Healthy_schools

HEALTHY SCHOOLS POLICY

Staff responsible: A. Watkins January 2008

Aims and Objectives

· West Twyford Primary School is taking part in the National Healthy Schools Programme. The National Healthy Schools Programme “supports the links between health, behaviour and achievement; it is about creating healthy and happy children and young people, who do better in learning and in life.” (www.healthyschools.gov.uk)

· As such, West Twyford Primary School aims to “help children and young people to reach their potential by building on a solid foundation of health to do better in learning and in life.The programme isn’t just about physical health, it’s about good health and happiness inside and out. And it’s not just about pupils either; a Healthy School involves the whole school community – from parents to governors to school staff – in improving their health and their happiness and getting the most out of life.” (www.healthyschools.gov.uk)

· The aims of the National Healthy Schools initiative are as follows. To deliver real benefits for children and young people, specifically:

To support children and young people in developing healthy behaviours.
To help raise the achievement of children and young people.
To help reduce health inequalities.
To help promote social inclusion.

· The Government has set a target that all schools will be participating in the National Healthy Schools Programme by 2009 and that 75 percent of schools will have achieved National Healthy School Status. West Twyford Primary schools is working towards Healthy Schools Status by the end of 2008.

· As a health promoting school West Twyford focuses on four key areas themes:

Personal Social and Health Education
Healthy Eating
Physical Activity
Emotional Health and Well-Being

Curriculum

· ‘Healthy Schools’ is studied explicitly through the PSHE, Citizenship and PE curriculum and implicitly through assemblies, outside speakers, School Council, and the development of the school ethos and values, which underpin holistic development of all pupils.

· All members of staff are committed to achieving Healthy Schools status which is addressed through everyday school life outside and within the classroom.

· Activities beyond subject teaching that contribute to the development of a healthy school include:

Provision of fruit for infants
Display
Trips
Theatre visits
Visits from voluntary organisations
Maintenance of pleasant grounds
Class assemblies
Weekly achievement assembly to celebrate success
Care of the outdoor environment
Recycling
Protocol for emergencies and security
Ongoing staff development

Approaches to Teaching and Learning

· To facilitate pupils learning in explicit ‘Healthy Schools’ related lessons:

The purpose of each lesson is made clear
Appropriate learning experiences are planned and meet the needs of all the pupils in the class
Learning experiences draw on pupils' own experiences or existing knowledge and provide a range of opportunities for pupils to learn, practise and demonstrate skills, attitudes and knowledge and understanding
Time is given for pupils to reflect, consolidate and apply their learning
Pupils are encouraged to take responsibility for their own learning and to record their own progress
Attention is given to developing a safe and secure classroom climate
Staff training needs are met

Staff

· The adult school community comprises: teaching staff, administrative staff, classroom support staff, kitchen staff, SMSAs, site manager, parents, specialist teachers and coaches.

· The PSHE co-ordinator has responsibility as the link teacher with the Ealing borough co-ordinator of the ‘Healthy Schools’ initiative. In addition, they should ensure provision through a whole school approach that enables pupils to participate in the development of an accredited healthy school.

Outside Visitors

· The school leads the programme but outside visitors have a role. There is a school protocol for involving outside visitors. These people may include the police, fire brigade and those from local and national voluntary organisations. All are involved in promoting the Healthy School Scheme. All visitors must report to the school office on arrival and must wear appropriate identification throughout their visit.

Working with Parents

· The school is committed to working in partnership with parents. Central to the National Healthy Schools Programme is the whole school approach. Achieving National Healthy School Status recognises that being healthy is not just about children and young people, it is about the whole school community. And it’s not just what happens in the curriculum, it’s about the entire school day.
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Therefore communication with parents through newsletters, the school website information, leaflets are vital to the success of the scheme. As are parental briefings and classes through Extended Schools programme.

Answering ‘Difficult’ Questions

· Rational discussion of particular controversial issues is a necessary part of a comprehensive education programme. Although some teachers may not find handling of such issues easy, their inclusion in the educational programme is justifiable when it enables children to gain skills in critical analysis, to test their values and to support their opinions with facts.

· Teachers will use their professional judgement when deciding how best to answer ‘difficult’ questions. Some may be best answered in a private time later on and others will be suitably responded to in class.

Confidentiality

· There are guidelines for staff on confidentiality and handling sensitive and controversial issues. Teaching staff cannot guarantee confidentiality where child protection issues exist. If a pupil discloses any information teaching staff must refer the disclosure to the Child Protection Officer (Head teacher).

· Disclosures are interpreted as a request from the child for help with their problem. The school will help the child to receive professional guidance/ treatment.

Monitoring and Evaluation

· As with any learning process assessment of pupils’ personal, social and emotional development is important. It provides information which indicates pupil’s progress and achievement and informs the development of the programme.

· Pupils do not pass or fail within the area but have the opportunity to reflect on their own learning and personal experiences and to set personal goals and agree strategies to reach them. The process of assessment has a positive impact on pupils' self awareness and self esteem.

· We do not assess pupils in all areas of the PSHE and Citizenship programme however opportunities for pupils to reflect on their progress is identified. It is inappropriate to assess pupils’ values.

· The programme is evaluated to inform future planning. An ongoing process of monitoring is through discussion, observation and self assessment. The school remains informed of borough and government initiatives and participates as appropriate.

Equal Opportunities

· Equal access to the PSHE and Citizenship curriculum is provided irrespective of gender, race, ethnicity or socio-economic background. The diversity of the school community makes a positive contribution to PSHE and citizenship provision.

S.E.N

· All staff are aware of special individual needs and where appropriate plan differentiated access in order to provide equal access to the PSHE and citizenship curriculum.

Early Years

· Access to the PSHE and citizenship curriculum is provided appropriately throughout the Early Years through development of concepts such as healthy eating, daily fruit and milk, looking after our bodies, emotional well being and physical development.

Links to Other Policies

· Because developing a healthy school is an approach rather than a specific subject area all parts of the curriculum apply and all school policies relate. Particular links exist with the following:

Physical Education policy
Science education, including sun safety
PSHE and Citizenship, including circle time
School Council
Drugs education
Anti-bullying
Equal opportunities
Sex education
Behaviour
Religious Education
Confidentiality
Child Protection

Dissemination and Review

· The policy will be disseminated widely to staff, governors, parents and pupils.

· The policy will be reviewed in January 2011.