Emotional Health & Wellbeing
Criteria / What this looks like in practice / Evidence we expect to see
The Setting has an emotional health and wellbeing policy and has a named emotional health and wellbeing lead / The policy should:
•Incorporate a whole settings approach
•Be in line with current national drivers and recommendations
•Be reviewed every 3 years as a minimum
All members of the school community actively promote emotional health and wellbeing
The policy has been developed in conjunction with wider stakeholders (including parents/carers and children and external agencies)
The policy is actively used, shared and communicated
Leadership is supporting the implementation of the policy
The policy is driving change/improvement in the setting
Named lead in place and name provided / Policy document
Staff induction procedure
Description and supporting evidence of how the policy is developed, shared and communicated with all members of the school community (website; newsletters; consultation papers; meeting minutes etc.)
School development plan/School health plan
Name(s) of emotional health and wellbeing lead(s)
Commit to attend agreed training emotional health and wellbeing programmes when they commence in 2018 and supervision sessions in line with the workforce development strategy / Engagement in the Borough wide workforce strategy for emotional health and wellbeing workforce development
Named lead to attend training programmes that enable increased knowledge and understanding around emotional health and wellbeing / Statement of intent to attend training programmes and name of lead
Post 2017: CDP records
To have regular communication with CAMHs community workers / Regular meetings and conversations to develop relationships and good lines of communication and trust
The named leads and community CAMHs workers jointly working in a systemic way / Evidence of regular meetings (papers; minutes/notes; actions/action plans)
Play an active role in the emotional health and wellbeing knowledge hub (see Healthy Learning, Healthy Lives website) / Help the CCG to set this up and regular use
Use of the knowledge hub and skill and expertise sharing / Portal promoted to all staff when launched in 2018
To develop a whole service approach to supporting good emotional health and wellbeing with children / The school develops an ethos of promoting good emotional health and wellbeing / CPD records
Named lead
Policy document
Evidence of attendance at training/ staff induction/ Staff development
Healthy Eating
Criteria / What this looks like in practice / Evidence we expect to see
The setting has a healthy food and drink policy / The policy should:
•Incorporate a whole settings approach
•Be in line with current national drivers and recommendations
•Be reviewed every 3 years as a minimum
All members of the school community actively promote healthy eating
The policy has been developed in conjunction with wider stakeholders (including parents/carers and children and external agencies)
The policy is actively used, shared and communicated
Leadership is supporting the implementation of the policy
The policy is driving change/improvement in the setting / Policy document
Staff induction procedure
Description and supporting evidence of how the policy is developed, shared and communicated with all members of the school community (website; newsletters; consultation papers; meeting minutes etc)
School development plan/ School health plan
Education on healthy eating is provided and there are consistent messages across subject areas / All school staff including support and catering staff receive training on the importance of healthy-school policies and how to support their implementation
Children and young people are given the opportunity to prepare and cook food and apply the principles of nutrition and healthy eating
Healthy eating and good nutrition is embedded across a spectrum of subjects / Evidence we expect to see
Evidence of staff training matrix and/or induction protocols
Timetable of lessons
Lesson plans where healthy eating messages are incorporated
The environment of the setting is conducive to healthy eating / Clean and attractive dining room/places for children to eat
All children can sit together (including those with pack lunches)
Teachers are encouraged to sit in dining room to eat
Queues and rush at lunch time are kept to a minimum / Evidence we expect to see
Policy document
Evidence of staggered lunch breaks
Sufficient time for children to eat meals
Healthy food options are available and encouraged / Meals are balanced according to the Eat well guide
Healthy options for snacks are available
The sale of foods that are high in fat, sugar or salt are restricted, particularly at break times
Policy supports provision of healthy snacks/no options for snacks of any kind on school premises
Policy outlines measures to be taken to restrict sale of foods high in fat sugar and salt / Evidence we expect to see
Example meal plans
Policy document
No vending machines on site
Healthy drink options are available and encouraged / There is access at all times to free, fresh drinking water
Sugary drinks are not provided or encouraged
Policy supports provision of free, fresh drinking water and discourages sale and consumption of sugary drinks on school premises / Evidence we expect to see
No vending machines on site
Policy
Physical Activity
Criteria / What this looks like in practice / Evidence we expect to see
The school provides clear leadership to create and manage a positive environment which enhances and recognises opportunities for physical activity across the whole school. / The setting has a physical activity policy that:
•Incorporates a whole settings approach
•Is in line with current national drivers and recommendations
•Is reviewed every 3 years as a minimum
Leadership is supporting the implementation of the policy
Evidence that the policy is driving change/improvement in the setting
The school has a named or dedicated member of staff for physical activity.
There is a commitment from the school to deliver a broad range of activities funded by the PE and Sport premium / Staff induction procedure
Policy document
Description and supporting evidence of how the policy is developed, shared and communicated with all members of the school community (website; newsletters; consultation papers; meeting minutes etc.)
School development plan/ School health plan
Details of PE and Sport Premium funding is provided on the schools website (Primary Schools Only)
The school curriculum includes physical activity and learning outcomes which are monitored and evaluated to ensure quality of teaching, opportunities and learning. / The school promotes, provides and supports opportunities for staff continuing profession development (CPD) for physical activity, health and well-being
There is a commitment from the school to increase confidence, knowledge and skills of ALL staff in teaching PE and Sport.
Pupils progress and achievements are celebrated
The differing needs and preferences of pupils are accounted for in the provision of PE and physical activity.
