Ethos
Ethos - Card 1
| Pupils take an active role in the decision making process |
Criteria
| Systems are in place for pupils to express their views on whole school matters | |||
| Pupils are involved in decisions that affect them personally, both in class and across the school. |
Possible Sources Of Evidence
- Classroom learning & teaching practice
- Minutes of Pupil Council/Eco Schools
- Focus group/visit Circle time
- Achievement board
- Examples where children and young people have influenced the decision making process.
Suggestion For Improvement
- Rejuvenate Pupil Council/Eco committees
- Effective and imaginative use of Circle time
- Make pupils aware of opportunities to become involved and consult children and young people at the beginning of initiatives
- Utilise ‘Confidence to Learn’ resource
- Link with other schools who have effective Pupil Council(s) and/or cluster events
- Health Co-ordinator meets the Pupil Council periodically throughout the year
- Link with school staff and services to ensure vulnerable children and young people are given the opportunity to contribute to the decision making process eg young carers, looked after and accommodated children and young people.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 5.1, 5.2, 5.7 | 9.3 |
Care Standard 8
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 Cards 1 & 3 | What opportunities for Partnership Working? |
Ethos - Card 2
| Personal support for employees is available |
Criteria
All employees:
| Receive guidance and understanding where there are issues with their work | |||
| Can identify one or more colleagues whom they can trust when in difficulty | |||
| Are aware of the Employee Counseling Service and how to access it | |||
| Feel confident that they can count on understanding and support in times of crisis | |||
| Can identify evidence to demonstrate that support for employees is available | |||
| Can take ownership of issues that arise and feel empowered by the support systems in place | |||
| Senior Management has access to a range of external contacts who can support staff. |
Possible Sources Of Evidence
- The opportunity for support is available for all staff if required
- Minutes of staff meetings and staff welfare group
- Evidence of knowledge of support systems.
Suggestion For Improvement
- Establish staff welfare group
- Allocate a member of the management team to support colleagues
- Seek suggestions from all staff for new strategies that would provide support for colleagues in the school
- Promote awareness-raising events eg health event (see toolkit)
- Continue developing links with external organisations ie Healthy Working Lives, Teacher Support Scotland.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.2, 3.1 | 7.1, 7.2 | 9.1, 9.4 |
Care Standard 8
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? |
Ethos - Card 3
| Parents explore and engage in health activities offered by the school |
Criteria
The school:
| Ensures that health information is available and circulated to all | |||
| Hosts parent workshops | |||
| Hosts parent/child workshops | |||
| Encourages parents to work in partnership with the school in the interests of their child | |||
| Links with Parent Council. |
Possible Sources Of Evidence
- Parent questionnaires
- Feedback to staff as appropriate
- Encourage Parent Council involvement.
Suggestion For Improvement
- Develop work based on ‘The Act’
- Health notice board
- Improved links with services eg Public Health Nurse
- Invite other agencies to work with parents
- Whole school community events
- Develop a web page on school site.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.2 | 5.1, 5.7 | 9.3 |
Care Standard 8
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 | Environment Card 11 | What opportunities for Partnership Working? |
Ethos - Card 4
| There are open lines of communication with parents in relation to health |
Criteria
| Parents are aware of contact arrangements for school | |||
| Parents are aware of who the School Health & Wellbeing Co-ordinator is | |||
| Parents are received warmly and attended to promptly | |||
| Parents are afforded privacy, if required | |||
| Parents, staff and pupil work together. |
Possible Sources Of Evidence
- Parent questionnaires
- Feedback to staff
- Evidence of joint working with parents and staff in relation to health
- Evidence of partnership working to meet needs.
Suggestions For Improvement
- Staff training/Person Centred Planning
- Parent notice board
- Parent/visitor waiting area
- Effective use of Personal Learning Planning
- Regular review meetings and sympathetic processes eg Person Centred Planning
- Parent evenings or workshops
- Newsletters
- Drop in sessions.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.2 | 5.1, 5.7 | 9.3 |
Care Standard 8
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? |
Ethos - Card 5
| The school values curricular and extra-curricular achievements of pupils |
Criteria
| A broad range of educational, social and leisure activities is used to enhance personal and social development. | |||
| Pupils feel that all aspects of their development are seen as important | |||
| All achievement both inside and outside of the school is acknowledged and celebrated. |
Possible Sources Of Evidence
- Achievements board is updated regularly
- Programmes of activities available on request/on display
- Effective joint working across all education establishments including effective transition processes
- Passport of achievement which encapsulates and summarises achievements.
Suggestions For Improvement
- Personal Learning Planning
- Newsletters or achievements board
- Photographs of school successes
- Links with other agencies, eg football coach
- Closer links with secondary schools eg transition
- Links with out of school learning
- Recognising different forms of achievement appropriate to individual pupils
- Links with Active Schools Co-ordinator.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 5.2, 5.3, 5.4, 5.5, 5.7 | 9.1 |
Care Standard 8
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? |
Ethos - Card 6
| Staff and pupils recognise that the way they treat each other is important for their health. |
Criteria
| Staff and pupils treat each other with mutual respect | |||
| The school develops a culture and philosophy that links good health to positive behaviour, achievement and attainment. |
Possible Sources Of Evidence
- Links to the 4 capacities of Curriculum for Excellence
- Evidence of outcomes from suggestions for improvement in Phase I - Core Criteria section
- Questionnaires to staff and pupils
- Celebration of positive relationships through assemblies
- Whole school systems for recognising achievement of all
- Communicating successes to the wider comunity
- Rights respecting school accreditation.
