Healthy Schools London Review Tool

The Healthy Schools London Review Tool

Achieving and Maintaining

Healthy Schools London Status

Bronze Award

School:

Borough:

of 30 HEALTHY SCHOOLS LONDON (HSL) REVIEW TOOL

This Review Tool is for use by all schools including Academies, Free Schools and Independent Schools. It enables you to record your school's provision for children and young people’s health and wellbeing to achieve or maintain HSL Status Bronze Award.

The Review Tool is organised under seven headings: 1. Leadership, management and managing change 2. Policy development 3. Learning and teaching, curriculum planning and resourcing 4. School ethos, culture, environment and SMSC development 5. Provision of support services for children and young people 6. Staff continuing professional development (CPD), health and wellbeing 7. Partnerships with parents/carers, local communities, external agencies and volunteers to support pupil health and wellbeing

Against each of the seven headings there is a table with 3 columns:  Column 1 - criteria  Column 2 - minimum evidence required and examples  Column 3 – prompts against which to record your school’s evidence

You can use this review tool to record and update your school’s progress under the seven headings. As you enter information it will help you develop an action plan. There is space at the end of each table where progress notes and additional evidence can be recorded. At the end of the Review Tool (before the appendices) there is a Summary Sheet that you can use to summarise your progress against each of the seven headings.

The appendices provide further examples and a series of self-review questions that you can use to stimulate additional evidence. It might be helpful to print off the appendices and refer to them as you complete your review.

of 30  1. Leadership, management and managing change Criteria Minimum Evidence School Evidence The school provides clear Yes Developing No Leadership information: leadership to create and PSHE education (names and job titles) manage a positive The school has: environment, which enhances SLT Lead: emotional and physical health 1. A member of the senior leadership Staff member responsible: and well-being in school. team who has a strategic lead for; and (if different) Healthy eating (names and job titles) 2. A member of staff responsible for: SLT Lead:  PSHE education including sex Staff member responsible: and relationships education (SRE) and drug, alcohol and Physical activity (names and job titles) tobacco education SLT Lead:  Healthy eating including school Staff member responsible: food-based standards, catering and curriculum Emotional health and well-being (names and job titles)  Physical activity SLT Lead:  Emotional health and well-being Staff member responsible: (EHWB) including anti-bullying

Notes/additional evidence:

of 30 2. Policy development Criteria Minimum Evidence School Evidence The school has the following Yes Developing No Policy reviews: policies which are reflected in School Behaviour/Anti-bullying (statutory) practice and through ethos, culture and the environment.  Named policies in place Last review date: Next Review date: They are reviewed by Date of policy reviews consultation every three  Consultation process: years.  Consultation process Consulted groups:  School Behaviour including Do staff understand their role? Consulted groups Anti-bullying;   Sex and Relationships Sex and Relationships Education (statutory) Education (SRE); Guidance: Last review date: Next Review date  Drug, Alcohol and Tobacco Statutory policies may need to be Consultation process: Education including Smoke reviewed annually or bi-annually. Consulted groups: Free; Some policies may be combined or Do staff understand their role?  Safeguarding/Child separate, e.g. SRE and Drug, Alcohol Protection; and Tobacco Education may be Drug, Alcohol and Tobacco Education including Smoke Free included within a PSHE education  Special Educational Needs policy. including medical needs; Last review date: Next Review date Consultation process:  Physical Activity; Examples: Consulted groups:  Food policy that meets school food-based Consultation processes Do staff understand their role? standards.  written/verbal surveys and Safeguarding/Child Protection (statutory) questionnaires Last review date: Next Review date staff and/or governor meetings  Consultation process:  parents forums/evenings Consulted groups:  school council Do staff understand their role?

of 30 2. Policy development Criteria Minimum Evidence School Evidence

 lessons Special Educational Needs including medical needs (statutory) Last review date: Next Review date  website Consultation process:  newsletters Consulted groups: Do staff understand their role? Consulted groups Physical Activity  pupils Last review date: Next Review date  staff (teaching, non-teaching) Consultation process:  parents/carers Consulted groups:  governors Do staff understand their role?

