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

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

Performance Indicator 4.2

Personal and social development

This performance indicator is concerned with the following themes:

development in pupils of positive attitudes and personal and social skills; and
contribution of extra-curricular activities, development processes and special courses.

Level 4 Illustration

Almost all pupils are making good progress towards an awareness of personal health and safety and confidence in their own knowledge, skills and emerging values. . They show independence of mind and co-operate well with others both socially and in school work. . Their behaviour and relations show genuine concern for, and tolerance of, others. . The school provides frequent and regular opportunities for pupils to be praised and for their achievements to be recognised and valued.
Pupils are given opportunities and encouraged to participate in a wide range of extra-curricular activities, development processes and special courses, for example, clubs and short courses in practical food preparation for healthy eating.

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

Level 2 Illustration

The majority of pupils are making progress towards an awareness of personal health and safety and confidence in their own knowledge, skills and emerging values. . Independence of mind and co-operation with others both socially and in school work isare not the norm. Behaviour and social interactions are usually satisfactory but there are occasional lapses into unacceptable behaviour, aggression or intolerance. . The school only occasionally provides opportunities for pupils' achievements to be recognised.
There are few opportunities and insufficient encouragement for pupils to be involved in extra-curricular activities, development processes and special courses.

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

PI 4.2 Personal and Social Development

How well do we promote positive healthy attitudes and develop life skills for pupils to make informed choices?

How do you know?	Some features you might look for
How actively does the school promote positive attitudes?	All pupils are involved in practical action: - action against bullying - peer counselling - environmental audit - ""safer and active routes to school"" - campaigns against litter - charitable work Steps are taken to promote staff health and wellbeing Staff are encouraged to provide good health role-models for pupils The school provides an atmosphere where pupils can express questions or worries about their health and know they will receive well-informed, sensitive advice
How does the school plan and monitor the development of skills?	School framework identifies skill development for each stage, for example, roles as helpers, monitors, class representative, member of school council/Board Decision-making groups have pupil input: - School Nutrition Action Group - pupil council and committees such as charity, social, health and safety - initiatives involving pupils (for example, "safer and active routes to school") Pupils' Records of Achievements and progress reports identify development
How well do extra-curricular activities support pupils' overall learning?	Award schemes accredit learning in and out of school and encourage positive, healthy lifestyles Staff encourage pupils to have a range of leisure interests A choice of stimulating opportunities is provided for pupils to take part in drama, music-making, painting, sculpture, dance, sports, excursions, field trips and residential stays Up-take monitored at annual personal pupil interviews
How useful are inserts and special courses?	Specialised inputs help the school efficiently use outside resources, broaden or build skills and target key groups of pupils, with, for example: - first aid - stress management - leadership - personal safety programmes - cyclist/driver training
Some ways of finding out
refer to curriculum and assessment guidelines on the importance of personal and social development examine current approach to evaluating effectiveness talk to pupils discuss at stage / departmental meetings
Some suggested points for action
survey staff to establish staff view of personal and social development and whether values, attitudes and skills are promoted as vigorously as knowledge and understanding survey pupils and their parents on how well pupils' needs are met consult staff on strengths and constraints in providing effective personal and social development consider the benefits of introducing special courses and award schemes such as the Caledonian and Duke of Edinburgh Schemes

Performance Indicator 5.1

Ethos

This performance indicator is concerned with the following themes:

sense of identity and pride in the school; equality and fairness;
welcoming environment;
pupils and staff morale and pupil/staff relationships;
pupils and staff expectations and use of praise; and
pupils' behaviour and discipline.

