Healthy Schools Enhancement Model What does it mean for Schools?

Healthy Schools Enhancement Model What does it mean for

Schools?

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

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

Serotonin Moment!

• http://www.youtube.com/watch?v=cgeLY7CL5IE

The way we were………then

• 41 criteria• No longer a ‘tick

list’• Boxes of evidence • Validation visit• One key person

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

Moving forward…..

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

In a nutshell….

Links with ECM

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%

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

Annual Review

Activity: Look at completed example of completed annual review in pack (yellow)

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

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

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?

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)

Activity

• What data do you currently have in schools?

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

Examples of Data Collection• TellUs• Free school meals• PESSCL survey• Ofsted surveys• Local Authority• Attendance/ Exclusions

• Next Steps:• Enter information on HWIT

Raise Online

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?

Support with Data Collection/Analysis

Cambridge Institute for Technology

Oxfordshire Data

Joint Strategic Needs Analysis (JSNA):Data collections:epidemiology, public health, performance trends, benchmarking

Identify priorities for Oxfordshire

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

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?

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

Stage 3: Selecting Priorities

Needs analysis identifies priorities around HWB of CYPSelect two high level priorities:

1. School 2. National/Oxfordshire

Linked to whole-school improvement

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

Which Oxfordshire/national priorities can you make a contribution to?

Oxfordshire Children and Young People’s Plan2010-2013

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

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)

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

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

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

3 Outcomes for each Priority

Priority

Meaningful OutcomeQuantitative

Meaningful OutcomeQualitative

Meaningful OutcomeTargeted

(numerical) (perception) (qual or quant)

What extra things do this group need to

achieve goal?

2 Priorities

Priority

MO MO MO

Priority

MO MO MO

OXFORDSHIRE SCHOOL

Example: Planning change for my school -

EHWBRural 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.

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

2 Types of ESI

Process IndicatorsChanges in:

PoliciesCurriculumStaff (knowledge,

understanding, atts & skills)

Impact IndicatorsChanges in CYP:

KnowledgeUnderstandingAttitudesSkills

Which type of indicator is most likely to come first?

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

Next Steps

Activity: • Using the case study

provided & the planning grid

• Suggest ESI - process & impact (5)

Priority

MeaningfulOutcome

Quantitative

Meaningful Out comeQualitative

(Perceptions)

Meaningful OutcomeTargeted

Serotonin Moment!

• http://www.youtube.com/watch?v=zKBQAMEyRMM

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

AlcoholNew ideas – untested

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?

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

Implementation on School Improvement Plan

First thoughts about your own schools1. 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?

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

Monitoring

• Who? • CYP, staff, parents/carers

• How?• Class and school councils• Surveys• Focus groups• Interviews • Observations

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?

Unexpected Results?

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

Serotonin moment!

• http://www.youtube.com/watch?v=Dr2nnIWEcPE

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

The Healthy Schools Website-www.healthyschools.gov.uk

Email: support@healthyschools.gov.uk. Healthy Schools Technical Helpline 0845 601 7848.

Celebrate Success! Improved

health and wellbeing for CYP!

Questions and Concerns?

Evaluation