healthy schools enhancement model what does it mean for schools?
TRANSCRIPT
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: [email protected]. Healthy Schools Technical Helpline 0845 601 7848.
Celebrate Success! Improved
health and wellbeing for CYP!
Questions and Concerns?
Evaluation