Section 1: Creating an inclusive ethos
Foundation Criteria
What is the school doing to:
1. Establish and promote a common
sense of purpose and values?
2. Promote positive behaviour and
relationships based on mutual respect
(including anti-bullying strategies)?
Notes
Evidence
Target for
action?
YES / NO
Section 1 (continued): Creating an inclusive ethos
Foundation Criteria
3. Celebrate all types of achievement
and success by the whole school
community to promote life long
learning?
4. Respect and celebrate the diversity
of the school community and challenge
prejudice and discrimination?
Notes
Evidence
Target for
action?
YES / NO
Section 1 (continued): Creating an inclusive ethos
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Foundation Criteria
What is the school doing to:
1. Create an attractive, stimulating and
welcoming atmosphere for pupils,
parents, staff and visitors?
2. Encourage all staff, pupils, parents
and visitors to take responsibility for
keeping the school clean and tidy?
Section 2: The school environment
Notes
Evidence
Target for
action?
YES / NO
Foundation Criteria
3. Ensure that visitors to the school are
greeted and signed in for security
purposes?
4. Ensure that health and safety
requirements are met?
Section 2 (continued): The school environment
Notes
Evidence
Target for
action?
YES / NO
Foundation Criteria
5. Ensure that toilets are clean and
pleasant?
6. Promote a non-smoking environment
and the sensible use of alcohol on
school premises?
Section 2 (continued): The school environment
Notes
Evidence
Target for
action?
YES / NO
Additional Criteria (Please state
which one you have chosen)
Section 2 (continued): The school environment
Notes
Evidence
Target for
action?
YES / NO
Section 3: Parents and the community
Foundation Criteria
What is the school doing to:
1. Make parents / carers feel
comfortable and welcome in the school?
2. Encourage parents / carers to get
involved in the school in a variety of
ways (curriculum, social events, fundraising)?
Notes
Evidence
Target for
action?
YES / NO
Section 3 (continued): Parents and the community
Foundation Criteria
3. Involve parents / carers in the
development of school policies and
decisions about the school?
4. Work with local organisations and
businesses to contribute to the
curriculum and support students?
Notes
Evidence
Target for
action?
YES / NO
Section 3 (continued): Parents and the community
Foundation Criteria
5. Ensure that communication with
parents / carers about their child and the
school is easy to understand and
accessible to all?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 4: Health and well-being of staff
Foundation Criteria
What is the school doing to:
1. Create a comfortable and pleasant
working environment for all staff
(including staff room and toilets)?
2. Consult and involve all staff on policy
development and other decisions about
the school?
Notes
Evidence
Target for
action?
YES / NO
Section 4 (continued): Health and well-being of staff
Foundation Criteria
3. Identify needs and provide a range of
professional development opportunities
for all staff, especially for priority groups
such as NQTs, support staff and
teachers changing phase?
4. Ensure that all new staff are
welcomed and helped to settle into the
school?
Notes
Evidence
Target for
action?
YES / NO
Section 4 (continued): Health and well-being of staff
Foundation Criteria
5. Acknowledge and celebrate staff
achievements?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 5: Emotional health of pupils
Foundation Criteria
What is the school doing to:
1. Promote the confidence and selfesteem of all pupils in the school?
2. Ensure that child protection
procedures are in place and being
effectively implemented?
Notes
Evidence
Target for
action?
YES / NO
Section 5 (continued): Emotional health of pupils
Foundation Criteria
3. Provide planned opportunities for
pupils to reflect on and discuss their
feelings and personal experiences as
part of the curriculum?
4. Provide opportunities for pupils to be
consulted and take responsibility within
the school?
Notes
Evidence
Target for
action?
YES / NO
Section 5 (continued): Emotional health of pupils
Foundation Criteria
5. Teach pupils the importance of
caring for each other and working
together?
6. Make pupils feel welcome in new
schools and improve cross-phase links?
Notes
Evidence
Target for
action?
YES / NO
Section 5 (continued): Emotional health of pupils
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 6: Managing PSHE and Citizenship
Foundation Criteria
What is the school doing to:
1. Appoint a coordinator for PSHE and
Citizenship with clearly defined
responsibilities?
2. Put in place a scheme of work for
PSHE and Citizenship which is based
on the National Curriculum Framework?
Notes
Evidence
Target for
action?
YES / NO
Section 6 (continued): Managing PSHE and Citizenship
Foundation Criteria
3. Ensure that the PSHE / Citizenship
curriculum is based on the needs and
views of pupils and parents in the
school?
