A Route to Health Promotion: Self-Evaluation Using (html)

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A Route to Health Promotion: Self-Evaluation Using Performance Indicators

Part 2: Self-evaluation audit tools

Performance Indicator 1.1

Structure of the curriculum

This performance indicator is concerned with the following themes:

breadth and balance across elements of the curriculum;
integration, permeation; and
effectiveness of timetabling and arrangements for pupil choice.

It refers to the structure of the curriculum, as delivered, in terms of curriculum areas.

Level 4 Illustration

Health education is part of all pupils' core curriculum. . The spiral health education curriculum is relevant to the age and stage of pupils and covers key health issues. . Priority areas for action include substance misuse (drugs, solvents, alcohol and tobacco), healthy eating, physical activity, dental health, mental health, sexual health (including, as pupils grow older, teenage pregnancies and HIV/AIDS) and accident and safety issues.
Cross-curricular health education opportunities are maximised through, for example, RME, PE, Science, Home Economics and English. . There is integration of knowledge and skills development and opportunities for pupils to explore their own beliefs and attitudes in relation to health issues.
Timetables are designed successfully to enable the curriculum to be offered efficiently, giving appropriate time and emphasis on health and life-skill issues. . There are appropriate opportunities for development for all pupils.

A performance broadly equivalent to that illustrated above would merit a Level 4 award.

Level 2 Illustration

Health education is not part of all pupils' core curriculum. . A spiral health education curriculum does not exist which results in patchy coverage of key health issues.

Cross-curricular health education opportunities are not utilised effectively. . There is limited integration of knowledge and skills development and few opportunities for pupils to explore their own beliefs and attitudes in relation to health issues.

The design of timetables is not fully successful in enabling the curriculum to be delivered efficiently. . Time allocations and emphases on health and life-skill issues are inappropriate. There are limited or inappropriate opportunities for pupil development.

A performance broadly equivalent to that illustrated above would merit a Level 2 award.

PI. 1.1 Structure of the curriculum

To what extent does the structure of your health curriculum reach all your pupils, encompass key health issues and consistently target key messages at appropriate ages and stages?

How do you know?	Some features you might look for
Is enough time allocated for learning, lunch and extra- curricular activities? Is there a good balance and sequence of sedentary and physical activities?	In line with national advice on time allocations which pupils need for healthy life-style, self-esteem and safety in the environment Sufficient time for pupils to achieve learning outcomes Sufficient time on tasks to achieve good standards Regular physical activity as well as relaxation and social time
How well co-ordinated and coherent are cross-curricular opportunities? (for example, in RME, PSE, PE, Science, Home Economics, Language)? Are extra-curricular options used to promote healthy lifestyles? Do in-school clubs run by other agencies consistently support the school's approach to health?	School framework identifies the key health contribution, of each subject at each stage, to pupils' knowledge, skills and values Range of extra-curricular activities helps pupils develop healthy leisure habits and apply skills, for example, in sports, cookery and, art Leisure clubs at breaks, lunch-time and after school Agreed arrangements with other agencies on health promotion, for example, on issues such as nutrition, smoking and confidentiality
Do all pupils have opportunities to build on their learning about health? Who is responsible for ensuring that practice matches policy?	Health education is part of all pupils' core curriculum Plans and transfer records are appropriate Information helps teachers build on earlier learning (for example, pre-5 to P1, stage to stage and P7 to S1) The health education co-ordinator monitors the quality of pupils' curriculum Class/ guidance teachers monitor pupils' progress
Does the curriculum include opportunities for pupils to take responsibility for learning about their health?	Personal action plans and/or Records of Achievement Research activities Leisure options e.g.(for example, clubs or societies) Curricular options e.g .(for example, independent living skills delivered through Home economics or PSE studies)
Some ways of finding out
refer to advice on time allocations given in the appropriate national curricular framework documents refer to checklists in the HELP UP-DATE 1998, for practical advice on managing an appropriate curriculum for all pupils interview representative groups of pupils identify the health curriculum framework from statements in school and departmental handbooks/ policies
Some suggested points for action
consult staff at each stage/ department to identify issues which support a well-structured, health promoting curriculum look in some detail at what the health curriculum means for defined groups of pupils. . You may wish to consider pupils with special needs or poor health, new pupils, those about to leave school or those with challenging behaviour. . You may also want to look at those who play little active part in school life. . Identify how you assess their level of health knowledge, skill and awareness of values. . What would be a next step for each group? What changes are needed to the structure of the school curriculum?

