Health Improvement Programme for Bexhill Schools Alliance Partnership

transcript

Health Improvement Programme for Bexhill

Schools Alliance Partnership

HEALTH IMPROVEMENT MENU

HEALTH IMPROVEMENT SCHEDULE

= OPAL = PHUNKY FOODS = FITMEDIA = RECIPE FOR CHANGE = CHILDRENS FOOD TRUST

2016/2017 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

BEGINNING OF TERM

OPAL AUDIT DINING ROOM LAUNCH

DINING ROOM LAUNCH

1ST HEALTH CHECK REVIEW

OPAL MEETING 3 2ND HEALTH CHECK REVIEW

1ST FITNESS MEASUREMENT

HEALTH CHECK OPAL MEETING 2 OPAL PARENTSMEETING

FITNESS MEETING 2ND FITNESS MEASUREMENT

MID TERM

OPAL INSET MDSA TRAINING

MDSA TRAINING OPAL GROUNDS MEETING

CFT COOKERY TRAINING

2ND OPAL AUDIT

END OF TERMSCHOOL STAFF TRAINING

OPAL MEETING 1 3RD FITNESS MEASUREMENT

OUTCOMES

Health Improvement

Readiness to learn

Concentration

TA/MDSA engagement

Parent engagement

Cardiovascular fitness

Behaviour

SUCCESS CRITERIA

Listen to the customerAdopt a whole school approachHead teacher engaged

Outdoor play and learning

• About OPAL• About play• Play and schools• Our impact• The OPAL programme• Questions

Session overview

About us

What is play?

Child determined experience that is:- freely chosen- self directed- intrinsically motivated

What is play?

1. Symbolic Play 2. Rough and Tumble Play 3. Socio-dramatic Play 4. Social Play 5. Creative Play 6. Communication Play 7. Dramatic Play 8. Locomotor Play

9. Deep Play 10. Exploratory Play 11. Fantasy Play 12. Imaginative Play 13. Mastery Play 14. Object Play 15. Role Play

Bob Hughes et al 2002

Play types

1. Physical play

Involves - active exercise, rough and tumble, fine motor practice

Benefits - strength and endurance, whole body co-ordination, emotional attachment, emotional and social skills, hand-eye co-ordination

Involves - sensory play, sorting, building and making

Benefits - thinking, reasoning, problem-solving and creativity, ‘private speech’ and self-regulation

2. Play with objects

3. Symbolic play

Involves - language, visual stimuli, media, music

Benefits - early language development, communication skills, literacy, numeracy, artistic creativity

4. Pretence play

Involves - objects, roles, stories

Benefits - narrative skills, social and group work skills, self- regulation of emotions and behaviour

5. Games with rules

Involves - physical, board & card games, computer games

Benefits - understanding rules, social skills, discussion skills

The benefits of play

– open ended learning, strength and endurance, whole body co-ordination, emotional attachment, emotional and social skills, hand-eye co-ordination, thinking, reasoning, problem-solving and creativity, ‘private speech’, early language development, communication skills, literacy, numeracy, artistic creativity, narrative skills, social and group work skills, understanding rules, social skills, discussion skills, mental representation, self-regulation: the ability to be aware of and regulate one’s own cognitive and emotional mental states, behaviour and activity.

A happy brain is in a neural condition in which it is more able to create new pathways and promote learning.

Essential to well-being

Neural receptors under stress will shut down in favour of fight or flight – and inhibit learning.

Changes to childhood

Screen time

The roaming radius

Rates of obesity, self-harm and mental health disorders diagnosed in children have climbed significantly (Gray, 2011)

Cognitive development in Yr 7 children now 2-3 years behind the 1990s

The impacts

Children not given opportunities for risk taking and outdoor play more likely to be fearful and neurotic (Sandseter, 2007)

‘Nature deficit disorder’ emotional well-being impacts from children having very limited access to the outdoors and natural environments (Louv, 2005)

Play in schools … an oasis of opportunity

Play in school

• Playtime makes up 20% of school life• Per year - 231 hours, 37 days, 7.4 weeks…or 1.4 years overall

• How do we plan for that year of play?

