as evidence of your hard work in
  the self-validation process

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Outcome - the result or consequence of something.
Oxford English Dictionary.

• What is happening now, as a result of your HS
  work, which was not happening before?

• In the context of the NHSP an outcome can be
  defined as a change in the physical and emotional
  health and wellbeing of children, young people,
  staff, parent/carers and governors which is
  attributable to actions taken as schools work
  towards achieving National Healthy School Status
  (NHSS).
• An outcome can reflect an incremental change in
  knowledge, skills or attitude. It can relate to
  the individual, group or whole school.

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Quantitative and qualitative outcomes

• Qualitative outcomes refer to changes in
  learning, attitudes or experiences.
• Qualitative outcomes relate to emotional
  responses, feelings, benefits and barriers.
  Qualitative evidence tells us about the changes
  that have taken place that individuals can see,
  feel or have responded to in some way. These will
  include descriptions about the increase in the
  knowledge of children and young people and their
  ability to describe how their attitudes have
  changed. Qualitative outcomes can be numerical
  and the numerical value here serves to indicate
  the extent of the change. The regular measuring
  of these outcomes will ensure greater validity
  and rigour.

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Quantitative and qualitative outcomes

• Quantitative outcomes refer to those outcomes
  that carry a numerical measure and show an
  observable change in behaviour.
• Quantitative outcomes indicate increases or
  decreases in knowledge, skills and behaviour and
  demonstrate how these changes have had an impact
  upon the area of focus. These outcomes are
  represented by increases, decreases, percentages
  and numbers. It is good to give the figure an
  indication of the period of time involved and a
  supportive statement which provides the
  contextual information.
• Quantitative outcomes require a baseline
  measurement in order to identify the differences
  that have occurred.

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Outcomes

• Inputs
• (sometimes known as process indicators) These
  refer to actions that schools take to bring about
  improvement e.g. writing of a whole school
  bullying policy or introducing healthier menus.
  Much of the criteria for National Healthy School
  Status are inputs. They do not, in themselves,
  show change in learning, behaviour or attitudes.
• Impact
• This comes as a result of successful inputs e.g.
  all staff and children/young people are aware of
  the bullying policy and know how to deal with
  incidents of bullying children/young people know
  they have greater choice at lunch times. Impact
  is usually achieved over a longer period of time.

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Outcomes

• Outcomes
• Qualitative outcomes
• refer to results that have changed learning,
  attitudes or experiences e.g. the school council
  reports there is far less bullying parents
  regard the school as safe for children
  lunchtime supervisors report few incidents of
  bullying etc. These can be numerical and the
  regular measuring of these outcomes will ensure
• greater validity and rigour.
• Quantitative outcomes
• (sometimes known as outputs) refer to those
  outcomes that carry a numerical measure and show
  a change in behaviour e.g there is a 50 increase
  in Children/young people selecting school meals.
  Outcomes are usually brought about by a
  combination of successful inputs.

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Are these outcomes?

• Develop links with a translator in the community
• Staff health and well-being to improve
• Develop strong links with community
• Real example from one of the pilot schools

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What makes a good outcome?

• Give you an idea of where you want to be when you
  start doing HS.
• Outcomes reflect improvements
• Not what was done but what was achieved (IMPACT)
• Can it answer the So What? question what
  difference did it make to the school,
• Something to celebrate

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YOUR outcomes

• Individual schools will have different starting
  points and therefore different outcomes longer
  time involved there will be a shift in types of
  outcomes from changes in knowledge, skills and
  attitudes to results
• Likely to have to longer term outcomes for
  Healthy Eating compared to perhaps PSHE, EHWB?
• see outcomes booklet p18ff

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Outcomes a developmental process

• Attitudes and Perceptions
• how did our children and young people react?
• Skills Knowledge
• what skills do our children and young people
  demonstrate?
• what do our children and young people know?
• Changes in Behaviour
• what did our children and young people do?
• Impact
• what benefits did our children and young people
  gain?
• what difference did it make to our school?
• Kirkpatrick Model (handout)

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Outcomes (The so what?)- activity

• Read the sheet and change sentences into outcome
  statements
• Try and make some into quantitative
• Think about an outcome you could identify for
  each / any of the four key themes for your school
  now
• PSHE
• Healthy Eating
• Physical Activity
• Emotional Health and well-being

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Planning for outcomes

• Qualitative outcomes?
• There is a buddy scheme at break times
• There is a breakfast club
• The school has developed a walk to school event

• Quantitative outcomes?
• There has been a n reduction in reported
  incidents at break time
• 30 more children are walking to school since
  X.XX.XX.
• How improve?
• outcomes activity / handouts