Transcript Slide 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
Policy Steers
England
Schools
Scotland
White Paper
Curriculum for Excellence
Health White Paper
Health and Wellbeing
Non Statutory PSHEE guidance
Principles and practice
National Healthy
Learning experiences
Schools Programme
and outcomes
NHSS
Building the Curriculum
Health and Wellbeing [1 of 8
HS Enhancement
curriculum areas]
OfSTED inspection
The Schools [Health Promotion
Current
and Nutrition] Act 2007
New
HMI education
The ‘Big society’
Getting it right
CAF
Schools White Paper: Teaching and
Learning [Oct 2010]
2.48 Health 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
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.
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.
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.
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 selfesteem learn and behave better at school.
Within the current non-statutory personal, social and health
education (PSHE) framework, schools will provide ageappropriate 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 selfesteem and reduce risky behaviour, particularly for those at
higher risk
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 longterm condition needs
developing schools as health-promoting
environments.
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.
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.
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
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
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
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
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
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
Service Level Agreements
Ensuring integration and success
Initial research: considerations before
making contact
Preparation for the meeting
Planning
Delivery
Follow up and Evaluation
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