Suggestions For Improvement
- Positive health behaviours are promoted using newsletters, notice boards, and assemblies
- Positive poster campaign using different themes eg working together, promoting health
- Drama presentation to school/class about topical issues i.e. verbal abuse, bullying; use two contrasting scenarios
- Effective Circle time
- Peer Education approaches
- Linking with other agencies
- Reward systems in place for pupils.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 2.1, 3.1 | 5.6, 5.7, 5.8, 7.2 7.3 |
Care Standard 8
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 2 | What opportunities for Partnership Working? |
Ethos - Card 7
| The school team is aware of all areas of pastoral care and are sensitive to pupils’ individual needs |
Criteria
| Full understanding that aspects of Health & Wellbeing is the responsibility of all | |||
| Ensure arrangements are in place in order to enable pupils to: | |||
| Receive adequate advice and information on general health and well-being and explore sensitive issues as and when necessary | |||
| Discuss/raise sensitive issues with the person they feel most comfortable with | |||
| Access appropriate support when necessary regarding any sensitive issue. |
Possible Sources Of Evidence
- School’s pastoral care policy and procedure are available on request and the responsibility of all
- Public Health Nurse and all school staff facilitate discussions around general health and well-being as well as sensitive issues
- Feedback from pupils and staff.
Suggestions For Improvement
- Establish a mechanism to support discrete communication eg ‘Bubble time’, ‘Worry box’ ‘Concern box’
- Liaise with other agencies who deal with young people’s issues eg Fife Young Carers
- Ensure training opportunities in pastoral care are available for all staff
- Drop in sessions
- School policy and procedures
- Work with ‘the responsibilities of all’ poster reflection toolkit and questions (See Health & Wellbeing website).
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1, 3.1 | 5.1, 5.7, 5.8, 7.3 |
Care Standard 8
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 2 | What opportunities for Partnership Working? |
Ethos - Card 8
| Health activities are promoted by the school through work in the classroom and into the community through the capacities and principles of Curriculum for Excellence |
Criteria
| Health initiatives and projects provide the opportunity to form links to the school community | |||
| The whole school is consulted and needs of the school community are taken into account in developing new health initiatives or projects | |||
| The school seeks to develop partnerships with local community groups | |||
| The school promotes healthier lifestyles to the whole community | |||
| Parents are encouraged to support and assist where possible. |
Possible Sources Of Evidence
- Initiative or project information/feedback
- Questionnaires/feedback from the whole school community
- Newspaper clippings/local media coverage
- Photographs, video, Active Schools, termly monitoring process.
Suggestions For Improvement
- Community representative sits on the School Health Group
- A health notice board is devised
- An annual school project is organised
- Newsletters to parents and other services
- Links to high school health group
- Links with Community Health Partnership/Health Promotion Department.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1, 4.1, 4.2 | 5.1, 5.5 | 8.4 |
Care Standard 8
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? |
Ethos - Card 9
| Emotional health and well-being is actively promoted throughout the school to pupils, staff, parents and the wider community |
Criteria:
| Pupils and staff feel the school is a happy and safe place, so that they are free from risk | |||
| The school has an active and democratic pupil council, in order that pupils have a voice and role in making decisions within the school | |||
| Emotional health issues for pupils, staff and parents arising at times of transition are acknowledged and supported | |||
| In order that staff feel valued as individuals there are opportunities for staff wellbeing sessions eg relaxation, alternative therapies, stress management, managing workloads etc. |
|||
| Parents are encouraged to be involved in school activities. |
Possible Sources Of Evidence
- Effective use of Circle time in order to develop positive relationships in the class
- There is information and contact details including displays of phone lines/ websites/ agencies etc available so that staff and pupils are aware of services designed to support them
- Transition feedback
- Questionnaires/Staff Welfare Group
- Links to Experiences and Outcomes of Curriculum for Excellence that are the responsibility of all.
Suggestions For Improvement
- Routinely (eg home-time, open evenings, when parents called to school) ask how best to involve pupils, staff and parents in the school - eg email/ questionnaires/ phone etc.
- Bring together forum, in addition to or through the Parent Council
- Pilot a staff well-being session and/or establish a Staff Welfare Group
- Contact cluster and establish planning group to consider best practice for transition work
- Schools take every opportunity to consult with parents eg Personal Learning Planning
- Ensure specific/identified services are actively involved in supporting pupils, staff and parents, eg Fife Young Carers, FRAE Fife.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 2.1, 2.2, 4.2 | 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 7.3 |
9.4 |
Care Standard 8, Care Standard 9
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 Cards 7 & 4 | Learning & Teaching Cards 3 & 6 | What opportunities for Partnership Working? |