Food Policy that meets school food-based standards (statutory regulation for local authority maintained schools) Last review date: Next Review date Consultation process: Consulted groups: Do staff understand their role? Notes/additional evidence:

of 30 3. Learning and teaching, curriculum planning and resourcing Criteria Minimum Evidence School Evidence The school curriculum Yes Developing No PSHE education including sex and relationships education (SRE) includes these areas of and drug, alcohol and tobacco education learning which are monitored Each area of learning: Is included in the curriculum: and evaluated to ensure the quality of teaching and  is included in the curriculum Has a Programme of study/scheme of work: learning: Is monitored and evaluated using the following methods:  has a Programme of Study /  PSHE education including scheme of work Assesses, records and reports pupil progress and achievement using the sex and relationships following methods: education (SRE) and drug,  is monitored & evaluated alcohol and tobacco Celebrates pupil progress and achievement using the following methods: education  assesses, records, reports and celebrates pupil progress and Healthy eating including cooking skills and food education  Healthy eating including achievement cooking skills and food Is included in the curriculum: education Examples: Has a Programme of study/scheme of work:  Physical activity including Monitoring and evaluation Is monitored and evaluated using the following methods: a minimum of 90 minutes to  pupil/lesson observations Assesses, records and reports pupil progress and achievement using the 2 hours curriculum PE a following methods: week and health-related  written or verbal assessment exercise Celebrates pupil progress and achievement using the following methods:  peer and self-evaluation  Emotional health and well- Physical activity including a minimum of 90 minutes to 2 hours being including anti-bullying,  learning walks curriculum PE a week and health-related exercise social and emotional learning (SEL) and risk  pupil progress meetings Is included in the curriculum: Pupil progress and Has a Programme of study/scheme of work: Assessment of achievement in these areas of Is monitored and evaluated using the following methods: learning are assessed, recorded  learning- knowledge and reported in line with current Assesses, records and reports pupil progress and achievement using the guidance and celebrated  skills following methods: appropriately. Celebrates pupil progress and achievement using the following methods:  understanding

of 30 3. Learning and teaching, curriculum planning and resourcing Criteria Minimum Evidence School Evidence

 behaviour (e.g. healthy eating, Emotional health and well-being including anti-bullying, social and physical activity, social and emotional learning (SEL) and risk emotional) Is included in the curriculum:  health and wellbeing Has a Programme of study/scheme of work: Is monitored and evaluated using the following methods: Methods of recording and reporting Assesses, records and reports pupil progress and achievement using the following methods:  school/end of year reports Celebrates pupil progress and achievement using the following methods:  teacher or end of unit assessments  staff meetings  parent/carer evenings  pupil peer and self-assessment

Celebration of pupil progress and achievement  certificates  assemblies  showcase performances  invitations to Head Teacher’s office to showcase work Notes/additional evidence:

of 30 4. School ethos, culture, environment and SMSC development Criteria Minimum Evidence School Evidence The school ethos, culture and Yes Developing No Playground provides: environment promote Energetic activities or sports including: emotional and physical health Playground provision includes: and wellbeing. The school Quiet activities including: involves all children and  a range of activities young people in decision- Playground supervision via: making.  active and quiet areas Playground support via: Indoor and Outdoor Spaces  plenty of physical activity Dining area provides: Playgrounds are safe, supportive, encourage physical  supervision and support Welcoming, social environment by: activity and include quiet areas. Dining area provision includes: Attractive eating environment by: The dining area is safe, attractive and welcoming.  welcoming, sociable and Promotion of healthy eating by: attractive eating environment A clean and hygienic environment by:  promotion of healthy eating  cleanliness Food Guidance: School provides: The school provides pupils with Food other than lunches includes: School lunches that meet food-based standards: food that meets the food-based standards for school lunches  breakfast /after school clubs Food other than lunches meets food-based standards: and school food other than lunches. The school provides  tuck shops Healthy packed lunch guidance disseminated via: guidance on healthy packed  vending machines Free, clean palatable drinking water at all times via: lunches and pupils should have easy access to free, clean and  during school events (e.g. palatable drinking water at all school trips, parents’ evenings, times. sports days)