Performance Indicator 1.2

Quality of courses or programmes

This performance indicator is concerned with the following themes:

breadth, balance and choice;
integration, continuity and progression; and
support and guidance for teachers.

Level 4 Illustration

The health education programme is relevant to the age and stage of pupils and covers key health issues. . Priority areas for action include substance misuse (drugs, solvents, alcohol and tobacco), healthy eating, physical activity, dental health, mental health, sexual health (including, as pupils grow older, teenage pregnancies and HIV/AIDS) and accident and safety issues. . In addition to the biological aspects, the curriculum explores underlying psychosocial issues relevant to health.
The health education programme follows a logical sequence and demonstrates clear progression both within and between primary and secondary schools. . Cross-curricular health education opportunities are maximised and key health messages are conveyed consistently throughout.
Teachers receive clear guidance in relation to the health education programme in terms of key resources and appropriate learning and teaching methods.

A performance broadly equivalent to that illustrated above would merit a Level 4 award.

Level 2 Illustration

The health education programme is insufficiently comprehensive and there is patchy coverage of key health issues. . There is limited integration of knowledge and skills development and few opportunities for pupils to explore their own beliefs and attitudes in relation to health issues. . More could be done to promote progression and continuity of pupils' learning. . There is limited exploration of the underlying psychosocial issues relevant to health.
While there is generally a logical sequence of events to the various elements of the health education programme, there is insufficient reinforcement and cross-curricular health education opportunities are not utilised effectively.
Teachers have the bare minimum of support in the form of guidance with regard to resources and appropriate learning and teaching methods.

A performance broadly equivalent to that illustrated above would merit a Level 2 award.

PI 1.2 Quality of courses or programmes

How good is the quality of your health education programme? ? Does it demonstrate continuity and progression? Are teachers supported with regard to health promotion?

How do you know?	Some features you might look for
Is there balanced coverage of: - health needs and risks? - key features: looking after oneself, relationships and health and safety in the environment, physical, mental, emotional and social health? - knowledge, skills and values and healthy action?	Balance and coverage is in line with national advice Learning is linked to pupils' health decisions and needs Tasks focus on learning outcomes and give them balanced attention Coverage of key aspects/ issues: - physical growth and hygiene - health and safety and first aid - rights and responsibilities - sex education/ relationships - mental health including bullying and stress - substance misuse - health and the environment Emphasis on building pupils' self-worth and ability to take control of their health Attention given to knowledge and strategies to: - identify risks - know sources of help - resist/deflect pressure and manage stress - evaluate health needs and plan healthy action Planned account taken of pupil and community values/ sensitivities: viz. - religion and culture; family values/life-style; and attitudes
How far do curricular areas other than health education extend pupils' learning about health?	Agreed approach reduces repetition and increases challenge Clear, complementary subject emphases, for example: - scientific knowledge and investigation - religious and moral awareness/ tolerance of different beliefs - understanding, exploring, evaluating and skill-building in PSD
How consistent are approaches across the curriculum?	Agreed school framework of learning outcomes and approaches to health education and health promotion
How good are arrangements to build on previous learning?	Effective use of pupils' records of key learning experiences Teaching plans build on previous learning and clearly identify next steps for pupils/ groups of pupils Plans are evaluated and pupils' work is monitored to ensure programmes match pupils' needs
Do pupils have enough choice and responsibility for active learning?	Negotiated choice of tasks related to pupils' needs Homework and investigation on issues are negotiated with pupils Options are planned to build on interests/ broaden experience Pupils work on personal health action plans and record their health achievements
Is there enough practical support and advice for teachers to ensure consistency?	Practical advice on resources, learning and teaching and, assessment Feedback on plans and records of work Management work alongside teachers to identify and share good practice
Some ways of finding out
refer to national curriculum advice on health education programmes analyse existing programmes, assessment and recording arrangements
Some suggested points for action
use the HELP UP-DATE 1998 overview to identify strengths, gaps and action points in coverage consult staff to ensure they have the training and practical support for confident teaching identify aspects requiring agreed approaches, work together as a staff to produce the required programme advice review arrangements for assessment and self-evaluation to ensure teachers achieve consistent good practice brief support staff to ensure their practice is consistent with what pupils are taught, for example, about playground safety and, nutrition in school meals

