Transcript Slide 1

Healthy Schools
Enhancement Model
What does it mean for
Schools?
Aims
• To explain the changes to the Healthy
Schools Programme and introduce the
Enhancement Model
• To understand links with school
improvement
• To provide schools with a step-by-step
guide to planning their work
• To introduce the web-site and explain how
to access support with this
Why bother?
• Addresses ECM
• Links between health and wellbeing and academic
success
• Pupils with a voice are less likely to be disaffected
• Better OFSTED, CVA, lower absenteeism for staff and
pupils, Well-Being Indicators, 21st Century School
• Links to C&YP Plan: Raising Achievement,
Safeguarding, Narrowing the Gap
Serotonin Moment!
• http://www.youtube.com/watch?v=cgeLY7CL5IE
The way we were………then
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41 criteria
No longer a ‘tick list’
Boxes of evidence
Validation visit
One key person
And now….
• Driven by SLT and linked to school
improvement plan
• Focus on whole school approach
• Focus on consultation
• Universal and targeted
interventions/activities
• Qualitative and quantitative evidence to
prove outcomes for improvement work
• Over 2-3 year cycle
• Health Warning: New terms
Moving forward…..
Enhancement Model
• To help schools develop wider thinking and
planning in order to achieve better
outcomes around health and well-being for
CYP
• Two Priorities: National/Oxfordshire and
School
• Provides robust HWB evidence
In a nutshell….
Links with ECM
The Annual Review
• A tool to help schools maintain the foundation of
health and well-being already achieved through
National Healthy School Status (NHSS).
• Reflects 41 criteria of NHSS across 4 themes (No new
requirements)
• Helps schools to check that work is being
embedded through the whole school approach.
• Information entered in the on-line audit to gain
NHSS can be copied across into the on-line annual
review.
• Self-Validation, as before, Quality Assurance 10%
How long do I Have to do the
Annual Review?
• Must be completed by Jan 2011 latest
• What if not done?
• First step before can move to Enhancement Model
• Cannot access next stage if not completed and
approved by local programme
Annual Review
Activity:
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Discuss example
of completed
annual review in
pack (yellow)
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The Health and Well-Being
Improvement Tool (HWIT)
• Designed to help schools plan and record
their work
• Provides questions for each stage of the
enhancement model which act as
prompts, enabling schools to keep a record
of their work.
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• Helps schools to identify how responses can
contribute towards the SEF and their school
improvement plan.
• Healthy Schools team support
Stage1: Health and Wellbeing
Development group (HWDG)
• Purpose:
• Plan healthy schools work
• Ensure HWB reflected in vision and
strategic planning
• Complete needs analysis
• Select priorities
• Develop meaningful outcomes
• Identify early success indicators
• Implement universal and targeted
activities/ interventions
• Celebrate achievements
Membership of Health and
Wellbeing Development Group
(HWDG)
• Reviewed ongoing basis
• Numbers depend on size of school
• Must reflect views of CYP, parents/carers, governors
and relevant partners
• Class and School Councils
• Senior leaders who feed directly into school
improvement plan
• Which partners should be included?
Stage 2: Needs Analysis Gathering, Analysing and
Interpreting Data
• ‘…only by establishing clearly the
present position in the school is it
possible to plan properly how to
achieve improvement’
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Creese and Earley (1999)
Which Oxfordshire/national
priorities can you make a
contribution to?
• Oxfordshire Children and Young People’s
Plan
• 2010-2013
What data do schools have?
• National School Data – action research, Strategies
etc
• Local Area Data – e.g. JSNA
• School Quantitative Data – e.g. Raise Online
• School Qualitative Data – e.g. Pupil surveys
• Organisational research e.g. NICE, Housing
Association, Community Organisations
Raise Online
Guiding Questions for Collecting
Qualitative - Perception Data
• How do the members of our school community feel
about our school?
• How satisfied are school community members
about our educational programmes?
• What do the members of our school community
perceive to be the strengths and needs in our
school?
Support with Data
Collection/Analysis
Priority: Narrowing the Gap
‘Data never gives you the
answers: it helps you to ask the
questions’
Hawker, 1998
Interrogate the Data
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Do I understand the data?
Do I believe it?
Will the data help me in my work?
What are the findings/conclusions from the
data?
Are the results valid?
What about the sample size?
Is the sample representative? Is it big
enough? Anonymous?
Have valid measurements been put into
place?
Is the analysis appropriate?
What evidence of bias is there?
‘The perfect balanced
sample!’
• http://www.youtube.com/watch?v=2yhN1IDLQjo
Stage 3: Selecting Priorities
Needs analysis
identifies priorities around
HWB of CYP
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Select two high level
priorities:
1. School
2. National/Oxfordshire
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Linked to whole-school
improvement
National Indicators (NIs)
• Help LAs and partner organisations track progress against
national outcomes
• NIs may best link to a priority or a meaningful outcome
• Mini guide to NIs
• Joint Strategic Needs Assessment (JSNA)
• CYPP 2010-2013 Needs Assessment reflect Oxfordshire priorities
Choosing Between Priorities
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Needs analysis identifies possible needs
Most likely to support National Indicators (NI)
Senior leadership & HWDG decide
Go out of your comfort zone!