The 20% argument

Why schools want and need better play

1. Good schools want to get better in all areas 2. Playtimes are a problem 3. Play is a human right (UNRC 31)4. Ofsted is including playtimes in inspections 5. Schools are fed-up of wasting money 6. The 20% argument 7. Health and Safety 8. Early Years 'drop-off'

Outdoor play and learning

Policy - leadership, planning

Access - all children, all spaces, all year

Risk - maintenance, benefit

Knowledge - training, staffing

Create the right conditions

OPAL programme impact

1. Accidents and incidents are down 90%2. Children are playing much more creatively3. We (Supervisors) enjoy our jobs much more4. The children are forming much wider social groups5. We don’t have children who are not engaged6. Post lunch lessons have gained 10 minutes teaching time7. The atmosphere is much more fun and less stressful

Stowford Primary School, Nov 2014

What do playtimes look like in OPAL schools?

Caring

Creative

Calming

The OPAL programme

• Introduction and audit meeting• Staff INSET on play• Key staff briefing• Development meeting 1• Development meeting 2• Development meeting 3• Grounds master planning workshop• Parents meeting• Second audit and award of certificate

Structured contact sessions spread over 12-18 months

MIDDAY SUPERVISOR/TA TRAINING

POOR PUPIL ENGAGEMENT

STOP SHOUTING PLEASE

GOOD PUPIL ENGAGEMENT

SPEAK QUIETLY. THANK YOU

THE BLACK DOT IN A WHITE SQUARE

POSITIVE BEHAVIOUR TRAINING

Training activities

MDSA role

Catch them being good

Actions and words

Positive phrasing

Focus on first behaviour

De-escalating incidents

LUNCHTIME PROBLEMS

PROBLEMS

School communication Inconsistent

behaviour policy

Rule enforcement

Lack of respect

Unresolved incidents

Incident reporting

LUNCHTIME SOLUTIONS

SOLUTIONS

Daily MDSA pupil info Behaviour

policy lanyards

MDSA meet with school council

Appoint lunchtime leaders

Coaching & mentoring

Nominated SLT contact

MIDDAY SUPERVISOR COMMUNICATION

RESTAURANT STYLE DINING ROOM

FEEDING TIME AT SCHOOL!

BEST PRACTICE PRINCIPLESFriendship groups

Waiting for slow eaters Set sittings

Golden table More time to eat

Pupil waiters/waitresses

JEWISH FOOD BLESSING - BENTCHING

HERON PARK WAITERS & WAITRESSES

PLAYING TOP TRUMPS

LUNCHTIME LEARNING

OUTCOMES AND IMPACT

OUTCOMES

Improved readiness to learn Better MDSA

engagement

Focus on rewards

Free up SLT time

Improved cross phrase

relationships

Reduced lunchtime incidents

PEBSHAM LUNCHTIME INCIDENTS

Total Playground Dining Hall

CONTACT DETAILS

Contact: Paul AagaardEmail: paul.a@recipeforchange.co.ukWebsite: www.recipeforchange.co.ukTwitter: @recipe_4_changeMobile: 07798 623897

CONTACT DETAILS

Fitness & Physical Literacy Assessment Evaluation for

Schools Health Improvement Programme

Sheila Forster MA, Managing Director&

Alex Scott-Bayfield MA (Cantab), Director of Strategy & Operations

1st July 2016

www.fitmediafitness.co.uk

The context: Children’s fitness is declining

16 year changes in muscular fitness

Children’s physical literacy is declining

Obesity vs Fitness

About Fitmedia

Fitmedia is a specialist fitness company.

We provide a range of health and fitness assessment systems for children, for use by schools, local authorities and sporting

organisations.

The systems are designed specifically to enable detailed monitoring and evaluation of children’s fitness, health and physical literacy.

Our background & experience

Our directors, Dr Gavin Sandercock and Dr Daniel Cohen, are recognised experts in the areas of health and fitness testing.

They received national coverage for their work in the areas of children’s fitness and have been published in both academic journals and the print media.