Level 4 Illustration

Pupils and staff have contributed to the development of, and therefore identify strongly with, the school's health promotion aims. . They are proud to be associated with health promoting school developments and actively participate in the health promoting school decision-making and development opportunities that exist for pupils, staff (and parents).
The physical environment of the school is pleasant and conducive to pupil and staff health and wellbeing. . Parents and visitors are made to feel welcome while paying due regard to safety. . Management consistently plays a significant part in fostering a good atmosphere throughout the school and this is evident in its dealings with pupils, teachers, parents and visitors to the school.
Pupil and staff morale is high. . Relationships among staff are very positive. . Good relationships are seen in the interactions among pupils and between pupils and staff.
The importance of praise as a motivating and positive aspect of school life is well understood and the use of praise permeates all aspects of the life of the school. . Pupils have high expectations of themselves and others. . At all stages they have the opportunity to contribute and to exercise responsibilities and many do so.

The school discipline policy and practice promotes a sense of responsibility and discourages negative behaviour.

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

Level 2 Illustration

Pupils and staff have not been involved with the development of their school's health promotion aims and are not fully committed to them. . Staff and pupils are not fully aware of health promoting school developments and opportunities for active participation in health promoting school developments are limited.
Overall, the environment of the school is not conducive to pupil and staff health and wellbeing. . Parents and visitors are not made to feel particularly welcome. . Management is inconsistent in its approach to promoting a good atmosphere within the school and in a number of respects inhibits the development of a positive atmosphere.
Pupil and staff morale is variable and relationships among staff are not very positive. . Interactions among pupils and between pupils and staff do not indicate a culture of respect.
While praise is used, there is limited understanding or recognition of its value and impact on the mental health of pupils. . Pupils' expectations of themselves and others are limited. . Opportunities to contribute and exercise responsibilities are restricted, for example, limited to older pupils only.

The school discipline policy and practice does not promote a sense of responsibility and this regularly results in negative behaviour patterns.

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

P.I. 5.1 Ethos

To what extent does the ethos of your school positively influence the health and wellbeing of pupils and staff?

How do you know?	Some features you might look for
To what extent is the ethos of the school consistent and enabling?	Pupils and staff feel involved and have a sense of ownership in the development of school health promotion policy/aims Pupil/ staff views are taken equitably into account in: - policy-making councils and committees - ground rules - complaints and redress procedures
To what extent is there a welcoming, relaxed and purposeful environment for all pupils, parents and visitors? To what extent does management play a significant part in fostering a good atmosphere throughout the school?	Welcome signs and notices in English and community languages Children's work, school handbook, newsletters, photographs, etc. are on display in the entrance reception area Effective security arrangements which control entry quickly and courteously Arrangements for accessing key staff, interviews and registering concerns are efficient and make visitors feel welcome Pupil safety measures reduce risk/ promote wellbeing: safe procedures for handling equipment, litter; action against bullying; pupils' possessions respected All pupils have opportunities to succeed and feel their efforts are valued: - due feedback on success in class targets/homework - good pupil work shared - displays of photographs and certificates of personal achievements - assemblies celebrate pupil success
To what extent do staff accept and demonstrate that they may be role-models for pupils? How far are pupils encouraged to be responsible and independent?	Staff provide positive role-models for pupils: for example, maintaining good relationships, giving due praise, managing tensions, setting high standards, demonstrating healthy life-style choices as in leisure and diet Pupils are expected to be tolerant and set a good example: - sharing classroom tasks - co-operating in class groups - respecting one another's work and play space - accepting others' views and cultural life-styles - helping younger pupils to learn, socialise and play safely - taking action on threats to health and wellbeing by informing staff - making responsible life-style choices - representing the views of others, for example, on pupil councils
To what extent is praise used as a tool to promote the health and wellbeing of pupils and staff?	Due praise to given to pupils and staff Reward schemes are in place to encourage healthy lifestyles
To what extent do school discipline policy and practice promote a sense of responsibility and discourage negative behaviour?	Pupils are involved in making school/ class rules and contracts Emphasis on rewarding positive behaviour and working with pupils to manage difficult behaviour Well-understood, prompt, disciplinary procedures to reduce disruptions to learning and ensure staff/ pupil safety and wellbeing. Intolerant and abusive behaviour are strongly discouraged with pupil support for action against bullying, substance misuse and violence.
Some ways of finding out
refer to national advice on ethos, newsletters from the Scottish Schools Ethos Network and A Route to Equality and Fairness analyse school statistics on attendance, bullying, complaints, discipline, rewards and achievements
Some suggested points for action
consult staff, pupils and parents on strengths and pressures and ways of strengthening ethos. (National advice on ethos indicators provides useful questionnaires.) consider the benefits of strengthening the involvement of staff and pupils in relevant decision-making to promote a sense of empowerment

