PDL and Healthy Schools Network
Meetings
Summer Term –June 2014
Glyn Wright
County Inspector/Adviser for Personal Development Learning, HCC
Julie Thompson
Senior Public Health Practitioner, Public Health, HCC
MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING
Extended schools
Extra curricular activities
Outdoor Education – e.g
Trailblazers
Citizenship
and Rights
Respect and
Responsibility,
Volunteering/
active
citizenship
e.g. peer
mentoring
PSHE-PW
Study Support
Personal
Social Health
& economic
Education
(PSHE-PW)
Safety
Education
&
Education for
sustainable
development
Functional
skills:
•Communication
•Numeracy
•ICT
•Working together
•Improving own
performance
•Problem solving
Sex and
relationships
education (PSHE
PW)
Social, Emotional
Aspects of Learning
SEAL PSHE PW
Work related learning
PSHE EW
Helping children and young people to:
•Be Healthy,
•Stay Safe,
•Enjoy and Achieve,
•Make a Positive Contribution
• Have Economic Well Being
Religious
education
Physical
activity
Drugs education
incl. alcohol and
tobacco
Personal learning
and thinking skills:
Team worker
Self-manager
Independent enquirer
Reflective learner
Creative thinker
Effective participator
Careers
education
and guidance
PSHE EW
Enterprise education
PSHE EW
Financial
capability PSHE
EW
Individual learning
plans & e-profiles
E-Profile AND PORTFOLIO –
ASSESSMENT, RECORDING and ACTION
PLANNING
Programme
•
•
•
•
•
•
What Do I Think Survey
Ready for September – PSHE
Ready for Universal Infant Meals
RRR update
Healthy Schools – where are we now?
Pupil Premium
PDL/Healthy Schools Team
Glyn Wright County
Inspector PDL
Julie Thompson
Senior Public
Health Practitioner
Eleanor Jakeman,
Consultant PDL
Donna Smith
Seconded teacher
to the Fire Service
Ian Wright Healthy
Schools Coordinator
(School meal uptake)
Sam Francis
Hampshire Leading
Teacher
Contact details
• Glyn Wright, glynis.wright@hants.gov.uk
• Admin support for PDL/Healthy Schools
- Anne McCarthy, anne.mccarthy@hants.gov.uk
Tel: 023 92441442
• Julie Thompson, julie.thompson@hants.gov.uk
• Donna Smith, donna.smith@hantsfire.gov.uk
• Ian Wright, ian.wright@hants.gov.uk
• Sam Francis, samfrancis.asthants@yahoo.co.uk
• Eleanor Jakeman, eleanor.jakeman@gmail.com
What Do I Think Survey
• Open until end of June
• Schools Comm SC011183 is for Secondary
schools
• Schools Comm SC011186 is for Primary schools
What Do I Think Survey
• http://cscommunications.hants.gov.uk/schoolco
mmunications/details.php?ref=11183
NEW Spring term 2014 –
Curriculum & Qualifications
• All schools must publish their school curriculum by
subject and academic year, including their provision of
personal, social, health and economic education
(PSHE). To support schools in doing this, the PSHE
Association has published its own guidance on
drafting and reviewing a school's sex and
relationship policy and a suggested programme of
study for PSHE. Academies and free schools are also
required to publish information similar to that required by
the regulations relating to their curriculum through their
funding agreements.
PSHE Association & partners to draft new
sex & relationships education advice for
schools 1/2014
• The PSHE Association has worked with Brook and the Sex
Education Forum on joint advice aimed at helping schools to
bring their SRE into the 21st Century. The new advice will
supplement the DfE’s existing statutory guidance on the
subject (still July 2000!).
• Teachers said that they urgently needed up-to-date guidance
on how to support pupils with modern issues such as staying
safe online. The new advice will address the most pressing
SRE questions asked by teachers.
• Many leading organisations are contributing. They expect to
publish the advice shortly. DfE will help to promote the new
supplementary advice to schools.
Healthy Schools supporting Vulnerable Children
• 5.2 - How does your school respond to the needs of all
children and young people, including those who are less vocal
and visible?
• 5.3 - What opportunities are there for children and young
people to develop responsibility, build confidence and selfesteem?
• 6.1 - How does your school identify children and young
people facing challenging circumstances? What support is
provided for these identified groups?
MAKE SURE YOU ARE RECORDING ALL THE THINGS YOU ARE
DOING WITH YOUR PUPIL PREMIUM ON YOUR HEALTHY SCHOOLS
WHOLE SCHOOL REVIEW
Pupil Premium Network Meetings
• The new Pupil Premium Network Meetings (HTLC0079) that
have recently been set up that may be of interest to you. Please
find details of these meeting via this link:
https://learningzone.hants.gov.uk/learningzone/course.aspx?cour
seid=47091
• You can book a place on line or by calling the HTLC bookings
line of 01962 718600
School Meals in Hampshire
Hampshire Healthy Schools and
HC3S working together
Universal Infant Free School Meals
• Every child in Years R, 1 and 2 who is not currently
eligible for Free School Meals will be entitled to a UIFSM
from September.