Their work in children’s fitness testing has been cited by Sir Liam Donaldson, then the Government’s Chief Medical Officer, in relation to fitness testing in schools, and has been

published nationally:

http://news.bbc.co.uk/1/hi/health/8568111.stm

http://www.telegraph.co.uk/health/children_shealth/6859133/British-childrens-fitness-levels-falling-twice-as-fast-as-international-average.html

http://www.thesundaytimes.co.uk/sto/news/uk_news/Society/article1182117.ece

http://www.guardian.co.uk/society/2011/may/21/children-weaker-computers-replace-activity?INTCMP=SRCH

Fitmedia Testing Systems

Fitmedia Fundamental

• For primary schools• Specifically designed for children aged 7-10

• Tests physical literacy and Fundamental Movement Skills

• Includes basic fitness assessments

Fitmedia Movement

• For secondary schools

• Designed to test the fitness of children aged 11-18

• Includes initial talent ID mechanisms

• Identifies potential long term injury risk or health conditions

Fitmedia Balance

• For children with SMEH needs

• Bespoke assessments in conjunction with schools and teachers

• Assesses range of physical development and health

What our systems offer

For schools:• An easy way to monitor children’s health and fitness levels• An ideal evaluation tool for measuring the impact of specific programmes and interventions

• A simple way to identify natural talent and aptitude to enable appropriate selection of sport and physical activities

For children:• A way to get children to get engaged with physical activity and fitness (particularly those who not interested in conventional sports)

• An easy tool to help themselves (and their parents) to understand their fitness levels

• A mechanism to help boost self-esteem and athletic self-identity

Bexhill Alliance Schools Health Improvement Programme:

Fitmedia’s roleAims of the project:Improvements in:

Fitmedia as Monitoring & Evaluation Partner for:

• Cardiovascular and Cardiorespiratory Fitness• Fundamental Movement Skills & Physical Literacy• Cognitive Performance, Physical Self-Efficacy and Self Esteem

Delivered through:• Initial baseline fitness and physical literacy assessments (at start of project)• Full analysis and breakdown of initial results• Retesting and assessment at end of project• Full report, analysis and recommendations for each school

• Fundamental Movement Skills & Physical Literacy

• Parent Engagement• Readiness for Learning• School Meal Uptake

• Attendance• Behaviour• Concentration and Cognitive performance

• Cardiovascular and Cardiorespiratory fitness

Schools Health Improvement Programme:

Assessment System

• measures physical skills and basic fitness levels• provides a scientific assessment of the development of a child’s

key physical skills based on where they should be for their age and sex

• provides tests specifically tailored to each age group• is based on extensive scientific paediatric data from the EU,

Scandinavia and the UK.

Fitmedia Fundamental (aged 6-10)

Fitmedia Fundamental

Schools Health Improvement Programme:Timetable

• Suggested model for programme evaluation, based on normal practice

Stage Delivery details Timescale

Initial Planning Planning and logistics with each school June – August , or to be determined in consultation

with Bexhill Alliance and individual schools

Stage 1

Assessment & Evaluation

Fitmedia trainer and testing team deliver assessments to selected schools

Testing to take place over specified period at beginning of project (same for each school)

Full report and all data made available to schools and Bexhill Alliance, together with conclusions and recommendations and identification of bottom 20%

September – October 2016

Stage 2

Re-assessment & Evaluation

Fitmedia trainer and testing team return to schools to undertake re-assessments on all children

Full report supplied to schools, Bexhill Alliance, and other interested parties (eg local council, Health and Wellbeing Boards, education authority, Department for Education), including full findings, analysis and recommendations

March - April 2017

• Can be flexible depending on schools’ and programmes requirements

Schools Health Improvement Programme:

• Different and flexible pricing models depending on schools’ requirements and programme plan:

• Costing by visit• Costing by time required• Costing by national project evaluation costs guidelines (eg Big Lottery Fund)

Case Studies & similar work

• REAch2Academy Trust, Walthamstow, LondonEvaluation of PE & Sport Premium Project

• Streetgames “Let’s Get Fizzical” Project, Birmingham Evaluation of one year intervention project across 5 primary schools

• Cross Schools Analysis, Basildon, EssexPrimary School Comparison and Analysis of 10 Primary Schools (Years 3-6)

REAch2Academy Trust, WalthamstowEvaluation of PE & Sport Premium Project

Method:• Selected physical tests, based on school’s requirements• Included assessments of self-esteem, cognitive performance and physical self-efficacy• Tests delivered directly by Fitmedia trainers, prior and post project

Results:• Improved fitness levels and physical self efficacy (see graphs below)• OFSTED inspectors specifically noted and praised the assessments• Study submitted to Public Health England and Local Authority