4. Identify links with other curriculum
areas and school activities?
Notes
Evidence
Target for
action?
YES / NO
Section 6 (continued): Managing PSHE and Citizenship
Foundation Criteria
5. Have arrangements in place for staff
to take part in training on PSHE and
Citizenship?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 7: Substance misuse
Foundation Criteria
What is the school doing to:
1. Put in place a drug education and
prevention policy in line with Merton
Guidelines, which covers the curriculum
and management of drug related
incidents?
2. Appoint a named individual
responsible for drug related matters?
Notes
Evidence
Target for
action?
YES / NO
Section 7 (continued): Substance misuse
Foundation Criteria
3. Develop a drug education
programme throughout the school
based on Merton Guidelines?
4. Ensure that all staff are confident
and competent to teach about and deal
with drug related issues appropriate to
the age group they work with?
Notes
Evidence
Target for
action?
YES / NO
Section 7 (continued): Substance misuse
Foundation Criteria
5. Use recognised outside agencies
and projects as part of the planned
programme of drug education?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 8: Sex and Relationships Education (SRE)
Foundation Criteria
What is the school doing to:
1. Put in place a sex and relationships
education policy in line with legal
requirements and DfEE guidance?
2. Develop a sex and relationships
programme throughout the school which
reflects the cultural and religious views
of the school community and local
family patterns and is based on a
lifeskills approach?
Notes
Evidence
Target for
action?
YES / NO
Section 8 (continued): Sex and Relationships Education (SRE)
Foundation Criteria
3. Ensure that all staff are confident
and competent to teach about and deal
with sex and relationships issues
appropriate to the age group they work
with?
4. Use outside agencies as part of the
planned programme of sex and
relationships education?
Notes
Evidence
Target for
action?
YES / NO
Section 8 (continued): Sex and Relationships Education (SRE)
Foundation Criteria
5. Provide opportunities for parents to
be consulted and informed about sex
education in the school and how they
can help educate their child?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 9: Safety Education
Foundation Criteria
What is the school doing to:
1. Include safety issues in the PSHE /
Citizenship curriculum based on local
needs, to include home safety, road
safety, rail safety, water safety and sun
safety?
2. Involve outside agencies as part of
the planned PSHE programme?
Notes
Evidence
Target for
action?
YES / NO
Section 9 (continued): Safety Education
Foundation Criteria
3. Take part in or organise whole
school initiatives to raise awareness of
and tackle particular safety issues?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 10: Food and nutrition
Foundation Criteria
What is the school doing to:
1. Ensure that healthy eating is covered
adequately in the PSHE / Citizenship
curriculum at all key stages (including
education about dental health)?
2. Ensure pupils have access to
drinking water throughout the day?
Notes
Evidence
Target for
action?
YES / NO
Section 10 (continued): Food and nutrition
Foundation Criteria
3. Work to build a good relationship
with the school caterer?
4. Encourage pupils to make healthier
choices at breaks (including vending
machines) and at lunch time (including
packed lunches)?
Notes
Evidence
Target for
action?
YES / NO
Section 10 (continued): Food and nutrition
Foundation Criteria
5. Raise awareness of a wide variety of
foods from different cultures?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 11: Physical activity
Foundation Criteria
What is the school doing to:
1. Ensure that PE lessons include
emphasis on knowledge about fitness
and health as well as safety
considerations?
2. Promote and celebrate interest in
sporting and other active achievements
both inside and outside the school by
pupils, parents and staff?
Notes
Evidence
Target for
action?
YES / NO
Section 11 (continued): Physical activity
Foundation Criteria
3. Take steps to promote physical
activity and develop a repertoire of
games for pupils at playtimes (primary
schools)?
4. Encourage pupils, parents and staff
to walk or cycle to school (walking bus,
walk to school week, provision of cycle
racks, helmet storage)?
Notes
Evidence
Target for
action?
YES / NO
Section 11 (continued): Physical activity
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO
Section 12: Education for sustainable development
Foundation Criteria
What is the school doing to:
1. Emphasise education for sustainable
development (waste, energy, litter,
transport) in the PSHE / Citizenship
curriculum?
2. Develop a pupil-written eco-code for
the school and publicise it widely?
Notes
Evidence
Target for
action?
YES / NO
Section 12 (continued): Education for sustainable development
Foundation Criteria
3. Help pupils regularly review how the
eco-code is working?
Additional Criteria (Please state
which one you have chosen)
Notes
Evidence
Target for
action?
YES / NO