Journey To Excellence
Providing the whole school community with positive experiences that promote and protect their health
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'Encouragement of healthy lifestyles is often effectively done through topic work, where fun activities carry a clear message.' Teacher
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| All staff accept responsibility for contributing to the wider personal and social development of all learners. All staff are aware of their responsibilities regarding health and wellbeing. There is a planned programme of personal and social development and aspects of health and wellbeing. The health education programme is relevant to the age and stage of learners and covers key health and wellbeing issues, in line with local and national advice. | Staff consistently focus on developing and delivering a wide range of activities, opportunities and learning experiences to meet the learning, personal, social, health and wellbeing needs of all children and young people. They enable them to become successful learners, confident individuals, responsible citizens and effective contributors. Staff recognise and develop their personal and professional responsibility for the personal and social development and health education of all children and young people and ensure they act on it. |
| Children and young people have access to up-to-date, accurate and relevant resources for personal and social development and health and wellbeing. | Children, young people and their parents know where such information and advice is available and can be found within the school. Staff are sensitive to the needs of children, young people and their families and respond appropriately. Children, young people and their parents are helped to use the information to make informed choices and protect their health and wellbeing. |
| It aims to be a health promoting school. Pupils have access to fresh drinking water and healthy eating options. | Healthy living is built into the school’s culture. Approaches to healthy living are actively promoted within the school. The work of the school reflects in all that it does the health needs of the community and health issues which impact on the lives of children and young people. Staff perceive health and wellbeing and its promotion as a high priority. Interdisciplinary learning activities ensure that learners develop a broad understanding of personal health and safety and are confident in their own knowledge, skills and emerging values. Learners are given a high level of responsibility for planning and evaluating aspects of the programme. |
| External specialists contribute to learning and teaching in some aspects of the health and wellbeing curriculum. Parents are informed and consulted on health education, particularly with regard to positive relationships and sexual health. | A wide range of other agencies is engaged in delivering aspects of the health curriculum. Across agencies, staff are working with school staff in productive teamwork to ensure positive outcomes for learners. Children and young people as a result are more aware of and enthusiastic about their health and wellbeing. Staff work closely with parents and other partners, engaging families in improving the health and wellbeing of their children and young people. Early intervention is provided to improve experiences for children and young people at an early stage and is given a very high priority by staff. |
| Staff participate in health and wellbeing activities. | Staff are actively encouraged to improve their own health and wellbeing, by a carefully planned programme of activities for all staff. The school as a whole is committed to meeting the standards of Healthy Working Lives or an equivalent programme for improvement. Staff have access to regular health checks. |
'I wouldn’t want to be simply ‘tolerated’. We develop ‘empathy’.' (Headteacher)