Improved Bleep Test Performance Improved Fitness LevelsIncreased mastery and PSE

Streetgames “Let’s Get Fizzical” Project, Birmingham Evaluation of one year intervention project across 5

primary schools

Method:• Initial baseline fitness assessment before intervention project• Identical assessment at close of projects• Trained Streetgames coaches to deliver assessments “in house” and independently

Results:• Increased fitness in majority of children on project• Detailed breakdown of changes in types of fitness• Specific analysis and recommendations for improvement

Cross Schools Analysis, Basildon, EssexPrimary School Comparison and Analysis of 10 Primary

Schools (Years 3-6)

Method:• Physical literacy assessments of pupils in selected schools in Years 3-6• Fitmedia trainers in schools delivering testing• Full benchmarking and analysis

Results:• Currently being collated (ongoing)• No clear differentiation based on geographical area or social demographics

Selected primary schools across

Basildon and West Essex

The importance of measurement

Questions!

Introducing The Children’s Food Trust

About Us

National charity with a mission to get every child eating well because when children eat better they do better.

• Provider of specialist training, resources and support to early years settings, schools and many others who serve food to children. Research hub for children’s food issues

• Leads the UK’s largest network of cooking clubs ‘Let’s Get Cooking’, cooking clubs in 5,000 schools, community groups and organisations across England. Since 2007 we have reached over 3 million adults and children.

• Our Community Interest Company (CIC), ‘Let’s Get Cooking,’ delivers Cook Well Work Well to companies, and all profits go back to the Children’s Food Trust

Let’s Get Cooking with the Tesco Eat Happy Project…

Set up your schools very own Let's Get Cooking Club.

Join a vibrant and established network of cooking clubs, teaching children and families essential cooking skills.

Opportunity to influence positively the whole schools approach to food

Supports requirements for Cooking in the CurriculumKey stage 1 use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from.

Key stage 2 understand and apply the principles of a healthy and varied diet prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Lets see our clubs in action…

Schools receive each term;

• Recipe book• Newsletter – top tips • Four session plans • £50 Tesco voucher• Activity booklets• Invitation to free network training

events

Online Tools and help

www.letsgetcooking.org.uk• Club zone – login needed• Tools and resources, videos, news, reporting

www.letsgetcookingathome.org.uk

• Search our recipes – for families too

www.tesco.com/eathappyproject

Let’s Get Cooking: Cookery Leader 1 day Course

• Delivered by our experienced cookery trainers at the Children’s Food Trust.

• Royal Society for Public Health have reviewed our train the trainer model, also endorsed by the Council for Awards in Care, Health and Education.

• So far we have taught over 8,700 cooking club leaders and helped them to set up cooking clubs in 5,000 schools, community groups and organisations across England.

• Since 2007 we have reached over 3 million adults and children.

1 day Training Course – Outcomes

• develop confidence in running practical food-based activities in

school• understanding of how to set up and run a successful cookery

club • familiarisation with safe food preparation and handling skills

and our recipes• confidence in promoting healthy food choices• understand how to integrate food-related activities into the

National Curriculum• knowing where you can find supporting information/signposting

1 day Training Course- Costs • £560 per school

• 2 /3 participants per school ( 20 maximum)

• Time and space to suit you

• Host school required

• Designed around your needs and target audience

Next Steps Timetable

Should you move to proceed;

July - apply to join the Let’s get Cooking network

Sept- receive resources pack and voucher

Oct- attend full day training/ set up cookery club

Nov – opportunity to attend local networking event to link with other schools e.g Hastings 16.11.16

Contact Details:

Sophia JakemanArea Manager for the Children’s Food Trust

07795427705Sophia.jakeman@childrensfoodtrust.org.uk

Twitter: twitter.com/ChildFoodTrust Facebook: facebook.com/ChildFoodTrust

LinkedIn: linkedin.com/company/thechildrensfoodtrust

An Introduction to PhunkyFoods

©Purely Nutrition Ltd 2016This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

THE NEED …

• Only 16% of boys and 17% of girls aged 5-15 years meet the 5-a-day recommendation for fruit and vegetables (HSE, 2013)

• Sugar intakes of children aged 4-10 years exceed current recommendations by over 50% (NDNS, 2012)

• Just two in ten children aged 5-15 years meet the Government recommendations* for physical activity (HSE, 2012)

(boys 21%, girls 16%) *60 minutes of moderate to vigorous activity per day

THE RESULT …

• 1 IN 5 children in Reception is overweight or obese (NCMP, 2014/15)

• 1 IN 3 children in Year 6 is overweight or obese (NCMP, 2014/15)

• Unhealthy diet & sedentary lifestyles increase risk of chronic conditions such as heart disease, cancer and diabetes

This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

WHY SCHOOLS?