Physical Activity Guidance: School provides: The school provides

of 30 4. School ethos, culture, environment and SMSC development Criteria Minimum Evidence School Evidence opportunities for pupils to be Opportunities for physical activity including: physically active in and out of the curriculum throughout the Physical activity opportunities Participation is monitored using the following methods: school day. There is a includes: mechanism for monitoring Pupils are signposted to local clubs and activities by: participation. The school  before, during and after school encourages pupils to stay active clubs outside school hours.  breaks and lunch times  on school trips  at sports day

Active Travel Examples: Active Travel is promoted by: The school promotes active By implementing a school travel plan School travel plan: travel to and from school. and running active travel initiatives Active travel initiatives including: such as:  walk/cycle to school days  walkers/cyclers breakfast clubs  cycling at break times  pedestrian skills and cycle training  active travel competitions  accreditation programmes

Pupil Voice Examples: Pupil voice mechanisms include: The school has mechanisms in Pupil Voice mechanisms place to ensure the views of all Pupil views are reflected in: children and young people  school/year or class councils (including those hard to reach,

of 30 4. School ethos, culture, environment and SMSC development Criteria Minimum Evidence School Evidence with Special Educational Needs and/or disability) are reflected in  pupil surveys/questionnaires school decision making.  interviews  suggestion boxes  circle time

Pupil views reflected in:  policies  teaching and learning  curriculum  resources  school ethos Personal development and Examples: SMSC is promoted via: wellbeing SMSC promoted via: The school promotes spiritual, moral, social and cultural  policies development (SMSC) and School provides provides opportunities for  teaching and learning Opportunities for children and young people to: children and young people to build confidence and self-  curriculum and resources Build confidence and self-esteem by: esteem; develop responsibility, Develop responsibility, independence and resilience by: independence and resilience  school environment and learn how to assess risk Learn how to assess risk and stay safe by:  personal development and and stay safe wellbeing

Build confidence and self-esteem via:

of 30 4. School ethos, culture, environment and SMSC development Criteria Minimum Evidence School Evidence

 celebrating achievement -displays  celebratory activities -assemblies, school performances  reward systems

Develop responsibility, independence and resilience via:  peer mentoring  playground friends  prefects  pupil council  charity work

Learn how to assess risk and stay safe via:  circle time  peer mentors/mediators  playground zones  counselling  PSHE education  residential trips/visits

of 30 4. School ethos, culture, environment and SMSC development Criteria Minimum Evidence School Evidence Notes/additional evidence:

of 30 5. Provision of support services for children and young people Criteria Minimum Evidence School Evidence The school has systems to Yes Developing No School has: identify and meet the needs of Systems to identify and meet the needs including: vulnerable children and young people and has arrangements  Systems to identify and meet to provide appropriate and the needs of vulnerable children relevant support. All children and young people and young people and Arrangements to provide support including: parents/carers can, confidentially, access advice,  Arrangements to provide support and services (within appropriate and relevant and beyond school). support. Access to advice, support and services including:  All children and young people and parents/carers can, confidentially, access advice, support and services (within and beyond school). Notes/additional evidence:

of 30 6. Staff continuing professional development (CPD), health and well-being Criteria Minimum Evidence School Evidence Staff CPD Yes Developing No School identifies: The school identifies staff CPD Staff CPD needs for health and wellbeing by: needs for health and wellbeing Examples: and provides appropriate Health and wellbeing training and development opportunities including: training and development Identify training needs by: opportunities. Staff health and well-being:  Performance Management meetings School staff are supported in maintaining their health and wellbeing by: Staff health and well-being  CPD evaluations Staff have been encouraged to be positive role models including: The school supports staff in Staff can, confidentially, access advice, support and services from: maintaining their health and Staff CPD including: wellbeing and a healthy lifestyle and encourages them to be  PSHE education and SEAL positive role models. All staff twilights attended can, confidentially, access  Food hygiene training advice, support and services (within and beyond school).  Sports coaching training Staff as role models including:  Members of staff run and take part in after school clubs  Bike racks for staff that cycle  Staff eat lunch with children  Staff participate in charity events Staff access support from:  Teachers Support Network  School counsellor

of 30 6. Staff continuing professional development (CPD), health and well-being Criteria Minimum Evidence School Evidence Notes/additional evidence:

of 30 7. Partnerships with parents and carers, the local community, external agencies and volunteers Criteria Minimum Evidence School Evidence Engaging with parents/carers Yes Developing No Engaging with parents/carers: The school provides School provides opportunities for parents/carers to access information, opportunities for parents/carers Examples: support and advice on health and wellbeing by: to access information, support and advice on health and Engaging with parents via: wellbeing. Engaging with the local community and external agencies:  Inclusion policy Engaging with the local School engages with the local community and a range of external community and external  Open door policy agencies and encourages volunteering by children and young people and agencies. The school engages the wider community to support pupils, parents/carers and staff including: with the local community and a  Language workshops range of external agencies and encourages volunteering by  Translation of letters children and young people and Swift and easy referral to: the wider community to support pupils, parents/carers and staff  CAMHS on:  Education Social Workers  PSHE education including sex and relationships education  Parent Support Advisors (SRE) and drug, alcohol and tobacco education  Local child minders  Healthy eating including External agencies include: school nutrient and food- based standards, catering  School nurses and curriculum  Coaches  Physical activity Metropolitan Police  Emotional health and well-  being (EHWB) including anti-  St Johns Ambulance Service bullying Volunteering:  Other school health priorities  Team London

of 30 Notes/additional evidence:

of 30 Summary Sheet (checklist) Minimum Evidence Criteria Heading Yes Dev No 1. Leadership, management and managing change

2. Policy development

3. Learning and teaching, curriculum planning and resourcing

4. School ethos, culture, environment and SMSC development

5. Provision of support services for children and young people

6. Staff continuing professional development (CPD), health and wellbeing

7. Partnerships with parents/carers, local communities, external agencies and volunteers to support pupil health and wellbeing

of 30 The Healthy Schools London Review Tool APPENDICES

Achieving and Maintaining

Healthy Schools London Status

Bronze Award

of 30 APPENDICES

The appendices provide further examples and a series of self-review questions that you can use to stimulate additional evidence. It might be helpful to print off the appendices and refer to them as you complete your review.

The appendices are organised under the seven headings: 1. Leadership, management and managing change 2. Policy development 3. Learning and teaching, curriculum planning and resourcing 4. School ethos, culture, environment and SMSC development 5. Provision of support services for children and young people 6. Staff continuing professional development (CPD), health and wellbeing 7. Partnerships with parents/carers, local communities, external agencies and volunteers to support pupil health and wellbeing

of 30 Appendix 1: Leadership, management and managing change Example Evidence Prompt Self Review Questions School leads Managing a positive Could you provide some examples of the  PSHE education environment strategic steps your school takes to create a positive environment that promotes Coordinator  School mission statement health and wellbeing?  Physical Activity  Statement in parent Coordinator handbook How does your school promote health and wellbeing in its mission statement?  Learning Mentor  Governor who leads on PSHE education  Governors meeting  Leadership & LM structures of the school  SEF Partnerships

of 30 Appendix 2: Policy development Example Evidence Prompt Self Review Questions Consultation process Consultation process Could you provide some examples of the  Newsletters inform parents  Policies are available to strategic steps your school takes to create a positive environment that promotes where policies can be found parents via website, parent health and wellbeing?  Invitations are sent to policies booklet (and comments sheets collected) parents to be part of a How are staff encouraged to prepare for, parents working group.  School council review and and with, an external agency who will be working with their class?  All parents review parent share appropriate policies policies booklet  Policies shared at How does the school induction process ensure new staff understand their role in  Feedback forms returned / assemblies, parents evenings and induction relationship to policies? reviewed by Parent Working meetings Group Via SNAG (School Nutrition  Comments fed back to lead  Action Group) teacher in school related to policy  Policies are reviewed by all staff at meetings  Policies are reviewed by Governors

