Leadership & Managements
Leadership And Management - Card 1
| Management has systems in place to ensure that there is effective co-ordination of health promotion |
Criteria
| An identified member of the Management Team has Health Promotion included within their remit and works closely with the School Health & Wellbeing Co-ordinator | |||
| There is a co-ordinated approach to planning and delivery of health promotion across the curriculum in line with Curriculum for Excellence capacities and the need for interdisplinary learning | |||
| Management actively listen to and value the contributions of others within a system of planning and review. |
Possible Sources Of Evidence
- Record of whole school discussions/self evaluation process
- Information to parents (eg summary of school improvement plan)
- Inclusion of Health & Wellbeing targets within and across the school improvement plan
- Clear systems of planning and review, which engage parents, pupils and other services.
Suggestions For Improvement
- School notice board with health information available
- Workshops offered on Health Promotion and related topics
- Regularly revisiting and promoting the collective vision as part of the monitoring process
- Development of cluster improvement plans to evidence cross-sector working.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 5.2, 6.1, 8.1 | 9.2 |
Care Standard 14
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 1 | What opportunities for Partnership Working? |
Leadership And Management - Card 2
| Management works collaboratively with the whole school community developing effective partnerships in relation to health promotion |
Criteria
| There are identified health promotion developments supported by the school community and delivered through both curricular and extra curricular activities | |||
| There are strong links established with all partners | |||
| Agencies and services are involved to support and train school staff in the area of health promotion through a sustainable approach | |||
| The school has the capacity to keep abreast of and respond to the changing needs of the local community. |
Possible Sources Of Evidence
- Notes of meetings where health promotion is a focus
- Evidence of staff development opportunities related to health promotion/improvement
- Evidence of collaboration with support services enhancing curriculum and extra curricular activity
- Written feedback from external groups regarding collaborative working practices
- Evidence of ‘events’ arising from collaborative practices
- Evidence of positive outcomes for pupils.
Suggestions For Improvement
- Timetabled consultation and collaborative planning with agencies, services and local community
- Staff development through multi-agency training and multi-agency short life working groups
- Identify within the health co-ordinator’s job remit a focus on partnership working
- Audit health programme to ensure appropriate use of agency, service and local community input.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 2.2 | 3.1, 4.2, 5.7, 6.2, 8.1, 8.2 | 9.3 |
Care Standard 14
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 1, 3 & 4 | Ethos Card 9 | What opportunities for Partnership Working? |
Leadership And Management - Card 3
| Management is committed to healthy lifestyles and actively promotes the health and well-being of staff, pupils and parents |
Criteria
| Attention has been given to the development of a common understanding of health | |||
| Explicit links between Health & Wellbeing and successful learning are understood by all staff | |||
| Specific opportunities are provided to promote this shared understanding and enhance practice | |||
| Opportunities are provided to enable staff, pupils and families to examine their attitudes and assumptions about health | |||
| Individuals are informed about health issues and empowered to take control of their own health by making positive choices | |||
| Regular CPD opportunities for staff are identified and planned in accordance with the Health Promotion, Health Improvement agenda. |
Possible Sources Of Evidence
- Minutes of Parent/Pupil Council meetings
- Minutes of meetings with staff/parents/support services
- Summary of staff development opportunities
- Parental survey
- Summary of School Improvement Plan.
Suggestions For Improvement
- Establish and maintain the relevance of the Pupil Council
- Regular parental consultation/involvement in school activities, events, health initiatives
- Workshop/briefings on sensitive issues and links with outside agencies to support this
- Use of parent helpers/volunteers
- Feedback to Parent Council and the wider community on school’s approaches to health promotion.
Quality Indicator
Leadership and Management.
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 3.1, 5.1, 5.2, 5.7, 5.8, 7.1 | 9.1 |
Care Standard 14
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 1, 3, 4 & 9 | Ethos Card 9 | What opportunities for Partnership Working? |
Leadership And Management - Card 4
| The management involves the whole school community in developing policies and aspects of the school plan |
Criteria
| School Improvement plan contains specific actions designed to enhance health promoting practice | |||
| There are practical arrangements to ensure collaboration between partners is developed to allow for contributions from all sections of the school community | |||
| Policy and practice reflect a shared vision for health improvement |
Possible Sources Of Evidence
- Standards and Quality report
- Aspects of School Improvement Plan
- Health Policies
- Cluster group minutes
- School newsletters, Parent Council minutes.
