Healthy Schools Enhancement Model

1. Healthy Schools Enhancement Model What does it mean for Schools?

2. 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

3. 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

4. Serotonin Moment! • http://www.youtube.com/watch?v=cgeLY7CL5IE

5. The way we were………then • 41 criteria • No longer a ‘tick list’ • Boxes of evidence • Validation visit • One key person

6. 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 • Health Warning: New terms

7. Moving forward…..

8. 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

9. In a nutshell….

10. Links with ECM

11. The Annual Review • Has anyone revisited the original NHSS audit? • 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 (No new requirements) • Helps schools to check that work is being embedded through the whole school approach. • Self-Validation, as before, Quality Assurance 10%

12. How long do I Have to do the Annual Review? • Needs to be started immediately (Completed by Jan 2011) • What if not done? • No longer a Healthy school……. • Must be up to date or cannot progress in Enhancement Model

13. Annual Review • Activity: • Look at completed example of completed annual review in pack (yellow)

14. 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 • Evidence can contribute towards the SEF and the school improvement plan. • Healthy Schools team support

15. Stage1: Health and Wellbeing Development group (HWDG) • Plan healthy schools work • Ensure HWB reflected in vision and strategic planning • Involved in all stages: • Complete needs analysis • Select priorities • Develop meaningful outcomes • Identify early success indicators • Implement universal and targeted activities/ interventions • Celebrate achievements

16. Stage 1: 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?

17. 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)

18. Activity • What data do you currently have in schools?

19. What data do schools have? • School Quantitative Data – e.g. Raise Online, FFT , Exclusions, Attendance etc • School Qualitative Data – e.g. Pupil surveys • Organisational research e.g. NICE • National School Data – action research, Strategies etc

20. Examples of Data Collection • TellUs • Free school meals • PESSCL survey • Ofsted surveys • Local Authority • Attendance/ Exclusions • Next Steps: • Enter information on HWIT

21. Raise Online

22. 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?

23. Support with Data Collection/Analysis • Cambridge Institute for Technology

24. Oxfordshire Data • Joint Strategic Needs Analysis (JSNA): • Data collections: • epidemiology, public health, performance trends, benchmarking • Identify priorities for Oxfordshire

29. ‘Data never gives you the answers: it helps you to ask the questions’Hawker, 1998

30. Interrogate the Data • 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?

31. ‘The perfect balanced sample!’ • http://www.youtube.com/watch?v=2yhN1IDLQjo

32. Stage 3: Selecting Priorities • Needs analysis identifies priorities around HWB of CYP • Select two high level priorities: • School • National/Oxfordshire • Linked to whole-school improvement

33. National Indicators (NIs) • Help LAs and partner organisations track progress against national outcomes • NIs may best link to a priority or a meaningful outcome • Mini guide to NIs • Joint Strategic Needs Assessment (JSNA) • CYPP 2010-2013 Needs Assessment reflect Oxfordshire priorities

34. Which Oxfordshire/national priorities can you make a contribution to? • Oxfordshire Children and Young People’s Plan • 2010-2013

35. Oxfordshire Priorities • Keeping all children and young people safe • Raising achievement for all children and young people • Narrowing the gap for our most disadvantaged and vulnerable groups • ACTIVITY CYPP

36. Choosing Between Priorities • Needs analysis identifies possible needs • Most likely to support National Indicators (NI) • Senior leadership & HWDG decide • Go out of your comfort zone! • Next steps: • Enter priorities on Health and Wellbeing Improvement Tool (HWIT)

37. Cluster Working • e.g. Extended schools 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

38. 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

39. Developing Outcomes from Priorities 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

40. 3 Outcomes for each Priority (qual or quant) (numerical) (perception) What extra things do this group need to achieve goal?

41. 2 Priorities OXFORDSHIRE SCHOOL

42. 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.

43. 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

44. 2 Types of ESI Process Indicators Changes in: Policies Curriculum Staff (knowledge, understanding, atts & skills) Impact Indicators Changes in CYP: Knowledge Understanding Attitudes Skills Which type of indicator is most likely to come first?

45. How many Early Success Indicators? Up to 15 ESI per priority ESI can apply to more than one outcome Must have 5 impact ESI per priority Enter outcomes and ESI on HWIT

46. Next Steps Activity: Using the case study provided & the planning grid Suggest ESI - process & impact (5)

47. Serotonin Moment! • http://www.youtube.com/watch?v=zKBQAMEyRMM

48. Stage 5 : Identify Baseline & Activities/Interventions Which activities, interventions will choose to bring about change? Usually research based e.g. SEAL DCSF 2007 Safe to Learn NICE 2009 Emotional Health Guidance NICE 2007 School Based Intervention on Alcohol New ideas – untested

49. 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?

50. 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