of 30 Appendix 3: Learning and teaching, curriculum planning and resourcing Example Evidence Prompt Self Review Questions Monitoring and evaluation Assessment opportunities Celebrate achievements How do subjects of relevance to health and  PSHE education staff  Surveys and questionnaires  Weekly celebration wellbeing meet the learning needs of children and young people in your school in meetings of pupils – ensuring PSHE assemblies where children line with current best practice?  Regular review of schemes education is meeting the receive praise and needs of pupils certificates for positive and resources with all staff How does your school ensure structured behaviour as well as and parents  Only fresh fruit is allowed at physical activity is available for all of your attainment children and young people?  Book scrutiny break time – and the children understand the  Children also get to take a How does your school celebrate the  Performance management reason for this as part of a note home to parents / achievements of children and young  Peer observations and healthy diet carers letting them know of people across all areas of school life? coaching  School allotment specific positive behaviour and/or achievement in Which scheme of work do you use? encourages children’s  Multi-disciplinary meetings school understanding of growing Which resources do you use for SRE and  Scheme of work scrutiny own fruit / vegetables and  Children are also rewarded drugs?  PSHE education curriculum children learn to prepare with extended playtimes Is there an overall plan of what each year map and enjoy tasting produce and golden time group is covering in each half term?  PE and sport registers and  Anti-bullying week  Whole school trips and How is PSHE education timetabled and reports  Circle Time visits regularly who teaches it? Event evenings held to  Surveys and questionnaires  Worry boxes  How do you check teachers are teaching of pupils – ensuring PSHE celebrate the school gaining and that it is good quality? education is meeting the  SRE and Drug Education the awards What do staff and pupils or parents say needs of pupils  Mentoring  Weekly newsletters and about the programme?  Playground incident book Displays around school, Methods of recording including certificates and and reporting awards  School meal uptake  Staff lunches  School meal consumption  Website  FSM data

of 30  Incidents of bullying  Parent consultation group  Annual reports to parents

Appendix 4: School ethos, culture, environment and SMSC development Example Evidence Prompt Self Review Questions

of 30 Indoor and outdoor spaces Involving less vocal students Develop responsibility, build How does your school ensure structured  Changing rooms are safe  School adopts ‘Assessment confidence via physical activity is available for all of your children and young people? and pupil- friendly. for Learning’ principles to  Nurture group /Counselling  The school grounds provide include views of all pupils, sessions (1:1 or group) How does the school ensure easy access opportunities for growing  Class teachers gauge  Peer mediation, school to free, clean and palatable drinking water? food, storing bikes and children’s emotional council and Eco-schools Do you encourage water on desks, physical activity equipment. wellbeing by asking them to representative roles throughout the school?  The school has shower ‘show thumbs’ at regular  Working in school office; intervals throughout the day Do teachers encourage children to drink? facilities for staff actively taking registers; fruit travelling to school  Less vocal and less visible monitors; lunch time food Do teachers model drinking water in class?  The school has cooking children targeted for small servers / table layers) What systems and processes are in place group support facilities for pupils  prefects to ensure the views of all children and Questionnaires / surveys – young people are reflected across all areas  Playground buddies   student councils anonymous of school life?  Friendship stops  Students celebrate their  Students' views are taken in How does your school respond to the music, drama and dance  Pupil chosen decoration in the form of written and needs of all children and young people, talents each term in a dining room confidential evaluations including those who are less vocal and school "show" visible? Needs assessments Drinking water   Charity work What opportunities are there for children  Water bottles  School council is  classroom "managers" / and young people to develop responsibility, representative of different  Filtered tap / coolers monitors build confidence and self-esteem? groups available for all pupils and  "duties" at break and staff  Confidential counselling How do you monitor packed lunches in lunchtime, like regular primary school? service  Cups available in classroom school staff  Learning mentor Who has a current Level 2 Food safety  Encouraged by teachers;  Pupils develop confidence hygiene certificate? accessible in all lessons  Small group and one-to-one and self esteem through  Jugs of water available at support circle time sessions lunchtimes  Opportunities for SEN  circle of friends  Importance of drinking pupils to provide feedback adequate water promoted in school.

