Transcript Food in Schools Team

Primary Briefing
PSHEe Leaders
14th January, 2015
Agenda
Primary PSHEe Leaders’ Briefing
Wednesday 14th January, 2015
8.45 am
9 am
9.10 am
9.25 am
9.50 am
10.10 am
10.30 am
10.45 am
11.15 am
11.45 am
12.30 pm
3.30 pm
Refreshments
Welcome and overview of the day
Monkey Wellbeing
Update on PSHE education
Healthy Families Update
Change for Life Jan 2015 Campaign
Break
Operation Encompass
Dementia Friends School Campaign
Lunch
Healthy Hearts in the Classroom Workshop
Closing Comments and Evaluations
Monkey Wellbeing
Children can say when they do or do not need help (ELG)
Look at the card on your table showing an unhappy,
sick or injured monkey.
What is the best course of action?
Think about First Aid, an appointment with a GP, a
helpline, A&E, self-care, a walk-in centre or a visit to
a pharmacist.
https://www.monkeywellbeing.com/resources-for-teachers
I will email copies of the unhappy monkey cards to all
delegates following today’s briefing.
Update on PSHE education’s
status and most recent report
into impact on attainment
Organisations Calling for Statutory PSHE education
- parents, pupils, health and education
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National Children’s Bureau and
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Young Minds,
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Mumsnet
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Family Lives
Royal College of Obstetricians and Gynaecologists •
Royal College of Psychiatrists.
the Chief Medical Officer,
the Office of the Children’s Commissioner,
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the Equality and Human Rights Commission,
the Royal College of Nursing, Public Health
England,
the Royal College for Paediatric and Child Health,
the Faculty of Public Health.
NUT
NAHT,
ATL
Voice
The UK Youth Parliament has made 'a curriculum
which prepares young people for life' a campaign
priority two years in a row.
A YouGov survey of parents has also shown that
over 90% support teaching on mental health and
wellbeing, as well as skills for life and work.
The link between pupil health and wellbeing and attainment:
A briefing for head teachers, governors and staff in education settings
Key points from the evidence
Public Health England
National Association of Headteachers
1. Pupils with better health and wellbeing are likely to achieve better academically.
2. Effective social and emotional competencies are associated with greater health and
wellbeing, and better achievement.
3. The culture, ethos and environment of a school influences the health and wellbeing of
pupils and their readiness to learn.
4. A positive association exists between academic attainment and physical activity levels
of pupils.
Key evidence
Successfully attaining GCSEs (five or more A*-C) is strongly associated with
higher levels of life satisfaction among young people;
A UK study published by the Department for Education found that pupil
wellbeing predicted their later academic progression and engagement in
school. For example, pupils with better emotional wellbeing at age seven had
a value-added key stage 2 score 2.46 points higher (equivalent to more than
one term’s progress) than pupils with poorer emotional wellbeing;
DfE research also found that pupils with better attention skills also make more
progress across the four key stages. For example, pupils with no attention
problems at age 13 had a total value-added GCSE score that was equivalent
to more than one extra GCSE at grade A* (63.38 points higher);
A systematic review of coordinated school health programmes that promote
health through explicit teaching in the curriculum and broader work to
promote a healthier school environment suggests positive effects on
attainment.
Learning social and emotional skills can have a
positive impact on pupil attainment
Emotions can support or impede pupils’ learning, their academic engagement, work ethic,
commitment, and ultimate school success.
• Pupils who are confident about their learning and who have a ‘growth mindset’ persist
when faced with challenges;
• pupils who can set goals, manage stress and organise their school work achieve higher
grades;
• pupils who use problem-solving skills to overcome obstacles do better academically.
Key evidence
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an 11% boost in results in standardised achievement tests has been linked to school
programmes that directly improve pupils’ social and emotional learning;
whole-school approaches to social and emotional learning, universally implemented for
all pupils, strongly correlate with higher attainment.
