About Healthy Schools

The ten elements to the whole school approach:

1. Leadership, management and managing change

health issues are seen as contributing to school improvement and this understanding informs discussions on policy and practice at staff and governor meetings
Healthy Schools activities are identified in the School Development Plan and delivered through other priorities such as literacy and behaviour support
the headteacher and governors support the task group by agreeing non-contact time and inclusion in the school decision-making process
and professional development plans include training in PSHE and citizenship for all staff.

the school develops all policies (such as SRE, or drug education including alcohol and tobacco) in line with legal requirements and non-statutory guidance
the school has established mechanisms for involving the whole school community in policy development and implementation, for example parent forums
and the roles and responsibilities of the whole school community are clearly defined in all policies.

schemes of work are developed, identifying pupils' learning outcomes
a range of resources is used including National Grid for Learning sites, children's literature and the school nursing service
a code of practice for working with external agencies is developed and its implementation monitored
and links are made with other curriculum areas, for example, science, technology, humanities and art.

a range of teaching styles in PSHE and citizenship is used, such as Circle Time and debating forums, appropriate to pupils' age, ability and level of maturity
recognition is given to learning styles and opportunities are offered to put learning into practice, for example practical experience in the community and in work
peer support for learning is encouraged, for example older pupils working with younger ones
the importance of a safe and supportive teaching environment, where pupils and teachers can work together to promote health, is recognised for example, by establishing working agreements and considering classroom layout
and pupils are encouraged to consider levels of risk and make informed judgements about their actions.

healthy schools activities are set out in the school prospectus, parent handbook and staff documentation, including recruitment and induction packs
school organisation and culture should support pupils' spiritual, moral, social and cultural development
all staff and pupils play a part in developing and maintaining a positive school culture
attention is paid to creating and maintaining a welcoming environment, which is secure and well lit
and the school has a smoking policy and its grounds are free of litter and graffiti, toilets have locks, toilet paper, hot water and paper towels, as well as sanitary towel dispensers and disposal facilities and clean drinking water is provided.

assessment of pupils' needs informs curriculum planning
pupils' views influence teaching and learning in PSHE and citizenship
pupils take responsibility for some aspects of school life, such as changing displays, keeping the site litter free, the garden and snack sales at break time
and mechanisms are established for involving pupils in policy development, for example through school councils and the healthy schools task group.

clear procedures, including reporting of information, are established to support pupils' health conditions, for example, asthma and anaphylaxis
internal pupil support services such as academic mentoring and counselling are provided
and information on local support services for children and young people (such as smoking cessation services, sexual health and drug agencies) is given and referrals are made when appropriate.

staff are consulted on their training and support needs through a regular review process
a range of relevant professional development opportunities is offered, covering subject knowledge and teaching skills, for example, team teaching, peer coaching and lesson observation time
serious consideration is given to the benefits of giving staff the opportunity to enter the teacher or community nurse PSHE continuing professional development programme
non-contact time is provided to allow for planning, delivery and evaluation of healthy schools activities
staff are given the opportunity to share information, learning and experience with other schools and visit them to gain support and knowledge of good practice
the staff room and working areas provide a positive environment for staff
school to consider using the Investors in People framework to enable more focussed and effective identification, planning and evaluation of training and development for school staff
and arrangements are in place for appropriate occupational health advice and support.

parental involvement is welcomed, for example, through an identified room, a noticeboard for parents and reading partner schemes
parents and community partners are involved in policy development, for example through the Parent Teachers Association, questionnaires and parents' evenings
parents and external partners (for example, Drug Action Team, Family Planning Nurses) are involved in the task group for developing healthy schools activities
parents and community partners, including local businesses are invited to participate in aspects of school life, for example, as part of the governing body, open days, help in the classroom, sponsored events, school fêtes and work placements
and home-school agreements are developed, in consultation with parents/carers, and implemented.

Also in this section