of 30 Appendix 5: Provision of support services for children and young people Example Evidence Prompt Self Review Questions Systems Arrangements Access How does your school identify children and  Policy relating to  Chlamydia screening on  School has links with young people facing challenging circumstances? What support is provided homophobia and sexual site/ Signposting to local CAMHS (Child & for these identified groups? bullying service Adolescent Mental Health  Sensitivity to the needs of  Families with mental health services) and TAMHS What arrangements are in place to refer (Targeted Adolescent LBGT students parents and problems identified and children and young people to specialist Mental Health services) staff in school targeted for a variety of services that can give professional advice? through SENCO  Drug Education provided specific intervention How does your school respect the sessions run by counsellor  Social services/ Educational through PSHE education confidentiality of children and young Psychologist teaching  Personal adviser (1:1 people, parents/carers and staff who Substance misuse workers access advice and support via the school?  School nurse and class sessions)  teacher in providing SRE –  Signposting to local family  Youth Connexions/ Local information given to pupils planning services, Respect Voluntary organisations regarding use of Yourself Campaign, Brook  Bereavement councillor contraception to avoid etc available via cluster pregnancy Advice, guidance and/or   Education Social workers  Topic covered within PSHE counselling for parents and education and RE children given in individual  Referrals to local child (Religious Education) circumstances minders curriculum  Healthy weight  Resources available in management programme school to help teachers  Dyslexia support centre on teach topic sensitively site  All staff made aware of any  Parent Support Advisers children / staff / families affected by bereavement issues and so are sensitive  Participation in NCMP

of 30 Page 27 of 30 Appendix 6: Staff continuing professional development (CPD), health and well-being Example Evidence Prompt Self Review Questions Identify training needs Staff CPD Staff as role models What continuing professional development  Performance Management  PSHE education and SEAL  Members of staff run and (CPD) opportunities, relevant to health and wellbeing, do your staff have access to this meetings take place twilights and network take part in after school / year? regularly where targets and meetings regularly attended lunchtime clubs opportunities are identified  Food hygiene, preparation  Staff participate in charity How does your school identify staff CPD for all staff and storage training events needs of relevance to health and Headteacher runs and wellbeing?   Basic understanding in  Staff eat lunch with children attends regular Teaching Healthy Eating – providing a positive role How does your school encourage staff to Assistant meetings develop and maintain a healthy lifestyle to  Sports coaching training model for children at  Induction Programmes for lunchtime enable them to be positive role models?  Nurture group training/ SEL all new members of staff,  Staff eat healthy packed teaching and non-teaching training for all staff lunches on school trips posts  Anti-bullying training Staff access  Reducing stress working with young people who self-  Bike racks for staff that harm cycle to work and Council cycle scheme offered to  Identifying & understanding staff eating disorders  Wellbeing policy that  Strategies for working with includes staff bereaved young people and their families  Yoga classes  Child protection  Relaxation sessions  Confidentiality training  Team bonding activities  Risk and safety  Pastoral care

of 30 Appendix 7: Partnerships with parents and carers, the local community, external agencies and volunteers Example Evidence Prompt Self Review Questions Engaging with parents Signpost varied menu of Engagement with external How do you let parents know what their  Through aims and activities and study support agencies child is learning in PSHE, cooking skills / food technology and PE? appointment of staff  Out of hours clubs  Police communities and  Inclusion policy  1:1 tuition for identified support officers How do you help parents to be healthy with pupils  SRE providers their child / help their child’s health and  Links to community (e.g. wellbeing? local centres, churches etc)  Gifted and talented  Drug education service workshops  Sport and Leisure services Have you done any promotion of  Social events immunisations with parents?  Homework club  Local sports clubs  Lettings of the school  Dieticians Who are the external agencies that support building / site  Breakfast club  Scouts and guides your school or parents, carers and Open door policy Gardening and school families?    Team London allotment  Compliance with  Kitemark e.g. How does your school signpost children ‘Implementing the disability  Parent workshops and young people to local clubs and o TfL Active Travel activities? discrimination act in schools  Language classes and early years settings’ o Food for Life  School games coordinators Partnership How does your school signpost  Language workshops / parents/carers to appropriate services? o School Games lessons offered and / or Are your staff aware that they should be signposted to o Investors in People picking up on issues of concern (e.g.  Lunch clubs offered for child’s weight, parental alcohol misuse)? children who cannot attend after school clubs due to How do you engage pupils, parents and transport issues carers in volunteering to support pupil health and wellbeing?  Translation of letters / parent / carer evenings etc.  Parent governor  Parent Teacher Association  Engaging parent volunteers in tuck shops, growing

of 30 clubs, sports days, reading, mentoring