Enhancement model
Under the enhancement model your school will prioritise its own health and wellbeing agenda. You will choose which health and wellbeing issues to focus on by using information from a needs analysis to decide what really matters to your school and its community.
The model is delivered in three distinct phases:
- planning our change
- delivering our change
- understanding what's changed.
Within the three phases there are eight stages. View a diagram showing the how the eight stages fit into the three phases.
Health and wellbeing improvement tool (HWIT)
As your school becomes part of the enhancement model you will complete the health and wellbeing improvement tool (HWIT) on the Healthy Schools website. It guides you through the enhancement model and helps you to plan and record progress. It will also help you to populate your Ofsted SEF and enable you to submit key quality assurance information. (Don't forget that progress with your universal provision is recorded on the Annual Review.)
Stage 1: Health and wellbeing development group
The first step for schools taking part in the enhancement model is to set up a health and wellbeing development group. This group will play a pivotal role in developing and influencing the thinking and planning required at each stage of the Healthy Schools enhancement model.
Stage 2: Needs analysis
Your health and wellbeing development group, supported by a range of stakeholders including children and young people, will conduct a needs analysis. This must be informed by local and national priorities, including those reflected in Cornwall's Local Area Agreement, the Cornwall Children and Young People's Plan, its underpinning research Kernow Matters, and Ofsted's Pupil Wellbeing Indicators. The Planning Our Change documents will help too, see the navigation bar on the right of your screen.
Stage 3: Priorities
The needs analysis will enable you to identify two priorities, one of which will be a school priority, the other, a local priority. The Healthy Schools national team envisage these priorities being high-level and probably in the form of National Indicators.
Stage 4: Outcomes and Early Success Indicators
You need to shape your priorities into meaningful outcomes. Your outcomes will be both for your universal provision and for targeting particular groups of children and young people. You also need to develop Early Success Indicators which will act as milestones towards the achievement of your outcomes.
Stage 5: Universal and targeted actions / interventions
Your school will identify baselines and select appropriate actions or interventions. (Here's a reminder of the baseline measures that you are probably using in your universal provision.) These will be for both universal and targeted provision and, where possible, informed by evidence.
You will present the selected priorities, outcomes, Early Success Indicators and timescales, with baseline measures to the Quality Assurance Group (QuAG), who will then consider your submission and approve it.
Stage 6: Implementation
Together with support from your local stakeholders, your school will implement the actions or interventions.
Stage 7: Monitor against Early Success Indicators
You will monitor the impact of your actions or interventions against your Early Success Indicators.
Stage 8: Review and self-validate
You will review against each of your outcomes and self-validate using the Health and Wellbeing Improvement Tool. The quality assurance process will ensure that schools achieve their outcomes.
There's more information about the Healthy Schools enhancement model on the national website, just click on the national logo on the left of this page.