School culture, ethos and environment affects
wellbeing and attainment
Key evidence
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Pupils who reported they enjoyed school at age 11 had better attainment at key stage
3, especially for maths;
Pupils who hold positive attitudes about their school at age 14 have higher academic
attainment by age 16;
A UK study found that school engagement at age 13 predicted greater academic
progression from key stage 3 to key stage 4, highlighting the importance of sustaining
school motivation for academic attainment during secondary school;
Pupils who have been bullied have lower key stage 1 SAT results and are more likely
to have friends who are involved in antisocial activities;
Pupils who are bullied at age 14 have significantly lower GCSE scores at age 16.
The whole-school approach
Robust evidence shows that interventions taking a ‘whole school approach’ have a
positive impact in relation to outcomes including: BMI, physical activity, physical fitness,
fruit and vegetable intake, tobacco use, and being bullied.
A whole school approach is one that goes beyond the learning and teaching in the
classroom to pervade all aspects of the life of a school including:
• Culture, ethos and environment: the health and wellbeing of students and staff is
promoted through the ‘hidden’ or ‘informal’ curriculum, including leadership
practice, the school’s values and attitudes, together with the social and physical
environment;
• Learning and teaching: using the curriculum to develop pupils’ knowledge, attitudes
and skills about health and wellbeing;
• Partnerships with families and the community: proactive engagement with families,
outside agencies, and the wider community to promote consistent support for
children and young people’s health and wellbeing.
PSHEe, SMSC and British Values
Section 2.1 of the National Curriculum Framework
‘Every state-funded school must offer a curriculum which is balanced and
broadly based and which:
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promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society
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prepares pupils at the school for the opportunities, responsibilities
and experiences of later life’
These duties are set out in the 2002 Education Act and the 2010 Academies
Act. Schools also have statutory responsibilities in relation to promoting pupil
wellbeing and pupil safeguarding (Children Act 2004) and community
cohesion (Education Act 2006). PSHE education plays an important part in
fulfilling all of the responsibilities.
What is SMSC?
It is about developing the whole person.
This includes:
In groups mind-map one of these –
• Spiritual
what does it look like in practice from
a pupil’s perspective / from a
• Moral
school’s perspective.
What are the key words associated
• Social
with this aspect of learning.
• Cultural Development
See OFSTED definitions
Where do you find SMSC?
Pupil survey
British Values
• In groups, mind-map what is meant by ‘British
Values’ and how these link to SMSC.
British Values
Schools should promote the fundamental
British values of democracy, the rule of
law, individual liberty, and mutual respect
and tolerance of those with different
faiths and beliefs. This can help schools
to demonstrate how they are meeting the
requirements of section 78 of the
Education Act 2002, in their provision of
SMSC.
Through their provision of SMSC, schools should
enable or encourage students to:
• develop self-knowledge, self-esteem and selfconfidence;
• distinguish right from wrong;
• accept responsibility for their behaviour, show
initiative, and understand how they can
contribute positively to the lives of others;
• acquire knowledge of, and respect for, public
institutions and services;
• tolerate and appreciate different cultural
traditions and respect for their own and other
cultures;
• respect other people; and
• respect democracy and support participation in
the democratic processes.
Consider human rights / yours school’s values / ethos / curriculum /’hidden’ curriculum
Healthy Families Update
Andrew Campbell
Healthy Families
• When did we start our programme?
• What do we do?
• Where do we deliver our programmes?
• Who is the Healthy Families team made up of?
Why do we need this
programme?
Why ?
• In England, most people are overweight or obese. This includes 61.9%
of adults and 28% of children aged between 2 and 15.
• People who are overweight have a higher risk of getting type 2
diabetes, heart disease and certain cancers
• Excess weight can also make it more difficult for people to find and
keep work, and it can affect self-esteem and mental health.
• Health problems associated with being overweight or obese cost the
NHS more than £5 billion every year.
(25/03/13DOH)
Why do we need this
programme?
Local data
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Health reasons
Liverpool prevalence
Cost
Trends 2011/2012
Classification
Reception
Year 6
Underweight
1%
1%
Healthy weight
72%
61%
Overweight
15%
15%
Obese
12%
23%
What is obesity? How does
it occur?
Obesity develops from an accumulation of excess body fat,
which occurs when energy intake from food and drink
consumption is greater than energy expenditure through
the body’s metabolism and physical activity.