A minimum of 2 hours curriculum time a week is dedicated to PE
PE sessions cover a broad range of activities and sports
Physical activity is monitored and evaluated and data is available and used to inform the provision of physical activity in school / Staff skills auditand/or CPD records
Physical activity, physical education and sport timetables
Curriculum overview
Lesson plans and examples of resources
Details of pupil awards/ means to celebrate achievement
There are a range of physical activity, sport and play opportunities on offer such as before, during and after school clubs, activities at break and lunch times. / The school makes their facilities available at different times early morning, late afternoon, evenings and school holidays
The school has taken advantage of local road safety activities such as Bikeability and Pedestrian training.
The school understands the negative health impact of prolonged sitting and provides opportunities for pupils to stand/move. / Policy document
Evidence of opportunities provided (school timetable/afterschool club timetable, photos, resources)
Evidence of pupils undertaking road safety activities
Primary Schools -
- no. passed bikeability
- no. taking part in lessons provided by DMBC Road Safety team
- no. undertaking lessons provided by SY. Safer Roads Partnership (i.e. Ghost Street)
- no. undertaking Drive for Life sessions (sixth forms)
Evidence that pupils have helped design and develop physical activity, sport and play opportunities (surveys, meetings held)
Lesson plans provide examples of physical activity and reduction in sedentary behaviour e.g. (lessons outside, remove chairs for activities)
The school environment promotes physical activity and provides opportunities for physical activity / School promotes active travel to and from school
School provides facilities that support Active Travel such as bike/scooter parking, showers etc
Playgrounds provided are safe, stimulating and encourage physical activity / Active Travel Plan and review date
Evidence of active travel promotion (newsletters; display; website)
Photo evidence of facilities, playgrounds and outdoor space
Health and safety documentation
The school has partnerships and engages with and provides opportunities for engagement with parents/carers, the local community, external agencies and volunteers. / The school provides opportunities for parents/carers to access information, support and advice on physical activity both in the school and the wider community
The school engages with the local community and a range of external agencies and encourages volunteering by children and young people and the wider community to support pupils, parents/carers and staff on a range of physical activities
The School provides regular opportunities for ALL pupils to take part in competitive sport / Policy document
Curriculum overview
Evidence of promotion of/ signposting to local clubs and activities (newsletters; display; website)
No of volunteers supporting PE, Sport and Physical Activity in school
School timetable and fixture list for inter and intra sport competitions
PSHE
Criteria / What this looks like in practice / Evidence we expect to see
There is a PSHE policy or equivalent in place which clearly details the school’s approach to relationship and sex education (RSE); personal development, behaviour and welfare; building resilience; and drug and alcohol issues / The policy should:
•Incorporate a whole settings approach
•Be in line with current national drivers and recommendations
•Be reviewed every 3 years as a minimum
All members of the school community actively promote PSHE and actively support the contribution to learning and pupil’s life chances in all that they do
The policy has been developed in conjunction with wider stakeholders (including parents/carers and children and external agencies)
The policy is actively used, shared and communicated
Leadership is supporting the implementation of the policy
The policy is driving change/improvement in the setting / Policy document
Staff induction procedure
Description and supporting evidence of how the policy is developed, shared and communicated with all members of the school community (website; newsletters; consultation papers; meeting minutes etc)
School development plan/ School health plan
Name of designated lead for PSHE and description of role, associated responsibilities and plan for CDP
A spiral programme of PSHE is delivered by a regular team who are well trained to deliver the subject and have the knowledge, confidence and skills to deal with subject matter that can be sensitive and personal
PSHE is taught through a variety of methods and is supported by a range of good quality resources that are appropriate with regard to the pupils’ age, ability, maturity and background, and reflect diversity / Staff have appropriate, quality assured training to enable them to plan and deliver sessions and have opportunity for CDP in this area
The use of external contributors is considered in the context of the wider curriculum and enhances, not replaces, delivery of the subject matter by regular staff
PSHE lessons are taught with a variety of teaching and learning styles, with emphasis on interactive learning, based on pupils’ needs.
Colleagues from external agencies, such as school nurses, contribute and provide input in a planned, integrated and quality-assured way to the PSHE curriculum / Staff CPD records
PSHE curriculum
Lesson plans
PSHE team meeting minutes
Pupil evaluation
School health plan
PSHE curriculum
Examples of resources used and sources of information
The entitlement of all learners is secured through planned provision for RSE across the whole age range / RSE is taught according to clear schemes of work in PSHE and Science which ensure age-appropriate learning and progression
There are working relationships between the PSHE and Science Leads and class teachers in planning and delivering the schools RSE programme / Lesson plans
Examples of resources used and sources of information
RSE curriculum for each year group taught Pupil evaluation
The school adopts a planned programme about how to develop resilience and manage risk taking behaviour throughout the curriculum / Whole school approach that builds experience and confidence around good decision making, situation avoidance, resilience and confidence / Details of evidence based approaches / programmes used
Lesson plans
School development plan/ School health plan
PSHE curriculum
Pupil evaluation
PSHE is seen as a partnership between school
and home and there are effective measures to
inform parents/carers, involve them in dialogue
and consultation, and support them in continuing
the learning on these issues with their children at
home / There are opportunities for parents/carers to input in to the development of the PSHE curriculum and are fully informed about content and delivery methods of the PSHE programme
The school provides guidance to parents/carers on speaking to children and young people about subjects covered in PSHE both face-to-face and supplemented by print materials / Description and supporting evidence of how the schools PSHE programme is developed, shared and communicated with parents/carers (website; newsletters; consultation papers; meeting minutes; details of parent workshops etc.)
Examples of resources used and sources of information