Performance Indicator 3.3

Meeting pupils' needs

This performance indicator is concerned with the following themes:

choice of tasks, activities and resources;

pace of learning to achieve appropriate targets for all pupils ;

relevance of the purpose and contexts of teaching to pupils' experiences and interests; and
where applicable, the contribution made by learning support staff.

Level 4 Illustration

Targets, tasks and activities are very well matched to the needs and aptitudes of individual pupils, taking account of pupils' pre-existing levels of knowledge and beliefs, a very good choice of resources is made, and learning and teaching approaches are such that pupils are likely to be helped to achieve the targets set.
The pace of learning reflects pupils' different levels of maturity, experience, confidence and ability.
Purpose of activities and contexts for teaching are relevant and meaningful to pupils and pupils' experiences, for example, preparation for parenting and independent living for school leavers.
Learning support staff contribute effectively towards meeting pupils' needs.

A performance broadly equivalent to that illustrated above would merit a Level 4 award.

Level 2 Illustration

Some steps are taken to match targets, tasks, activities and resources to the needs of individual pupils but learning and teaching approaches are not always helpful for achieving the targets set.
The pace of learning is either too slow or too fast and hinders the achievement by pupils of appropriate targets.
Purposes of activities and contexts for teaching are only occasionally relevant and do not always take sufficient account of pupils' experience, interests and future development.
The contribution of learning support staff is insufficient in range and/or effectiveness.

A performance broadly equivalent to that illustrated above would merit a Level 2 award.

PI 3.3 Meeting pupils' needs

How well does your health promotion meet the needs of your pupils?

How do you know?	Some features you might look for
How well do tasks build on previous learning?	Teachers take account of pupils' skills and readiness to learn by referring to: - records of previous learning from pre-school, primary - achievements including out- of -school activities - pre-topic assessments - using approaches such as the draw and write technique to ascertain pupils' pre-existing knowledge and beliefs Plans well linked to assessment Next steps in learning shared with pupils Pupils given informative feedback Choice of tasks helps pupils' personal health action planning
How well does it match pupils' different levels of maturity, experience, confidence and ability?	Clear arrangements take account of different needs: - adapted tasks/resources - range of class, group and individual work - flexible groupings - supported group discussion with teacher/ older pupil - suggestion box for pupils to raise individual concerns Teachers use assessment well to check that all pupils progress towards national targets, have appropriate challenge and pace of work
How relevant are activities to pupils' needs?	Activities linked to pupils' maturity and need, for example, preparation for parenting and independent living for school leavers Parents and community consulted on cultural aspects such as: diet, sex education and parenting Programme adapted sensitively using information provided by other agencies: - input from parents and health staff - professionals on individual medical needs - local community health and safety issues identified by police and health board life-style surveys
How relevant do pupils think the programme is?	Pupils' comments at the end of units rate highly: - negotiated tasks - respect for views/needs - group discussions - use of peer counsellors - expert input from other professionals, for example, health workers, and drug action groups
Is the potential input from learning support maximised/used effectively?	Learning support helps pupils to overcome barriers to learning, for example, through individualised and group programmes, co-ordinating outside support agencies, and home contact
Some ways of finding out
refer to national advice on the curriculum and assessment and specifically to HELP and the HELP UP-DATE 1998 and to HMI reports on health education and promotion shadow pupils at different stages study pupils' pre- and post-unit assessments to evaluate their progress
Some suggested points for action
consult staff and parents to identify issues which support or prevent pupils' needs being met, for example, staff training, class allocations, timetabling strengthen opportunities for pupils to take responsibility for their learning about health consider making more use of information about local health issues and introducing special programmes such as circle time, peer counsellors