Is it this simple?
Obesity- a multifactorial
disease
Factors contributing to obesity:
• Energy intake (diet)
• Physical activity levels
(exercise)
• The environment
• Deprivation
• Disease and disability
• Genetics & ethnic origin
• Psychology and
behaviour
• Birth weight and rate
of infant weight gain
• Parental obesity
• Marital status
• Pregnancy / Parity
What does our
programme consist of?
• 12 week programme
Nutrition
• Family centred approach
• Nutritional information
Physical
Activity
Family
centred
• Physical activity
• Motivation and confidence building
Motivation
• Celebration event
Behaviour
change
How to refer onto our
programme?
Referral process:
• No self referrals
• GP referral
• School Nurses
• Other health professionals
• Home visits arranged and booked onto programme
Questions?
[email protected] – for further
information or questions
[email protected] – for referrals
Change for Life Campaign
Sue Cumming
Change 4 Life - Snack Swaps Campaign
Date: 12th January 2015
Contact: Sue Cumming, Head of Behavioural Insight & Change, Public Health
Public Health Liverpool
Background
• In 2011-12, around 27 % of children in
Reception Year (aged 4-5) in Liverpool were
measured as overweight or obese, rising to
38% among children in Year 6 (aged 10-11).
• In addition, among the big ‘core’ cities,
Liverpool is ranked second highest for the
number of children aged five with decayed,
missing or filled teeth.
• Kids reach for a sugary snack when they get home from
school
• Children need to discover that plenty of healthier
alternatives
• Focus on schools to help teachers find new and exciting
ways to introduce cooking into the timetable
• Encourage children to take their class-made snacks
home and inspire the rest of the family
Search change4life/schools
free cookery resources which will be delivered to primary schools
via their School Fruit and Vegetable Scheme delivery in January.
Sign up for the Change4Life
Snack Swap pack
• 50 words about Snack Swaps to use on your
school's website or newsletter.
• 50 words about Snack Swaps to inform
parents and encourage them to get involved,
too.
• Press release to send to your local newspapers
to spread the word about Snack Swaps at your
school.
Part of a bigger sugar
swaps campaign
Case studies?
Break
Operation Encompass
• http://www.operationencompass.org/
Background
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Plymouth, 2011
Sgt David Carney-Howarth
Elisabeth Carney-Howarth
Knowsley ,2012 (pilot)
• SUPPORT FOR CHILDREN
Parameters
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4-18 years
Merseyside incident
Merseyside residence
Merseyside school
Police attend domestic abuse incident
Term time only
Implementation
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PROTOCOL
Letters to parents/ governors
Key Adults in schools
Legal requirements v consent issues
Training to Key Adults
Documentation
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Incident form
Silent/overt support
Process map
National Police Decision Making Model
Key Adult responsibilities
• VPRF 1 by police officer
Logistics
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Family Crime Investigation Unit
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Multi Agency Safeguarding Hub
CONTACT
Key Adult
By 9am
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Retain information
Way forward?
• Cross-border?
• Extend age parameters?
• Extend incident parameters?
• Website
• operationencompass.org
Contact
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SANDRA DEAN
Detective Inspector, PPU
0151 777 1346
07972 462356
• ANY QUESTIONS?
Dementia Friends
School Campaign
Dementia Friends
schools
What is Dementia Friends?
• Alzheimer’s Society led initiative
• Aims to increase dementia awareness and
change the way the nation thinks, talks and
acts about dementia
• Dementia friendly generation
• Anyone of any age can be a Dementia Friend
and every action counts
Why introduce to schools?
• Meet learning objectives; active citizenship,
developing good relationships and respecting
difference between people
• Increase understanding of dementia
• Liverpool working towards dementia friendly
city
Session taster
Five key things you should
know about dementia
• Dementia is not a natural part of growing old
• It is caused by diseases of the brain
• It’s not just about losing your memory- it can
affect thinking, communicating and doing
everyday tasks
• It’s possible to live well with dementia
• There is more to the person than dementia
Discussion and questions
Lunch
Healthy Hearts in the Classroom
Closing Comments and
Evaluations