Research evidence shows that education and health are closely linked. 1. Pupils with better health and wellbeing are likely to achieve

better academically. 2. Effective social and emotional competencies are associated

with greater health and wellbeing, and better achievement.3. The culture, ethos and environment of a school influences the

health and wellbeing of pupils and their readiness to learn.4. A positive association exists between academic attainment

and physical activity levels of pupils.

THE SOLUTION? What the evidence tells us …

Be informed by children's’ views,

experience & food choice behaviours

Include “hands on”

& taster experience

Build on the “whole school”

approach

Keep teacher

prep time to a

minimum

Fit nutrition education into

the existing curriculum in a time-efficient

manner

Train teaching staff to build motivation & confidence

Early Years/Primary education programme

Comprehensive, sustainable programme of

Incorporate parental involveme

PHUNKYFOODS IS …

Training/Capacity Building

Resources, Lesson Plans & Whole School Activities

Support – National & Local

… a programme to teach early years and primary children key healthy lifestyle messages through art, drama, music, play and hands-on food experience.

The Early Years Programme

Our Whole School Activities

The Topic Based Activities

The PhunkyCLUBS

The Phunky15

Our PPA solution

The Physical Activity Curriculum

BENEFITS FOR SCHOOLS

• Flexible as a curriculum-linked/PPA/after-schools solution

• Flexible for running by teachers, teaching assistants, learning support mentors, family liaison workers, parent volunteers

• Ofsted inspections, Healthy Schools Status• Help to educate children in the basics of healthy lifestyles• Contribute to reversing international public health

problem of overweight and obesity

Annual Schools Survey

• “It has shown me that eating well can help me live a better life”Girl, aged 10 years. Croydon.

• “I like phunky food because it helps me with food choices”Boy, aged 9.5 years. Croydon.

• “We really like the variety of activities and how the lesson plans are presented. It is easy to incorporate the ideas into our topics.”

PSHCE coordinator, Handcross Primary School in West Sussex.

• “Easy and fun to use. Informative for the teacher as well as children. Fantastic support via e-mail. Thank you.”

Healthy Schools Co-ordinator/D&T Subject Leader, Houghton C of E School in Cumbria.

• “When doing the Phunky Foods promise Y2 children were able to independently identify a way to improve their daily habits. This was then evidenced in their books.”

Teaching Assistant, Loxdale Primary School in Wolverhampton. ©Purely Nutrition Ltd 2016This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

The 2 year basic package

• 2 year subscription to the PhunkyFoods Programme website• PhunkyFoods resource box• Access to our Local Community Support Worker who will deliver training and a health check

• 2 places on our National Level 2 Award in “Nutrition and Health of School Aged Children”

• Help with meeting evaluation criteria using our PhunkyFoods annual Schools Survey and an annual Pupil Survey.

The enhanced package

• Support to set up a club in school• Healthy Lifestyle Themed Assemblies• Pupil Healthy Eating Workshops• Parent Healthy Eating Workshops• Themed Messages Package (3 messages/year)• PhunkyAMBASSADOR scheme

Document created

Full peer review process undertaken

Document uploaded, amended or refused

Document audited in 90 days or less

Document approved, amended or removed

Document audited in 90 days or less

Priority Changes: DfE/Ofsted Updates

Every statutory policy, and 100s of good practice policies and resources, based on the latest legislation and DfE guidance

Checklists, pro formas and spreadsheets enabling easy auditing and compliance checks

TheSchoolBus, much more than just policies…

Risk Assessments Job Descriptions Pupil Premium

British Values Interview Questions OFSTED

Health & Safety Academies Funding SEND

Fraud Capital Grants Early Years

HSE Identified Risks DBS & Safeguarding TUPE

Weekly Updates Interactive Calendar And much more…

Chris Barras

chris.barras@hub4leaders.co.uk

How much?

Questions