Performance indicator 4.1

Pastoral care

This performance indicator is concerned with the following themes:

provision for the emotional, physical and social needs of individual pupils; and
provision of support for pupils.

Level 4 Illustration

Staff work collectively to create a climate where mutual trust, respect and confidence are evident throughout the school. . Staff with responsibility for pastoral care willingly give time to parents and keep other staff informed of relevant background information concerning individual pupils. . Staff are alert to the emotional, physical and social needs of individual pupils and are sensitive to background information.
Management takes positive steps to ensure that sensible and sensitive support is available to meet pupils' emotional, physical and social needs. . Effective procedures operate to identify needs and address them by early intervention through the deployment of staff and other expertise and resources. There are, for example, appropriate arrangements to manage child protection, bullying and incidents of drug misuse.

A performance broadly equivalent to that illustrated above would merit a Level 4 award.

Level 2 Illustration

Approaches to creating a climate of mutual trust, respect and confidence are inconsistent. . Staff are not always sensitive to background information and consider response to emotional needs important only in crises or in the case of pupils with obvious difficulties.
Management ensures that support is provided at a basic level in response to crises but staff do not identify the more general needs of pupils or provide for these in a systematic way. There is a lack of clarity in staff remits and school procedures for managing issues such as child protection, bullying and incidents of drug misuse. . The support provided by staff is 'ad hoc'.

A performance broadly equivalent to that illustrated above would merit a Level 2 award.

P.I. 4.1 Pastoral Care

How well do we provide for the emotional, physical and social support needs of our pupils?

How do you know?	Some features you might look for
To what extent does the school create the climate of respect and self-confidence for high achievement? How well understood are welfare arrangements? How well prepared is the school to deal with special circumstances and welfare incidents?	School management actively promotes good health and high morale There is an emphasis on consultation with staff and pupils which promotes co-operation in developing and implementing policies Staff feel supported with good access to advice and training Staff and pupils receive regular positive feedback Workloads are balanced Pupils across the ability spectrum feel that their achievements are valued Pupils and staff know how to get help and feel that they will be respected and supported Clear staff remits and supportive procedures for special needs: - loss, bereavement and stress - substance misuse - emergency/first aid - medical needs such as asthma, diabetes, seizures, medication during school - clothing, diet, hygiene - bullying and mental heath - isolation and social skills - "looked after" children and young carers - involving parents and outside agencies - handling sensitive information and briefing other staff on a confidential, "need to know" basis
To what extent can all pupils participate in the work and life of the school? How well planned is the support for helping pupils overcome difficulties and making the most of learning opportunities?	Tasks and activities are sensitively adapted: - targeted support for pupils with English as a second language, sensory impairments, medical needs - school meals, sports kit, and residential experiences all respect cultural and individual differences Clear criteria for support Range of support includes: - involving pupils in assessing needs and action - attention to attendance, rate and standard of work - peer support for behaviour management and self-esteem - referral to outside agencies, for example, for counselling and advice - careful monitoring and recording - case-conferences to review and plan provision
Some ways of finding out
refer to national advice, including HMI reports on health education and promotion, A Guide To Child Health In the Primary School, A Manual of Good Practice in Special Educational Needs and Helping Hands: Guidelines for staff who provide intimate care for children and young people with disabilities review school policies and procedures discuss practice with staff, pupils and parents
Some suggested points for action
consult staff on strategies to strengthen provision shadow vulnerable pupils to evaluate the quality of their support

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