• The meal will “routinely be hot” and must satisfy the strict
nutritional guidelines laid down.
• The government has devolved the money to local
authorities and Hampshire has added another £3m to
upgrade its kitchens and services.
• Schools should be on track to deliver and support is
available.
• Ring 07833247585 for Ian Wright (Healthy Schools
Coordinator – School Meals Uptake) or contact HC3S
directly.
Why?
• Children who eat a proper meal at lunchtime are
better behaved, more motivated and achieve
better.
• Evidence from pilot studies in Hull, Newham and
Durham. Evidence from Gosport study too!
• Wider benefits in terms of social and personal
development. The process of dining together
and learning to share, chat, tidy away all help
the healthy growth of the child and we know that
in many homes this does not happen regularly.
Links with Healthy Schools/PDL/SMSC
• There is great evidence for a Healthy School
submission in school meals arrangements. Also
good evidence for Rights Respecting School Award.
• Healthy Eating – there is the certainty that all
children are being provided with a healthy, balanced,
nutritional meal. In addition, there are the curricular
opportunities that arise from discussing their meals
and learning about healthy eating. It links in with
work around cooking in school, which is now
compulsory until aged 14.
Links with Healthy Schools/PDL/SMSC
• PSHE
• Adapting the programme of study to include school
meals. Making the link between eating and health.
• Enriching the wider development and learning of
PSHE and SMSC by developing key social skills.
• Consulting with the children about improving the
dining experience.
• Getting the children to try new things.
Links with Healthy Schools/PDL/SMSC
• Emotional Health and Well Being
• Enjoying the experience of sitting with a group of
peers and eating together.
• No stigma attached to free school meals if
everyone is having one.
• Better emotional state in the afternoon when
children are not hungry and not full of additives
and this leads to better afternoon lessons.
Keys to Success
• Adopt a whole school approach!
• Talk to the children about their likes and dislikes
regarding school meals, the dining environment, the
whole lunchtime experience. Involve them in
growing food that can later be part of the school
dinner.
• Eat with the children! In EVERY* school where
school meals have been highly successful as
vehicles for school improvement, teachers eat with
children and share the experience.
*School Food Plan
Keys to Success
• Make sure packed lunches are not a better option. Ban
certain unhealthy items. Some schools have banned
them altogether.
• Make the dining area a welcoming, exciting place to be
with bright signage, displays, table cloths…
• Keep queuing times as short as possible.
– Have the children sit at tables as they come in and then
get called up to be served one table at a time.
– Have bread & jugs of water available on the tables as
children enter.
– Stagger lunchtimes for different groups
• Let children sit with friends. Children say this is a major
consideration.
Keys to Success
• Involve parents –
– Contact them to find out about expected uptake.
– Issue menus in advance and have taster sessions.
– Invite them in to sample the food or have samples
available at parents’ events. (Many parents will judge
school meals on the dinners they had many years ago and
need to be shown how much things have changed)
– Recruit parents to help with maintaining the school garden
and growing food.
– Invite them in to eat on special days and themed days.
– Publicise the service in your literature and on your website.
Make eating school dinners the norm, the thing that
children are expected to do in your school.
Keys to Success
• Invest in your lunchtime staff. These people are
key to the experience that children have. They
set the tone for the dining area. They need to
support the children to eat well and to keep them
focused on eating. They need to encourage the
children to try new things. They need to smile!
• They need to feel that they are part of the school
and that what they do makes a valuable
contribution to the life of the school.
Beyond UIFSM
HC3S and Hampshire Healthy Schools want to:
• Raise the number of children taking school meals.
• Raise the awareness of young people about the benefits
of eating the right food.
• Support the work of the Hampshire Healthy Weights
Strategy group in reducing the number of children who
are overweight/obese. The relevant identified priorities
are:
– create environments that promote health (emotional
health; healthy eating and physical activity).
– help families & children make healthier lifestyle choices.
Beyond UIFSM
• Promote healthy eating as part of wider health initiatives
that include healthy exercise, the reduction of substance
misuse, emotional literacy, mitigating the impact of
poverty and combating the rise in eating disorders.
• Support cooking in schools which is now a requirement
for all children up to the age of 14.
• Support, promote and provide resources for using
healthy eating as part of a cross curricular approach to
learning about health.
