Cornwall Healthy School Programme Coordinator workshops 2008 – 2009
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)
National Healthy School Programme: Aims • Support C&YP in developing healthy behaviours • Help raise achievement of C&YP • Promote social inclusion • Reduce health inequalities
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, C&YP Plan ECM 1,2 • Emotional Health and Well Being – strong links to SEAL, anti bullying etc – ECM 1,2,3 C&YP Plan
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
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 children’s freedom (safety) • Access to play and recreation • Alcohol/ Smoking /Other Drugs • Teenage pregnancy • Anti-social behaviour • Health in Extended schools/services
Promoting well-being vs. raising educational standards? • There is real value in sending a message to teachers and other professionals working with C&YP ...that raising educational standards and promoting pupil well-being are “mutually reinforcing”.
Who said that? • Lord Adonis – following an amendment to the recent Education and Inspections Act – placing a statutory requirement on schools to promote C &YP’s 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
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
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.
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…
New Ofsted Pupil Well-Being Indicators • 7.29 To ensure that schools are being measured and rewarded for their contribution to children’s overall wellbeing as well as to standards achieved, we will develop strong school level indicators that taken together measure a school’s 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 Children’s Trusts. (The Children’s Plan, DCSF, December 2007)
good practice guidance from CHSP • Steering group • Whole school approach / whole school community involvement including school partners / agencies. • Choose to do the auditon-line • Record the action plan on-line • Keep an evidence recordon-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
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.
national website • www.healthyschools.gov.uk/ • HELPLINE: 0845 – 601 – 7848
after validation • celebration • possible moderation • HS Plus – needs led school focus • two year review • revalidation (3 years)
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
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
Moderation aka Celebration We would like to involve more than the required 10% sample – thoughts?
remember… • YOU are doing brilliantly already and the team have no doubt whatsoever that you’ll continue to do so… • …we’re just here to give you a leg up! Enthusiasm and Pragmatism!
contact us • firstname.lastname@example.org • www.cornwallhealthyschools.org/ Elizabeth Scott CHSP administrator 01209 - 310061
outcomes • Pesky little critters… (anon) • The So What? of healthy schools • Celebrate what has been achieved to make a difference to the lives of C&YP • What will stand as evidence of your hard work in the self-validation process
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. Outcome - the result or consequence of something. Oxford English Dictionary.
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.
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.
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
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
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
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)
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 yourschool now: • PSHE • Healthy Eating • Physical Activity • Emotional Health and well-being
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 Planning for outcomes