NAAIDT Conference April 2006

1. NAAIDT Conference April 2006

2. Outline of presentation: • Background to the Food Partnership programme • Food in Schools in context • How does the programme work? • Benefits of the Food Partnership • Discussion and questions

3. Background: Food in Schools Programme Joint venture between the Department of Health (DH) and the Department for Education and Skills (DfES) to help make healthier food choices an integral part of the whole school day. TheFood Partnershipis one element of the DfES strand of the Food in Schools programme.

4. DfES Strand – a range curriculum focused projects including: Developing a network of accredited secondary food teachers CPD for secondary food teachers to become recognised Food Partnership accredited trainers. This enables them to undertake training with primary teachers and to establish partnership networks Professional development for teachers CPD for primary school teachers (run by accredited trainers) - including practical food handling, nutrition and healthy eating, food hygiene and cooking skills Sharing good practice in food education Establishing a Food Partnership between primary and secondary schools

5. The Food Partnership has over 100 accredited trainers in schools across England • They are typically food technology teachers and advisers • Each trainer is supported by a regional trainer experienced in delivering the Food in Schools training • Successful partnerships have been established over the last 3 years with their local primary schools • Monitoring and evaluation indicate very positive outcomes in primary teacher’s confidence and competence in teaching practical food handling and healthy eating

6. Overall aims of the Food Partnership • increase pupils’ experience of working with food • increase pupils’ knowledge of diet, nutrition, healthy eating, food chain principles, food hygiene & safety • helps to raise standards of achievement in food education • develop a food education strategy 5 - 14 at a local level • increase teachers’ confidence and competence • develop a supportive network • support the healthy eating criteria of the NHSS

7. in context

8. Food in Schools and Healthy Schools in context: • Change for children agenda – ECM • School self evaluation • Ofsted framework • Choosing Health – White Paper • Local NHS delivery plans • School meals

9. The big picture…... • Extended schools • LA headlines: referenced as a KPI in Annual Performance Assessment and Joint Area Reviews • Improving behaviour & attendance (secondary strategy, SEBS, SEAL) • Key stage 3 review

10. What’s new? OFSTED framework • Self Evaluation Form • Inspection Judgements • Personal development and well being section • The extent to which schools enable learners to be healthy Learners are encouraged and enabled to eat and drink healthily • The extent to which providers ensure that learners stay safe • The extent to which learners make a positive contribution Evidence from ‘short notice’ inspections shows a strong emphasis on ECM

11. What’s new? National Healthy School Status: • Healthy schools status requires schools to meet criteria in four core areas. • These criteria relate to not only to the taught curriculum but also the emotional, physical and learning environment that the school provides. • Schools are asked to demonstrate standards in the core themes using a whole school approach involving the whole school community: • Personal Social and Health Education including sex and relationship education and drug education • healthy eating • physical activity • emotional health and well being (including bullying)

12. Healthy Eating criteria A healthy school: • has identified a member of the SMT to oversee all aspects of food in the school • Ensuresprovision of training in practical food educationfor staff, including diet, nutrition, food safety and hygiene • has a whole school food policy – developed through wide consultation, implemented, monitored and evaluated for impact • involves pupils and parents in guiding food policyand practice within the school, and enables them to contribute to healthy eating and acts on their feedback • has awelcoming eating environmentthat encourages the positive social interaction of pupils (see Food in Schools guidance) • ensures healthier food and drink optionsare available and promoted in breakfast clubs, at break (if established or planned) and at lunchtimes – as outlined by Food in Schools guidance;

13. Healthy Eating criteria • hasmeals, vending machines and tuck shop facilities that are nutritious and healthy(see Food in Schools guidance) and meet or exceed national standards, and is working towards the latest DfES guidance onimproving school meals services; • monitors pupils’ menus and food choicesto inform policy development and provision; • ensures that pupils have opportunities to learn about different types of food in the context of a balanced diet(using the Balance of Health), and how to plan, budget, prepare and cook meals, understanding the need to avoid the consumption of foods high in salt, sugar and fat and increase the consumption of fruit and vegetables; • has easyaccess to free, clean and palatable drinking water, using the Food in Schools guidance; and • consults pupils about food choicesthroughout the school day using school councils, Healthy School task groups or other representative pupil bodies.

14. School meals • DoH “Delivering Choosing Health” published March 2005 • Statutory requirements for school meals – 2006 • Commitment to bring in guidance on food across the school day • Food procurement guidance • Training for school caterers • School Food Trust • Summer 2005 – Food in Schools Toolkit

15. School meals Expert working group report produced by Caroline Walker Trust and National Heart Forum “ Eating Well at School” (www.cwt.org.uk) Nutrient based standards for school meals – to be published very shortly: Food based standards 2006 Nutrient based standards 2008 primary 2009 secondary Guidance on food across the school day to be published

16. How does the Food Partnership Programme work?

17. National trainer Local trainer Primary teachers Cascade to colleagues Regional trainer How does it work?

18. What do the national trainers do? The national trainers will provide accredited training for all new local trainers. What is the difference between an regional trainer and local trainer? There are a team of experienced ‘regional trainers’ who will support new and existing trainers in their region, they may also train primary teachers How do I find an accredited local trainer? Trainers are listed on the Food in Schools website in the Food Partnership section. (www.foodinschools.org)

20. Where does the training take place? Usually the training will take place in a secondary school food technology department What does the training include? Accredited trainers plan their own training to include: - the development of practical food preparation skills - food hygiene and safety - nutrition and healthier eating - the development of food education in the curriculum When does the training take place? The training takes place at any time of year. Trainers are funded for one training event each year. It lasts for the equivalent of two days, and may be split into whole days, half days or twilight sessions and even Saturdays.

21. What forms the basis for the training? The trainers will construct training plans that are based around the QCA Scheme of Work for Design &Technology • The majority of primary schools base their D&T food work around these units • Key Stage 1 unit Key Stage 2 units Eat more fruit and vegetables Sandwich snacks Bread or biscuits What else is included? Trainers will also provide up to date information on: healthy eating – using the Balance of Good Health health, safety and hygiene practical advice and support on resources

22. Does it cost anything to take part? No. Primary schools must make a commitment to release a teacher for the period of training (2 days). Will there be any support after the training has taken place? Yes. The accredited trainers will keep in contact with the primary teachers in the Food Partnership network. Often they will support the teacher in running a whole school training or staff meting. They will sometimes be able to let the pupils visit the secondary school and use the facilities.

23. What are the benefits of the Food Partnership? • Increases pupils experience of working with food • Develops local networks between secondary/primary schools • Promotes healthier eating choices • Enhances knowledge and understanding of food education, food safety and hygiene

24. increase knowledge & understanding develop practical skills working with adults other than teachers support materials health & safety resources whole school policy development advice on tools and equipment

25. Teacher training Curriculum development

27. Useful contacts: Food in Schools: www.foodinschools.org) National Healthy Schools Standard: www.wiredforhealth.gov.uk British Nutrition Foundation: www.nutrition.org.uk School Food Trust: www.schoolfoodtrust.org.uk 5 A DAY: www.5aday.nhs.uk Grab 5!: www.grab5.com Foodfitness (food hygiene): www.foodfitness.org.uk Food Standards Agency: www.food.gov.uk Growing schools: www.teachernet.gov.uk Soil association: www.soilassociation.org/education DfES: www.dfes.gov.uk Water: www.wateriscoolinschool.org.uk Caroline Walker Trust: www.cwt.org.uk

28. Pause for thought!