Performance Indicator 5.2

Partnership with parents and the School Board

This performance indicator is concerned with the following themes:

encouragement to parents to be involved in their child's learning and the life of the school;
responsiveness of the school to parents' views and enquiries; and
effectiveness of links between the school and the School Board.

Level 4 Illustration

Parents are involved in supporting their child's child's learning about health and personal development. . They support the life of the school in a planned and purposeful way. . Steps are taken to involve them in, for example, the school health working group, classroom activities, homework and extra-curricular activities.
Positive steps are taken to ascertain what parents regard as the health needs of the school and appropriate action is taken in response to these and to enquiries from parents.
The headteacher and health education co-ordinator have well-developed links with the School Board. . The school actively encourages Board members to be knowledgeable about and involved in their efforts to become a health promoting school. . The partnership generates substantial benefits and is valued by all concerned.

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

Level 2 Illustration

Parents are occasionally involved in their child's learning about health and personal development, however, little is done to encourage the active involvement of parents in the life of the school.
While few steps are taken to find out what parents perceive to be the health needs of the school, any views expressed by parents or enquiries are usually dealt with adequately. . Subsequent feedback to parents is limited.
There is little evidence of constructive activity or positive benefit from the partnership between the school and the School Board.

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

PI 5.2 Partnership with parents and School Board

To what extent do we you work in partnership with parents and your School Board to promote positively the health and wellbeing of your pupils?

How do you know?	Some features you might look for
How much involvement do parents have in the health education curriculum? How does the school encourage parents to support health promotion?	Shared understanding of aims and approaches and role in homework The school promotes joint home-school approaches on health issues such as road safety and nutrition which encourage the practical involvement of parents where appropriate Workshops/briefings in advance of sensitive issues in: - programmes/resources - use of outside agencies - homework The school prospectus clearly identifies welfare arrangements based on policies about which parents were consulted Making appropriate use of parent helpers in health promoting ventures such as after-school fitness sessions and safe routes to school Regular surveys identify parental views and elicit support for health promoting initiatives, for example:, - healthy snacks/ packed lunches - safer and active routes to school - positive behaviour management - voluntary work for community groups Good information about local health needs and school strategies to promote children's health.
How responsive is the school to parents' views and concerns?	Parents are encouraged to inform the school about pupils' individual needs and changing circumstances Parents have a named member of staff as a contact point Ensuring regular contact with parents of pupils with particular health needs Effective action and prompt, informative feedback The school encourages courtesy and respect in all its inter-personal communications
How effective are your links between the school and school board with regard to health promotion?	Feedback and progress reports regarding health promoting school developments are regularly provided at School Board meetings The School Board, parents and the wider community are encouraged to participate in shaping and supporting the school's approaches to health promotion Discussions take place on significant health issues in the school's community
Some ways of finding out
refer to national advice as given in HMI reports on health education and promotion and to Interchange documents, Homework, Policy and Practice and Practice and Health Education: What Do Young People Want To Know? analyse school Records of Attendance at parents' meetings and communications about health discuss policy and practice with parents and the School Board
Some suggested points for action
consult staff and parents about ways of strengthening provision, particularly in identifying pupils' needs on sensitive aspects such as drug and sex education and child protection work together with the School Board in partnership with appropriate external agencies to review and improve practice

Performance Indicator 5.3

Links with other schools, agencies, employers and the community

This performance indicator is concerned with the following themes:

range, purpose and effectiveness of contacts with other educational establishments;
range, purpose and effectiveness of contacts with voluntary organisations, the wider community and employers; and
range, purpose and effectiveness of contacts with statutory organisations.

