Transcript Narrowing the Gap

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
The way we were………then
• 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
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….
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
• Helps schools to check that work is being embedded
through the whole school approach. No new
requirements.
• Complete Annual Review
• Self-Validation
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.
• 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’
Creese and Earley (1999)
What data do schools have?
• National School Data – action research,
Strategies etc
• Local Area Data
• 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
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?
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?
Stage 3: Selecting Priorities
Needs analysis
identifies priorities
around HWB of CYP
Select two high level
priorities:
1. School
2. National/Oxfordshire
Linked to wholeschool improvement
Choosing Between Priorities
• Needs analysis identifies possible needs
• 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. Partnership
- Share support materials and expertise
BUT
• 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
(numerical)
Meaningful Outcome
Qualitative
(perception)
Meaningful Outcome
Targeted
(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?
Next Steps
Activity:
• Using the case study
provided & the planning
grid
• Suggest ESI - process &
impact
Priority
Meaningful
Outcome
Quantitative
Meaningful
Out come
Qualitative
(Perceptions)
Meaningful
Outcome
Targeted
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
DCSF 2007 Safe to Learn
NICE 2009 Emotional Health Guidance
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?
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, impact and selfevaluation
Who?
• CYP, staff, parents/carers
How?
• Class and school councils
• Surveys
• Focus groups
• Interviews
• Observations
Celebrate Success! Improved
health and wellbeing for CYP!
Evaluation