• Next steps:
• Enter priorities on Health and Wellbeing
Improvement Tool (HWIT)
Cluster Working
• e.g. Extended schools partnership
• - Share support materials and expertise
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• Need own leads in school
• Must set and monitor own meaningful
outcomes and early success indicators
• Complete own HWIT
Stage 4: Meaningful Outcomes
and Early Success Indicators
• How will you influence HWB change in your CYP,
including targeted group?
• 1st identify meaningful outcomes – a numerical
measurable HWB change in children
• 2nd identify early success indicators – milestones
that show progress towards meaningful outcome
Developing Outcomes from
Priorities
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What can your school influence?
What can’t it influence?
What is a meaningful outcome?
• A physical or emotional healthier change in CYP
that school can influence
• Includes change in knowledge, attitude & skills in
CYP which results in HWB behaviour change
• SMART
3 Outcomes for each Priority
Priority
Meaningful Outcome
Quantitative
Meaningful Outcome
Qualitative
Meaningful Outcome
Targeted
(numerical)
(perception)
(qual or quant)
What extra things do
this group need to
achieve goal?
2 Priorities
Priority
MO
MO
OXFORDSHIRE
Priority
MO
MO
MO
SCHOOL
MO
Example: Planning change for
my school - EHWB
Rural secondary school
Needs analysis identified:
• High proportion (5%) of YP who are persistent
absentees
• Concerns over YP reporting they do not enjoy their
learning
• A number of young carers who are quite isolated
living in villages spread out across a large area &
60% of these young carers report they do not feel
well supported by school.
• A higher proportion of young carers than
expected appear in data for persistent absence
What is the priority concern?
Write 3 outcomes for this priority.
Identifying Early Success
Indicators
• Milestones (dated)
• Monitor whether activity/intervention is
having an impact
• ESI needs to refer to one event or
change as must be able to say
whether it definitely happened or not
• Provide opportunities to celebrate
success
2 Types of ESI
Process Indicators
Impact Indicators
Changes in:
Changes in CYP:
Policies
Curriculum
Staff (knowledge,
understanding, atts &
skills)
Knowledge
Understanding
Attitudes
Skills
Which type of indicator is most likely to
come first?
How many Early Success
Indicators?
• Up to 15 ESI per priority
• ESI can apply to more than one outcome
• Must have 5 impact ESI per priority
• Enter outcomes and ESI on HWIT
Next Steps
Activity:
• Using the case study
provided & the planning
grid
• Suggest ESI - process &
impact (5)
Priority
Meaningful
Outcome
Quantitative
Meaningful
Out come
Qualitative
(Perceptions)
Meaningful
Outcome
Targeted
Serotonin Moment!
• http://www.youtube.com/watch?v=zKBQAMEyRM
M
Stage 5 : Identify Baseline &
Activities/Interventions
Which activities, interventions will choose to
bring about change?
Usually research based e.g.
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SEAL
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DCSF 2007 Safe to Learn
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NICE 2009 Emotional Health Guidance
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NICE 2007 School Based Intervention on Alcohol
New ideas – untested
Consider
• How will activity/intervention fit with school ethos?
• What physical/emotional HWB impact do you think
it could have on CYP?
• Who will be involved?
• Need for external support?
• Training needs?
• Is activity/intervention suitable for targeted & whole
school population?
Stage 6 - Implementation
• Implement universal and targeted activities and
interventions
• Which external partners can support your work?
• Healthy schools team can signpost to resources and
people who can help
Implementation on School
Improvement Plan
First thoughts about your own schools
1. Context – what is happening now which
you can build on?
2. Engagement – how will you ensure that
you take the whole school community with
you?
3. Capacity – what are the human &
material resource implications?
4. Evaluation – what baseline data for
comparison do you have? Do you need to
gather more evidence?
Stage 7: Monitoring - Why?
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Effective monitoring enables you to:
Measure progress
Recognise success
Demonstrate impact
Provide feedback to whole school community
Maintain focus and stay on track
Respond to unexpected developments
Inform school improvement planning
Highlight when you are not having expected
impact
Monitoring
• Who?
• CYP, staff, parents/carers
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How?
Class and school councils
Surveys
Focus groups
Interviews
Observations
Examples of Data Collection
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TellUs
Free school meals
PESSCL survey
Ofsted surveys
Local Authority
Attendance/ Exclusions
• Next Steps:
• Enter information on HWIT
Monitor against ESIs
• HWDG responsible for monitoring progress regularly
• Collect new data to compare against baseline
measurements
• Frequency of this depends on ESI
• Are you on track to achieve ESIs and meet
meaningful outcomes within the timescales
recorded at stage 4?
• If you are NOT on track you may need to revise your
ESIs
Unexpected Results?
Unexpected Results
• Amend ESIs - no need to submit to
QUAS
• Amend meaningful outcomes - must
submit to QUAS
• Local programme will take annual
update of progress against ESIs
Serotonin moment!
• http://www.youtube.com/watch?v=Dr2nnIWEcPE
Stage 8: Review against
Meaningful Outcomes
• When each MO is met and entered on
website a form is produced with supporting
evidence which you send to us
• This information is reviewed by QUAS
• Either national recognition of success or
clarification sought on evidence
The Healthy Schools Websitewww.healthyschools.gov.uk
Email: [email protected].
Healthy Schools Technical Helpline
0845 601 7848.
Celebrate Success! Improved
health and wellbeing for CYP!
Questions and Concerns?
Evaluation