What can schools and community partners do to influence positive health outcomes for children and young people?

1. What can schools and community partners do to influence positive health outcomes for children and young people? Jan Gouveia Teaching and Learning Manager: Pupil wellbeing and Vulnerable Groups 5-19 East Sussex

2. Policy Steers

3. Schools White Paper: Teaching and Learning [Oct 2010] 2.48Health and wellbeing Good Schools • play a vital role as promoters of health and wellbeing • have good pastoral systems. • understand well the connections between pupils’ physical and mental health, their safety, and their educational achievement. • They create an ethos on achievement for all, where additional support is offered early to those who need it, and where the right connections are made to health, social care and other professionals • work with parents, community organizations and local agencies to create a healthy, safe and respectful environment

4. Schools White Paper: Teaching and Learning [Oct 2010] • 4.29 High-quality SRE • Children need high-quality sex and relationships education so they can make wise and informed choices. • 4.30 High-quality PSHEe • Good PSHE edcuation supports individual young people to make safe and informed choices. • It can help tackle public health issues such as substance misuse and support young people with the financial decisions they must make.

5. Public Health White Paper [Nov 2010] • Wider factors influencing health, wellbeing and health inequalities • 1.24 childhood obesity….more than 1 in 5 children are still overweight or obese by age 3 • 1.25 Teenagers and young people are among the biggest lifestyle risk-takers • About 1 in 5 young adults say they have recently used drugs, mostly cannabis. • Rates of STIs such as chlamydia are increasing, with 15–24-year-olds the most affected group.

6. Public Health White Paper [Nov 2010] • 3.14 • We expect excellent health and pastoral support to continue to be a hallmark of good schools. • Good schools understand well the connections between pupils’ physical and mental health, their safety, and their educational attainment. • Schools will be able to draw on additional expertise from local health professionals and children’s services, to best meet the needs of their pupils.

7. Public Health White Paper [Nov 2010] • 3.16 • Good schools will be active promoters of health in childhood and adolescence, because healthy children with high self-esteem learn and behave better at school. • Within the current non-statutory personal, social and health education (PSHE) framework, schools will provide age-appropriate teaching on relationships and sexual health, substance misuse, diet, physical activity and some mental health issues. • 3.18 • School-based mental health promotion can improve self-esteem and reduce risky behaviour, particularly for those at higher risk

8. School Nursing Service • 3.22 • Responding to local need, the school nursing service will work with other professionals to support schools in developing • health reviews at school entry and key transitions • managing pupils’ wellbeing, medical and long-term condition needs • developing schools as health-promoting environments.

9. Curriculum for Excellence Principles and Practice Learning through health and wellbeing enables children and young people to: • make informed decisions in order to improve their mental, emotional, social and physical wellbeing • experience challenge and enjoyment • experience positive aspects of healthy living and activity for themselves • apply their mental, emotional, social and physical skills to pursue a healthy lifestyle • make a successful move to the next stage of education or work • establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.

10. Curriculum for Excellence Features required to effectively promote health and wellbeing • Leadership • Learning and Teaching • Partnership Working which • engages the active support of parents and carers • reinforces work across transitions and cluster planning across sectors • maximises the contributions of the wider community • draws upon specialist expertise • ensures, through careful planning and briefing, that all contributions come together in ways which ensure coherence and progression.

11. Curriculum for Excellence Experiences and outcomes • Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future • Each establishment, working with partners, should take a holistic approach to promoting health and wellbeing, one that takes account of the stage of growth, development and maturity of each individual, and the social and community context

12. The Schools (Health Promotion and Nutrition) (Scotland) Act 2007 In summary, the Act: • Places health promotion at the heart of a schools' activities • Ensures that food and drink served in schools meets nutritional requirements specified by the Scottish Ministers by regulations • Ensures local authorities promote the uptake and benefits of school meals and, in particular, free school meals • Reduces the stigma associated with free school meals by requiring local authorities to protect the identity of those eligible for free school meals • Gives local authorities the power to provide pupils with healthy snacks and drinks, either at a cost or free of charge • Requires local authorities to consider sustainable development guidance when they provide food or drink in schools

13. School vision • Focus on pupils’ achievement across all key stages to enhance the school’s performance profile • help close attainment gaps for vulnerable groups across all key stages: • Free School Meals [FSM] • Looked After Children [LAC] • English as an Additional Language [EAL] • Black and Minority Ethnic Groups [BME] • Young people not in education, employment or training [NEET] reduction • promote improved transition between key stages to enhance positive outcomes by 19 • support timely and successful interventions • support raising aspirations • HMIe/Ofsted judgments for teaching towards outstanding, or maintain an already outstanding judgment • Ensure equality of provision for all young people, including those who are vulnerable to underachievement or otherwise disadvantaged

14. How health professionals can support schools • Audit support and school development planning • Health and wellbeing provision • Interpreting data and identification or priorities • Setting meaningful outcomes • Identifying success indicators • Implementing interventions • Achieving localised Health and Wellbeing recognition • PSHEe – planning/delivery • SEAL – supporting self-esteem activities for universal and vulnerable pupil population

15. How health professionals can support schools • Governor/staff training • Parent/pupil workshops • NQT induction tutor and mentor training • Managing resources, including ICT • Data analysis and target setting using relevant local and national datasets • Management and evaluation of targeted resources such as the Pupil Premium

16. Support for Health and Wellbeing challenging areas • Policy/curriculum writing/reviews • PSHEe • Sex and Relationship Education • Drug and alcohol education Whole school food • Physical Activity • Team Teaching • Communications for parents

17. Service Level Agreements Ensuring integration and success • Initial research: considerations before making contact • Preparation for the meeting • Planning • Delivery • Follow up and Evaluation

18. Partnership working • Building positive partnerships • Bringing something the school finds difficult to provide • Capacity • Expertise • Outcomes focused – MUST be evidenced based and make a measurable difference • Bespoke to meet the school needs • Enrich school provision and outcomes for their pupils