Level 4 Illustration

The school has well-developed and effective links with other schools, units and educational establishments as appropriate. . They include effective transfer of information regarding curricular health education and pastoral aspects. . The exchange of information about pupils' learning needs is very good.
The school contributes to the life of the community and works with it, by, for example, collaboratively developing health promoting initiatives. .
The school maintains effective links with statutory organisations, including education psychologists, medical and health promotion services, social work, the police and other such agencies. . The advice and help of other professionals are highly valued. .

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

Level 2 Illustration

The school has a limited range of links with other schools, units and educational establishments. . Working relationships are only partly effective and good practice is not routinely disseminated.
The range of the school's contribution to the community is limited and collaborative working is not common. .
While the school maintains some links with statutory organisations, the links are inconsistent or limited in effectiveness. . The school makes insufficient use of the advice and help of other professionals.

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

PI 5.3 Links with other schools, agencies, employers and the community

To what extent does your contact with other educational establishments, voluntary organisations, the wider community, employers and statutory organisations positively promote the health and wellbeing of staff and pupils?

How do you know?	Some features you might look for
How balanced is the range of outside agencies offering input?	There are well-established contact officers in health, social work, community education and police services to provide advice for the school and establish onward referral arrangements as necessary Emergency, support, health, leisure and consumer services all provide input and operate within shared guidelines The school has access to specialists such as dieticians and therapists supporting pupils on joint home-school approaches to problems associated with diet, speech, exercise, sleep and behaviour Arrangements are in place to support pupils in need of emergency clothing, food, hygiene or transport Well-organised arrangements are in place to protect and support pupils in emergency situations such as those caused by injury, bereavement, or substance abuse
How far are outside agencies involved in health education in addition to routine care of pupils' health?	Health professionals advise on health education and provide resources/training Police work with teachers in lessons on pupil safety and crime prevention Dietician/ cook participates in the School Nutrition Action Group or School Health Working Group Involving community education workers in developing an approach to health promotion and in promoting a range of healthy leisure activities Plan the support offered by voluntary organisations for particular aspects of health promotion and health education
To what extent are pupils enabled to access services independently?	Help-line/ support service information on display Routine screening medical checks include discussion of personal health needs Police establish low-key contact with pupils in class and at after-school activities
Some ways of finding out
refer to national advice as given in HMI reports on health education and promotion analyse school records of pupil up-take of health services evaluations of inputs from outside agencies through joint discussion evaluations of correspondence about health issues discussions with staff and pupils
Some suggested points for action
consult support agencies and the school community about existing strengths, shortfalls and ways to strengthen provision

Performance Indicator 6.1

Provision of accommodation and facilities

This performance indicator is concerned with the following theme:

sufficiency, range and appropriateness.

Level 4 Illustration

The accommodation and facilities provide a safe, pleasant and stimulating environment well suited to supporting the curricular activities of pupils, the work of staff, and social and leisure activities where applicable. . There are, for example, safe and secure bicycle storage facilities for pupils who cycle to school, good social provision for pupils, a suitable medical/rest facility and an attractive canteen area. . The grounds of the school provide a safe, yet stimulating, area for pupils to relax or play. . Accommodation is in a very good state of decoration and repair and equipment, such as sporting equipment, is of high quality and in good condition. . School toilets are hygienic and properly maintained. . Access is suitable to the needs of all users.

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

Level 2 Illustration

The accommodation and facilities provide a safe environment but some adaptations are needed to support health promotion activities and some social and leisure activities. . Accommodation is in need of decoration in places and equipment does not match education needs or is in only fair condition. . A number of aspects of maintenance require review. . Access may be difficult for some users.

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

PI 6.1 Provision of accommodation and facilities

To what extent do the accommodation and facilities promote the health and wellbeing of staff and pupils?