Suggestions For Improvement
- Short life working groups to review policy/practice
- School newsletter with contributions from health support services
- Review aspects of health promoting activity to identify priority areas with the whole school community and links with the self evaluation processes
- Health identified in school/departmental plans
- Health professionals advise on new initiatives and health promoting activities
- Health priorities recognise local health needs
- Opportunities for parents to be involved in school improvement initiatives.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1, 2.2 | 3.1, 4.1, 6.1, 6.2, 6.3 | 9.4 |
Care Standard 14
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? |
Leadership And Management - Card 5
| Management ensures that staff participate in appropriate Continuous Professional Development |
Criteria
| The school has a designated Staff Development Co-ordinator and all staff know who this person is and how to contact them | |||
| Staff Development Co-ordinators receive adequate training and support to be able to give the relevant information to appropriate staff | |||
| All staff have regular reviews with a member of promoted staff to identify strengths and development needs | |||
| The CPD calendar is available to all staff and a record of all training and CPD undertaken is kept by all members of staff | |||
| Training on health issues and PSHE has been carried out and/or made available for all staff | |||
| Staff are encouraged to take part in working groups, research, externally accredited courses and reading as well as attending in-service training. |
Possible Sources Of Evidence
- Provide an opportunity for groups of staff to discuss the way CPD works in school and its effectiveness, through the self evaluation process
- Group to consider the criteria above in light of their own experiences eg
- are they aware of who the Staff Development Co-ordinator is?
- do they know where to access the CPD calendar?
- do they have a training record?
- is good practice shared in the school?
- have they been reviewed and was it a positive experience?
- have they recently attended any training on health or PSHE topics?
- Staff complete an evaluation sheet and then use it to discuss where the school is in terms of CPD and report back to the school community.
Suggestions For Improvement
- Recognising the need for quality CPD and its impact on teaching and learning
- Communication within the school around CPD
- Reviewing the record keeping of CPD
- Developing a staff resource base with materials to support Health and PSHE.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1, 2.2 | 3.1, 7.3, 8.2 | 9.1 |
Care Standard 14
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 1 | What opportunities for Partnership Working? |
Leadership And Management - Card 6
| Management has systematic processes in place for updating and implementing health policies and programmes |
Criteria
| Policy and programmes sit within a process of self evaluation | |||
| The teacher’s skills for delivering the health programme are considered at the CPD review meeting | |||
| Staff are given the opportunity to engage in relevant, regular CPD training | |||
All staff have regular reviews with a member of promoted staff to identify strengths and development needs. A record of all training and CPD undertaken is kept by all members of staff. |
Possible Sources Of Evidence
- CPD review outcomes
- Copies of policies/programmes/self review
- Standards and quality report
- CPD diary.
Suggestions For Improvement
To consider at what point in the school improvement planning cycle:
- Aspects of the health policy and programme would be considered for review and development
- There are links with other agencies to support the development of the skills and competences for teachers to deliver the health education programme.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 5.9, 6.1, 6.3 | 9.4 |
Care Standard 10
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? |
Leadership And Management - Card 7
| All staff are aware of school policy and procedure which are in place regarding abusive behaviour, eg Domestic Abuse, Anti-Racism, Anti-Bullying/Sectarianism |
Criteria
| The school has designated staff who are Co-ordinators or deputy Co-ordinators for Anti Bullying and Anti-Racism and all staff are made aware of who these people are | |||
| Staff are made aware, and have regular awareness raising, of Educational guidance regarding Anti-Racism and Anti-Bullying and an update is given at the beginning of each session | |||
| All staff are given the opportunity to attend an awareness-raising training regarding Anti Bullying and Anti-Racism | |||
| Procedures are in place within the school for dealing with any issues concerning any of the above areas and staff understand their responsibility to note and pass on information to the appropriate Co-ordinator through either the Care and Welfare form or the Racist Incident form | |||
| Co-ordinators understand their responsibility to pass on information regarding concerns about a pupil’s welfare to the appropriate agency/people and also to keep staff informed of any feedback which might affect the pupil’s behaviour/performance. |
Possible Sources Of Evidence
- Provide an opportunity for groups of staff with responsibilities for any aspect of pastoral care to meet together, eg Co-ordinators, guidance teachers, pupil support in order to discuss procedures and concerns about support
- Meetings where staff are given an update on any issues regarding care/welfare
- CPD programme.
