| |
Making
links with the curriculum |
|
| |
School are required to complete an
initial audit tool for the four healthy school themes by
the national team and adapted by our local team to
include prompts for written, oral and observed evidence.
Within each themes is a set of criterion. Schools
use the tool to identify criteria that are being met and
set an action plan of work still needed in achieving
Health Schools status. As a result the Ofsted
grades for the healthy lifestyles are always good or
better. |
| |
Supporting Teachers |
|
|
| |
As an example of our shared commitment to
healthy schools funding is made available to employ a
teacher team of four for 25 days a year each to go into
schools and support the coordinators through the process
of achieving Health Schools Status. A programme of
free courses within PSHE is provided. This makes a
significant contribution to achieving the excellent
Ofsted outcomes. |
| |
Listening to and involving students |
|
|
| |
Pupil voice and participation is an
embedded principle in our work and fundamental to
Healthy Schools. It raises their awareness, given
them ownership and empowers them to take action and
identify their needs as seen in the young peoples DVD
produced for the DCYPP. Pupils that have completed
the local Every Child Matters questionnaire have
provided views about changes that could be achieved in
schools to support them in being healthy and these have
been implemented. |
| |
Involving the whole school |
|
|
| |
Our approach involves the whole school.
this approach ensures the Healthy Schools activities
will be valued and sustained. It is then
reinforced through the moderation and quality assurance
process. |
| |
Making
links with health professionals |
|
|
| |
All the partners understand the
contribution that they are able to make to the programme
which is acknowledged in the joint PCT/council health
promotion work programme. This ensures efficiency
and consistency in the agreed approach to delivery taken
by all agencies. |
| |
Making
links with the community |
|
|
| |
The approach actively encourages schools
to take account of community needs and use community
resources as appropriate to meet them, linking with the
extended schools agenda. The approach creates
pressures from the community for enhances services to
promote healthy lifestyles e.g. safe areas for play, and
better food in schools. |
