Environment, Facilities & Resources

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 1

The school environment is welcoming, orderly and attractive with good displays promoting health related messages. It is clean, free of litter and signs of vandalism

CRITERIA

  • Consideration is given to how the school environment impacts on the health and well-being of the whole school community
  • Notices and signage are clear/considerate and well-positioned
  • Displays are interactive and regularly changed and include up-to-date information for all ages
  • There are notices which are multi-lingual/multi-cultural and symbolised
  • Reception/waiting areas are provided and are welcoming, orderly, informative and comfortable
  • All areas (inside and outside) are clean, litter free and where possible vandalism free
  • There are adequate numbers of litter bins in appropriate places

POSSIBLE SOURCES OF EVIDENCE (for extended list see toolkit)

  • General Feedback from visitors to the school e.g. parents, other services
  • Pupil Council/Eco Committee minutes and action surveys
  • Surveys

SUGGESTIONS FOR IMPROVEMENT

  • Take part in environmental initiatives
  • Regular Pupil council / Eco Committee meetings
  • Liaise with and gather feedback from janitorial, cleaning and office staff
  • Regularly review the classroom learning environment
  • Praise and reward systems for individuals and classes
  • There is access to the school for disabled people

QUALITY INDICATOR
QI 6.3, PI 6.1, CS 11 Environment, Facilities & Resources

CROSS REFERENCE

Leadership & Management Card 2 Learning & Teaching Cards 1, 3,4 & 9   Ethos Card 9 Partnership Working QI 4.8, PI 5.4, CS 10 PSHE Programme QI 4.2, PI 4.2, CS 6

 

 

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 2

All staff and pupils are encouraged to become actively involved in maintaining a safe, clean environment

CRITERIA

  • All pupils and staff are responsible for raising issues and maintaining an acceptable environment – indoors and out
  • Roles and responsibilities are established in maintaining a quality environment
  • Equipment and furniture is safe and well-maintained – indoors and out

POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)

  • Improvements suggested by staff and pupils are seen to be made and maintained and appropriate feedback is given
  • Fewer accidents recorded in accident book
  • Monitoring accident rate

SUGGESTIONS FOR IMPROVEMENT

  • Where appropriate seek fundraising to improve provision
  • CPD opportunity for member of staff to be co-ordinator
  • Regular review of the school as a resource

QUALITY INDICATOR
QI 6.3, PI 6.1, CS 11 Environment, Facilities & Resources

CROSS REFERENCE

Leadership & Management Card 4       Partnership Working QI 4.8, PI 5.4, CS 10  

 

 

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 3

Schools adopt a whole-child, whole school approach to food

CRITERIA

The whole school is aware of

  • The whole school is aware of recommendations of the Fife Education Service in relation to food in schools
  • Free meals arrangements are handled sensitively
  • Schools liaise with Fife Council Catering and Cleaning in relation to the quality of school lunches
  • School meal facilities should not advertise nor promote food or drink with a high fat, high sugar and high salt content
  • Pupils can relate their learning about healthy eating to school meals
  • The whole school is involved in promoting a positive dining experience
  • Competitively-priced, healthy food is available and promoted in school tuckshops and vending machines
  • Free fresh chilled water should be freely accessible to all throughout the day
  • Provision should be made for pupils who have special dietary requirements

POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)

  • Healthy options on school menu
  • Survey of users’ perceptions of service provided
  • Examples of promotional material used

SUGGESTIONS FOR IMPROVEMENT

  • Regular meetings should be set up with the Catering Co-ordinator
  • Establish links between learning and teaching on healthy eating in the curriculum and food provision in the school
  • Work with parents in relation to healthy eating eg local initiatives and food providers
  • The school carries out joint promotions of eg physical activity and healthy eating and emotional well-being
  • Food provision should be a standing item on the Pupil Council agenda

QUALITY INDICATORS
QI 6.3, PI 6.1, CS 11

CROSS REFERENCE

Leadership & Management Card 5 Learning & Teaching Card 3     Partnership Working QI 4.8, PI 5.4, CS 10  

 

 

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 4

Every effort is made to co-ordinate and provide accommodation for health services, taking into consideration privacy, support and comfort

CRITERIA

  • Named First Aider and location is known to all
  • A system is in place for co-ordinating and arranging facilities to ensure services are able to access appropriate space when required
  • Ensure availability of accommodation and support is known to pupils and staff
  • Accommodation is clean, and where possible private, quiet, comfortable and accessible, with toilet facilities
  • Communication with service providers and the school is imperative to ensure effective and safe practices eg immunization programmes
  • Accommodation is appropriate and protocols are in place to ensure illness or accidents deemed to be serious can be acted on as swiftly as possible
  • Accommodation is suitably equipped for the purpose eg bed, running water, first aid materials

POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)

  • Create a checklist that reflects the above criteria with outcomes shared for action
  • Involve pupils, parents and staff in monitoring the accuracy of the checklist
  • Health Co-ordinator and service provider/s to review and recommend any changes in the procedures adopted or accommodation where necessary

SUGGESTIONS FOR IMPROVEMENT

  • Involve staff and pupils in reviewing their environment, facilities, resources and suggesting alternatives which may enhance service provision
  • Appropriate training is available
  • Liaise with service provider/s in order to access suitable materials and equipment

QUALITY INDICATOR
QI 6.3, PI 6.3, CS 11 Environment, Facilities & Resources

CROSS REFERENCE

        Partnership Working QI 4.8, PI 5.4, CS 10  

 

 

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 5

The school playground is developed as a safe social area to meet the needs of all children and young people

CRITERIA

  • The play environment is welcoming, varied and interesting.
  • Play areas are regularly reviewed and maintained to ensure safety as a priority
  • There is a system in place to undertake a playground audit every three years
  • The school grounds are clean and free from litter and unacceptable hazards
  • The pupils feel safe and secure in their play environments
  • Systems are in place for pupils to express their views and make decisions on these issues
  • Play areas and activities offer a variety of choices
  • Children and young people know how, when and where to seek help
  • Pupils can experience nature in the school grounds
  • Pupils have responsibility for developing and maintaining environmental areas within the school grounds

POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)

  • Observation of play
  • Evidence of risk assessments of playground areas
  • Numbers of playground supervisors that have attended training

SUGGESTIONS FOR IMPROVEMENT

  • Encourage suggestions/comments from pupils via Circle time, Pupil Council and/or Eco Schools Committee
  • Make links with outside agencies and Council sectors– Ranger Service, Local Garden Centre, Environmental Services, Botanic Gardens etc.
  • Link with interested community members
  • Playground supervisors are trained appropriately and assist with promoting physical activity at lunchtime
  • Provide playground equipment which encourages physical activity and creativity

QUALITY INDICATOR
QI 6.3, PI 6.1 CS 11 Environment, Facilities & Resources

CROSS REFERENCE

Leadership & Management Card 4 Learning & Teaching Card 3     Partnership Working QI 4.8, PI 5.4, CS 10  

 

 

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 6

The school actively promotes safe travel to and from its premises and specifically encourages active and healthy travel options

CRITERIA

  • The whole school community is involved in developing the school travel plan, including a system of review
  • The travel plan includes a system of review
  • Pupils, teachers and parents understand why the school actively promotes safe travel to and from its premises
  • The school carries out a school travel survey
  • The school identifies safer walking/cycling routes to school
  • The school promotes cycling proficiency
  • The school encourages walking to school and sets up and promotes walking to school schemes – walking buses, walking passport schemes

POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)

  • Outcome of school travel survey
  • A calendar of events when road safety campaigns were held, who facilitated them and numbers who took part
  • Number of pupils adopting a healthy travel option

SUGGESTIONS FOR IMPROVEMENT

  • The school introduces walking events i.e. "Walking Wednesday" and takes part in Walk to School Week annually
  • The school takes part in Hands Up Travel Tally Twice a year
  • The school encourages car sharing and sets up a car share scheme
  • The school utilises initiatives such as road safety campaigns and uses appropriate resources
  • Set up a “drop-off” or park and walk point away from the school gate for those who travel by car.

QUALITY INDICATORS
QI 6.3, PI 6.1, CS 11 Environment, Facilities & Resources

CROSS REFERENCE

  Learning & Teaching Card 3     Partnership Working QI 4.8, PI 5.4, CS10  

 

 

ENVIRONMENT, FACILITIES AND RESOURCES - CARD 7

The school takes an active role in developing and caring for the environment within the local community

CRITERIA

  • The school liaises with community groups
  • The school is proactive in raising awareness of environmental issues within the community
  • The school actively engages in working in partnership with the local community

POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)

  • Photographic evidence
  • Minutes of partnership meetings
  • Positive feedback from school and community regarding improvement in the local environment

SUGGESTIONS FOR IMPROVEMENT

  • School attends community meetings
  • Members of community attend school meetings, eg eco council
  • Develop projects, eg beach clean, environmental walk

QUALITY INDICATOR
QI 6.3, PI 6.1 CS 11 Environment, Facilities & Resources

CROSS REFERENCE

Leadership & Management Card 4     Ethos Card 8 Partnership Working QI 4.8, PI 5.4, CS 10