How do you know?	Some features you might look for
To what extent does the school accommodation promote healthy and safe living?	School accommodation and grounds are well maintained, appropriately lit and free from litter Well-lit entries Appropriate access and safety arrangements for those with disabilities Separate safe access for pedestrians and vehicles Secure parking for bicycles and cars Attractive, hygienic eating facilities Good access to hygienic toilets and washing facilities Changing/showering facilities respect pupils' privacy Centrally- located medical room with suitable facilities for secure storage, first aid, confidential assessment and rest Enough attractive space for relaxation and socialising Recreational and social areas for staff and pupils are well maintained and fairly used
To what extent is the physical environment of the school conducive to health and wellbeing?	Playground areas provide safe yet stimulating environment Appropriate arrangements in case of bad weather Well-supervised, hygienic arrangements for the preparation and serving of food Pupil work exhibited on corridor walls Potential health hazards identified and addressed quickly and efficiently, for example, broken glass
Some ways of finding out
annual audit of school accommodation in terms of health promotion, healthy living and safety surveying views of pupils, parents, staff, agency staff and visitors check for increase in number of attractive displays proportion of pupils and staff agreeing that the school environment stimulates learning and wellbeing
Some suggested points for action
ensure that school co-ordinating group gathers regular reports on the school environment involve pupils in a health audit of the school accommodation

Performance Indicator 6.3

Organisation and use of resources

This performance indicator is concerned with the following themes:

organisation and accessibility;
use of resources; and
display and presentation of items of interest.

Level 4 Illustration

Resources, including space and health -related resources from outwith the school, are efficiently and effectively organised for use by teachers and pupils, who are aware of what resources are available and have easy access to them.
Very good use is made of resources, including space and resources from outwith the school, to provide high quality support for health promotion. . Pupils are encouraged to make regular, independent use of resources including specialist resources, where appropriate.
Well-presented and regularly -changed displays of pupils' work and other items of interest support learning and teaching about health. . They are attractive, contribute to the overall school ethos and help to create a stimulating atmosphere.

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

Level 2 Illustration

Staff and pupils are not fully aware of what is available; access to resources is at times difficult or restricted.
There is insufficient encouragement of pupils to make independent use of resources.
There is display of pupils' work and items of interest here and there but this is seldom changed and insufficient attention is paid to its contribution to learning and teaching. . Overall the effect is unimpressive.

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

PI 6.3 Organisation and use of resources and space

How effectively do we use and organise our resources and space to promote the health and wellbeing of our pupils and staff?

How do you know?	Some features you might look for
To what extent does the school encourage pupils to access healthy options?	Attractive healthy options for food sold in school, use of breakfast bars and agreement with parents and pupils on healthy snacks Agreed procedures for health and safety, including safe -food handling, for pupils and staff Reward systems for healthy school meal choices and good attendance/ behaviour Healthy leisure activities at lunch-time in sports and other facilities Playground supervisors who promote safety and social skills Identified safer routes to school, secure parking for pupils' bicycles, separate access for vehicles and pedestrians Library gives good access to information on young people's health issues, via: - leaflets and information - internet access to health data bases, for example, HEBS Cysberschool - CD-ROMs, for example, on drugs. Opportunities provided for recycling of paper, glass and aluminium in the school environment
How well does display help create a safe and stimulating environment? How far are pupils' achievements celebrated? How good is the school at helping pupils learn to use health services?	Pupils' work decorates corridors Attention is given to maintaining an attractive learning environment Pupils' presentations and posters about health issues provide centres of interest Posters, leaflets and lists of local support services promote independent access to, for example:, - helplines, for example, NHS, Childlline, Samaritans - health clinics and drop-in facilities - bursaries and grants - facts on young people's rights and responsibilities and the law - support on specific issues, for example, drugs, depression, bullying
Some ways of finding out
refer to national advice as in HMI reports on health education and promotion analyse school/departmental procedures for evaluating this aspect of performance discuss arrangements and procedures with pupils review and evaluate the resources related to pupils' health issues with pupils
Some suggested points for action
involve pupils in a health audit of the resources used in the school consult staff on how procedures for evaluating resources and space can be strengthened to take account of the school's health promoting aims

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