Suggestions For Improvement
Continually:
- Reviewing the procedure for passing on concerns about pupils
- Organising or seeking training for members of staff in order to update their knowledge of the areas above
- Setting up meetings with the agencies with whom schools might be expected to liaise when there is a concern and developing joint training.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.2, 2.1 | 5.6, 5.8, 6.2 | 9.3 |
Care Standard 14
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? |
Leadership And Management - Card 8
| There is a whole school responsibility for health and safety procedures |
Criteria
| There is access to the knowledge and understanding of the current Health and Safety legislation | |||
| There is regular CPD for staff relating to Health and Safety regulation and awareness | |||
| There is a current school policy on Health and Safety | |||
| There is clear guidance on health and safety procedures across the school stages/ areas | |||
| There are clear roles and responsibilities for implementation and review involving the whole school community | |||
| There are identified areas within the curriculum where a holistic view of health and safety is taught | |||
| All teachers are familiar with and contribute to risk assessment | |||
| Building is systematically reviewed and maintained. |
Possible Sources Of Evidence
- All staff are aware of the school Health and Safety Policy
- There are records reflecting the Health and Safety issues eg risk assessment files, reponses to issues raised, accidents book, etc
- Minutes of health and safety associated meetings are available to staff
- There are mechanisms in place for seeking advice from appropriate sources to minimize and manage risk at school and in the home
- There is pupil involvement in the above
- School and department handbooks contain Health and Safety policy and guidance in line with current legislation.
Suggestions For Improvement
- Co-ordinate where and when in the curriculum Health and Safety is taught to ensure all have knowledge and understanding
- Identify and work with partnership initiatives related to Health and Safety
- Actively encourage ideas and suggestions
- Improve communication about roles and responsibilities
- Regular contact with the building inspector
- Involve parents and pupils in the audit.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.2 | 5.8, 8.3 |
Care Standard 14
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 | |||
| Environment Cards 2, 5 & 6 | What opportunities for Partnership Working? |
Leadership And Management - Card 9
| There is whole school policy, guidance and procedures which deal effectively with Child Protection. All staff are aware of their responsibilities for care and welfare within the school community |
Criteria
| The school has a designated child protection co-ordinator | |||
| There is annual child protection training for all staff | |||
| Procedures are in place within the school for dealing with and recording any issues of concern | |||
| Staff understand their responsibilities to note and pass on concerns/information to the Child Protection Co-ordinator through the care and welfare form | |||
| Policies and procedures are monitored and reviewed regularly | |||
| Clear lines of communication are established with partners/agencies | |||
| Co-ordinators understand their responsibility to pass on information regarding the care and welfare of pupils to the appropriate agency | |||
| Procedures are in place to feed back to staff to ensure pupil’s needs are met | |||
| There is clear evidence of work with learners and parents/carers |
Possible Sources Of Evidence
- Regular opportunities are provided for staff with specific responsibilities to meet
- Child Protection training – evidence and evaluation
- Monitoring /review processes
- Meetings with partners/agencies
- The school pupil review procedures
- The Curriculum
- Elements of school ethos.
Suggestions For Improvement
- Continually reviewing procedures for care and welfare
- Developing joint/cross sector training
- Developing and raising awareness with parents/carers
- Developing procedures for more sensitive use of information
- Engaging learners in the process.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 5.8 |
Care Standard 14
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 | Ethos Card 9 | What opportunities for Partnership Working? |