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. Not just numbers! Data from many sources is the key to continuous improvement When “planning,” use data to provide insight and focus for the planned goals Data patterns reveal strengths and weaknesses in the system and provide excellent direction

19. Activity What data do you currently have in schools?

20. 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

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

22. Raise Online

23. 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?

24. Support with Data Collection/Analysis Cambridge Institute for Technology

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

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

31. 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?

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

33. Stage 3: Selecting Priorities Needs analysis identifies priorities around HWB of CYP Select two high level priorities: 1.School 2.National/Oxfordshire Linked to whole-school improvement

34. 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

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

36. 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

37. 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)

38. 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

39. Stage 4: Meaningful Outcomes and Early Success Indicators How will you influence HWB change in your CYP, including targeted group? 1 st identify meaningful outcomes – a numerical measurable HWB change in children 2 nd identify early success indicators – milestones that show progress towards meaningful outcome

40. 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

41. 3 Outcomes for each Priority Priority Meaningful Outcome Quantitative Meaningful Outcome Qualitative Meaningful Outcome Targeted (numerical)(perception) (qual or quant) What extra things do this group need to achieve goal?

42. 2 Priorities Priority MO Priority MO OXFORDSHIRESCHOOL

43. 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.

44. 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

45. 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?

46. 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

47. Next Steps Activity: Using the case study provided & the planning grid Suggest ESI - process & impact (5) Priority Meaningful Outcome Quantitative Meaningful Out come Qualitative (Perceptions) Meaningful Outcome Targeted

48. Serotonin Moment! http://www.youtube.com/watch?v=zKBQAMEyRM M http://www.youtube.com/watch?v=zKBQAMEyRM M

49. 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

50. 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?

51. 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

52. Implementation on School Improvement Plan First thoughts about your own schools 1.Context – what is happening now which you can build on? 2.Engagement – how will you ensure that you take the whole school community with you? 3.Capacity – what are the human & material resource implications? 4.Evaluation – what baseline data for comparison do you have? Do you need to gather more evidence?

53. Stage 7: Monitoring - Why? Effective monitoring enables you to: Measure progress and impact Recognise success Feedback to whole school community Maintain focus and stay on track Inform school improvement planning Respond to unexpected developments

54. Monitoring Who? CYP, staff, parents/carers How? Class and school councils Surveys Focus groups Interviews Observations

55. Monitor against ESIs HWDG responsible for monitoring progress regularly Collect new ESI data to compare against baseline measurements Are you on track to achieve ESIs and meet meaningful outcomes within the timescales recorded at stage 4?

56. Unexpected Results?

57. Unexpected Results Amend ESIs - no need to submit to QUAS Amend meaningful outcomes - must submit to QUAS Healthy Schools Team will take annual update of progress against ESIs

58. Serotonin moment! http://www.youtube.com/watch?v=Dr2nnIWEcPE

59. Stage 8: Review against Meaningful Outcomes When each MO is met and entered on website a form is produced with supporting evidence which you send to us Reviewed by QUAS Either national recognition of success or clarification sought on evidence

60. The Healthy Schools Website- www.healthyschools.gov.uk Email: support@healthyschools.gov.uk.support@healthyschools.gov.uk Healthy Schools Technical Helpline 0845 601 7848.

61. Celebrate Success! Improved health and wellbeing for CYP!

62. Questions and Concerns?

63. Evaluation