• Support the rollout of the remainder of the School Food
Plan
Keys to Success
• Many/all of the strategies that are the keys to
success for UIFSM are also the keys to success in
developing the idea with junior and secondary aged
children.
• It’s about involvement, engagement, good role
models, education. It’s about the quality of the whole
dining experience for the customer (and the
customer is a sophisticated consumer with
experience of “eating out”).
• With older pupils, a healthy lunchtime will also lead
to better behaviour, better motivation and higher
achievement so it is also about standards!
When the phone rings….
• Ofsted will not judge the standard of the school
meals on offer. They are not food critics.
• They will look at the dining experience of the
pupils, the quality of the dining environment, the
pupils’ lunchtime behaviour.
• They will look at the contribution that lunchtime
makes to the culture of the school.
RRR Update
• RRR still part of Hampshire’s Children & Young People’s
Plan
• Focus on contribution RRR makes to the climate for
learning & improvements in standards , especially for the
most vulnerable. See data & other slides
• New web site to be launched in summer 2014 - The
RRR Navigator – everything on RRR in one place with
videos, teaching ideas, research & lots more
• RRR Self assessment tool already available – has to be
done with pupils – moving towards inter school
assessments
RRR Update cont.
• New national curriculum – no real impact on
RRR. UNCRC continues to exists & so do our
obligations
• Support groups becoming Network groups
• RRR Digital Media Award
• New 12 month menu of CPD courses from Sept
14 –Sept 15
• Closer links with Winchester University &
Expansive Education Network, other subjects,
RADE centre more active
Climate for learning
“A positive caring, respectful climate is a prior
condition to learning.....without student’s sense
of safety to learn, and sense of respect and
fairness that learning is going to take place,
there is little chance that much positive is going
to occur.
An optimal classroom climate for learning is one
that generates trust.” John Hattie
Covell & Howe Report 2008
‘…compared with their peers, those in the RRR schools
perceived a more respectful and fair and safe school
climate, had more positive relationships at school, and
participated more in learning and school committees and
activities...
Perhaps the most important change seen in RRR
schools was in the amount of participation... & the use of
democratic teaching, positive classroom management,
and less confrontational dealings with their students.
Teachers were listening to children, taking their views
into account... with improved relationships and a greater
sense that their teaching was effective.’
Healthy Schools Update engagement with the process
• 73 schools have submitted whole school review
and achieved Hampshire Healthy Schools
Status
• 5 schools have achieved the Challenge Award
• 32 schools have received support through the
targeted approach
• Training held biannually
• Network meetings held in four venues each term
Recent Developments
• Healthy Schools logo on materials such as Smoking
materials
• Worked with Young Minds to develop their school
standard based on a whole school approach
• Working with HC3S to increase school meal uptake –
HC3S have appointed a two day a week coordinator
• Working with Health Watch to develop materials to
gather young people’s voice
• Working with Children’s Society to launch the School
Standard
• Healthy Schools linked to School Nurse commissioning
Taking a whole school approach to changing
health behaviours – the Hampshire Healthy
Schools Programme
Assessing,
recording &
reporting the
achievement of
Partnerships C&YP
with
parents/carers
and local
communities
Staff continuing
professional development
(CPD) needs, health &
wellbeing
Leadership,
management &
managing change
Whole
school
approach
Provision of
support
services for
C&YP
Policy
development
Learning & teaching,
curriculum planning &
resourcing
School
culture &
environment
Giving children
& young people
a voice
Young Carers – Launch of the
new school standards
• http://www.youngcarer.com/school-standard
• Be among the first to join this unique initiative
giving school staff the knowledge and support to
help vulnerable pupils improve their attainment
and attendance - and gain an award for your
school
• Come along to the Hampshire launch and
become one of the first schools to adopt the
standard. 3rd July – email
caroline.kelly@hants.gov.uk to sign up.
Anti Bullying Conference
• If you would like to bring two students to the
conference in October email Jackie
Batchelor – jackie.batchelor@hants.gov.uk
and Denise Uren –
denise.uren@hants.gov.uk to reserve a
place
Anti bullying
• ABW theme 2014 is "Let's stop bullying for all".
• Dates: 17 - 21 November 2014.
Sexual Behaviours Traffic Lights Tool
• New resource from Brook
• Helps professionals who work with children to identify,
assess and respond appropriately to sexual behaviours.
It uses a 'traffic light tool' to categorise sexual
behaviours, to increase understanding of healthy sexual
development and distinguish this from harmful
behaviour.
• By identifying sexual behaviours as GREEN, AMBER or
RED, professionals across different agencies can work
to the same criteria when making decisions and protect
children and young people with a unified approach.
• 4 age groups – 0-5, 5-9, 9-13, 13-17
• See website for tool and guidance on its use
http://www.brook.org.uk/index.php/traffic-lights
