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Environment, Facilities & Resources
Environment, Resources And Facilities - 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 wellbeing 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 | |||
| Where appropriate, 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 | |||
| There are clear links with eco schools. |
Possible Sources Of Evidence
- General Feedback from visitors to the school eg parents, other services, parent council
- Pupil Council/Eco Committee minutes and action surveys
- Grounds for learning links/initiatives.
Suggestions For Improvement
- Take part in environmental initiatives
- Work in partnership with council services
- 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
- Allocate specific class responsibilities for school environment through citizenship programme.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 5.5, 5.8, 8.3 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 2 | Learning & Teaching Cards 1,3,4 & 9 | Environment | Ethos Card 9 | What opportunities for Partnership Working? |
Environment, Resources And Facilities - Card 2
| All staff and pupils are encouraged to become actively involved in maintaining a safe, clean environment |
Criteria
| Clear links with statutory duties | |||
| 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
- Improvements suggested by staff and pupils are seen to be made and maintained and appropriate feedback is given
- Communication through minutes and letters
- Fewer accidents recorded in accident book
- Clear concise risk assessments
- Monitoring accident rate
- Evidence of pupil involvement.
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
- Regular Health & Safety audit.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.2, 2.1 | 3.1, 5.1 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 4 | What opportunities for Partnership Working? |
Environment, Resources And Facilities - Card 3
| Schools adopt a whole-child, whole school approach to food |
Criteria
| Knowledge of “The Act” (2007) | |||
| The whole school is aware of the recommendations of the Fife Education Service in relation to food in schools and has made links to support development | |||
| 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 do not advertise or 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 and food in school | |||
| 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 is freely accessible to all throughout the day | |||
| Provision should be made for pupils who have special dietary requirements | |||
| The school encourages and supports pupils to make healthy food choices. |
Possible Sources Of Evidence
- Healthy options on school menu
- Survey of users’ perceptions of service provided/monitoring meal uptake
- Examples of promotional material used
- Tuck shop enterprise evidence
- Evidence of school training about “The Act”
- Evidence of Pupil/Parent Council involvement
Suggestions For Improvement
- Regular meetings are held with the Catering Co-ordinator
- There are joint projects through 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
- Links with Public Health Nursing, Parent Council
- Developing guidance for “Food in Schools”.
Quality Indicators
QI 6.3, PI 6.1, Care Standard 11.
| Outcomes and Impact | Processes | Leadership |
| 1.2 | 5.2, 5.3, 5.4 |
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 5 | Learning & Teaching Card 3 | What opportunities for Partnership Working? |
Environment, Resources And Facilities - 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 immunisation programmes | |||
| Participation in training provided by partnership agencies | |||
| 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
- 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
- School’s Health & Wellbeing Co-ordinator and service provider/s to review and recommend any changes in the procedures adopted or accommodation where necessary
- Feedback from partners.
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
- Audit of visitors.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.2 | 4.2, 5.6, 5.8, 8.1, 8.3 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| What opportunities for Partnership Working? |
Environment, Resources And Facilities - 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
- Observation of play
- Evidence of risk assessments of playground areas
- Numbers of playground supervisors that have attended training
- Eco/Pupil Council minutes
- Evidence of ‘Cool in School’ projects.
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/community council/spaces for learning
- Playground supervisors are trained appropriately and assist with promoting physical activity at lunchtime
- Provide playground equipment which encourages physical activity and creativity
- Links with Active Schools Co-ordinators/Grounds for Learning.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.2, 2.1 | 5.3, 8.3 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 4 | Learning & Teaching Card 3 | What opportunities for Partnership Working? |
Environment, Resources And Facilities - 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 | |||
| 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
- 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
- Evidence of links with other agencies to sustain programmes.
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
- Partnerships with local police/sustrans, etc.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 2.2, 4.2 | 5.1, 5.7 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Learning & Teaching Card 3 | What opportunities for Partnership Working? |
Environment, Resources And Facilities - 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
- 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, Parent Council
- Develop projects, eg beach clean, environmental walk, safer play areas
- Community Warden links.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 4.1, 4.2, 5.1, 8.3 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 4 | Ethos Card 8 | What opportunities for Partnership Working? |
Environment, Resources And Facilities - Card 8
| In school, the resources are maximised to encompass physical education/physical activity and sport for all |
Criteria
| The school makes imaginative use of space for the recommended amount of high quality physical education | |||
| All space is utilised to provide the recommended level of physical activity | |||
| A variety of groups utilise the space throughout opening hours | |||
| The school builds partnerships with other agencies to develop activity both within and outwith the school day | |||
| The school encourages parents to contribute to activity | |||
| The school promotes use by its community. |
Possible Sources of Evidence
- Timetables/posters/feedback/club paperwork
- Minutes of meetings with staff and partners
- Evidence of use of all ‘space’ for activity
- Pupil/Parent Council feedback
- Audit of physical education and plans for development.
Suggestions for Improvement
- Audit of grounds/space/curriculum
- Schools develop close links with partners
- Developing ‘taster’ sessions
- Developing use of grounds for activity
- Increasing links with local community-based clubs, etc
- Improving time allocated to physical education if required.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.1 | 5.1, 5.3, 5.7, 6.3, 8.3 | 9.2 |
Care Standard 11
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Ethos Card 8 | What opportunities for Partnership Working? |