TRANSFORMING HEALTH IMPROVEMENT IN SCHOOLSAND COLLEGES

School Health Profilefor

Date:

Lead Name(s): Add name(s) of staff with overall lead for producing this profile*

*A range of stakeholders, such as curriculum leads, representatives of parents, governors and pupils may provide valuable insight when reviewing your School Health Profile and Action Plan. To support a whole school approach, Senior Leadership involvement is recommended.

Section 1: Setting the context for your school

Adding relevant school-level health improvement data will enable you to make broad comparisons between your school and other geographical areas to provide context to your School Health Profile. You can add or delete rows as appropriate.

Indicator

Scho

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East

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Roth

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% East

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%En

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Pupils who have English as an additional language - Years R to 6  (Jan 2019) 13 10 5 3 3 7 21Pupils who are Non-White British - Years R to 6 (Jan 2019) 22 17 12 11 10 14 34Pupil Premium - Years R to 6  (Jan 2019) 24 33 18 22 14 22 23Pupils with Special Educational Needs & Disabilities - Years R to 6  (Jan 2019)(Includes pupils with Statement, EHCP or  SEN support)

15 15 15 14 13 14 14

Free School Meals Eligibility - Years R to 6  (Jan 2019) 18 26 12 16 9 16 16Pupils having reached a good level of development in the Early Years Foundation Stage (provisional, July 2019)

75 76 75 75 78 76 N/a

Pupils achieving the expected standard at Key Stage 2 in Reading, Writing and Maths (provisional, July 2019)

56 67 60 65 64 63 65

Excess weight - Reception Year (2017/18) X* 27 26 22 21 22 23 22Excess weight - Year 6 (2017/18) X* 30 32 30 29 27 30 34Obesity (including severe obesity) - Reception Year (2017/18)

X* 11 11 7 10 8 10 10

Obesity – (including severe obesity) Year 6 (2017/18)

X* 17 18 16 15 14 16 20

Year 6 pupils who reported that they have NOT had a check-up at the dentist**

XData not available at

district and borough level

12** N/a

Year 6 pupils who reported that they do NOT have their eyes tested at an optician**

X 28** N/a

Nasal flu vaccine uptake 2018/19(the vaccine uptake ambition of the Department of Health and Social

Care, NHS England and Public Health England is to reach at least 65%).Number School

%East

Sussex %England

%

Reception 65 64 Year 1 64 64 Year 2 60 62 Year 3 59 60 Year 4 58 58 Year 5 55 57

*2017/18 results based on 2015/16, 2016/17 and 2017/18 years combined (where available) to give a sample large enough to produce reliable estimates of overweight and obesity.**Figures derived from the 2018/19 Health and Wellbeing Review. East Sussex percentages based on 4123 Year 6 pupils who completed the survey across 121 schools.

Additional data not available at school-level:

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Engl

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Mean average number of decayed, missing or filled teeth - age 5 years (2016/17) 0.5 0.7 0.4 0.5 0.2 0.4 0.8

Emergency hospital admissions due to accidents and injuries (age 5-14 years, rate per 10,000 population (2016/17)

85 107 97 96 78 91 N/a

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Section 2: Policy Development

You can use this table to identify school policy documents which have a bearing on Health and Wellbeing and when they are due for review. A number of examples are provided, but please adapt the list, adding those policies which you have identified as important to your school’s needs.

Policy Date created Owner Date Review Review completedPhysical ActivityTravel to school policyPE policyPlay policyEmotional HealthBehaviour policyRelationships Education/ RSE and Health Education policyAnti-bullying policyHealthy EatingSnack policySchool food policyHydration policy

Section 3: School-Level Health Improvement Data

Your school will have collected a wide range of data pertinent to health and wellbeing. For example, this may include any of the following (images link to example resources (press ctrl + click):

(Available from School Health Service)

(Available from School Health Service)

You may wish to include or embed this information within your School Health Profile.

Section 4: Health and Wellbeing Review Summary

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Staff Wellbeing SurveyLunchbox Audit

Parent/Carer Survey

Participation Levels for

Extra-Curricular Activities

Healthy eating review

PS`HE Audit/Review/Evaluation

MHEW Audit

Please contact the East Sussex School Health Service (kcft.schoolhealthplan@nhs.net) for a copy of your school’s full report.

Reception Year (Parent Questionnaire)

Number/% of Year R parents/carers who…

2017/18 2018/19 2019/20 East Sussex*

No. % No. % No. % No. %

stated ‘certainly true’, when asked “over the last six months does your child feel often unhappy, downhearted or tearful”stated ‘certainly true’, when asked “over the last six months does your child seem nervous or clingy in new situations, or easily loses confidence”report that their child normally eats five or more helpings of fruit and veg in one dayreport that their child normally eats something every day before school startsreport that their child never has fizzy drinksreport that their child gets at least one hour of moderate physical activity each dayreport that their child enjoys moderate physical activity (e.g. running, riding a bike, sports)

*East Sussex figures based on responses from parents/carers of 1034 Reception year pupils from across 141 primary schools that participated in the 2018/19 Health and Wellbeing Review.

Year 6 Questionnaire

Number/% of Year 6 pupils who… 2017/18 2018/19 2019/20 East Sussex*

No. % No. % No. % No. %

do not have worries or concerns about moving up to their next schoolselected they have not been bullied in the pastreport that they normally eat five or more helpings of fruit and veg in one dayreport that they normally have something to eat before school startsreport that they never have fizzy drinksreported they do not have problems sleepingget at least one hour of moderate physical activity each dayenjoy moderate physical activity (e.g. running, riding a bike, sports)

*East Sussex figures based on 4123 Year 6 pupils from across 121 primary schools who participated in the 2018/19 Health and Wellbeing ReviewSection 4: Health and Wellbeing Review Summary (Continued)

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The tables below show those areas where pupils would like more information. The speech bubbles are designed to highlight data which is particularly striking; shows a useful comparison with local or national figures, or demonstrates a particular strength of the school. Some are left blank for you to fill and you may choose to add further bubbles.

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*East Sussex figures based on 4123 Year 6 pupils from across 121 primary schools who participated in the 2018/19 Health and Wellbeing Review

Year 6 pupils who would like

information on…*

2017 / 18 2018/19 2019/20No. % No. % No. %

health and wellbeingaccidents and safetybullyingemotional healthhealthy eatingweight managementphysical activityrelationshipsself-harmeating disorderspubertycoping with change

Year 6 pupils who believe there should be more information

on…*

2017 / 18 2018/19 2019/20

No. % No. % No. %

alcoholsmokingdrugssolvents

Section 5: East Sussex Health Related Behaviour Survey 2017 – School Spine Chart

Please also consult your school’s full findings in individual school reports shared previously. East Sussex & district/borough reports are available: www.eastsussexjsna.org.uk/evidencelinks/surveys

East Sussex 2017 Health Related Behaviour Survey Spine Chart for individual school (Year 6 , Year 10, or both) to be copied and pasted HERE by School or East Sussex School Health

Service[delete this text in final version]

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Section 6: Stakeholder Consultation

Please see resources below, which provide example consultation formats linked to all aspects of a whole school approach. You may of course choose to use your own format to help obtain different perspectives of health & wellbeing in your school.

Pupil Voice SummaryConsulting with different groups of pupils (e.g. EAL, SEND, pupil premium pupils and those from other vulnerable groups, as well as School Council members) can provide valuable insight and enable you to involve children effectively in your plans.

Strengths Areas for Development

Parent/Carer Voice SummaryAlongside children themselves, parents and carers are the main people with an interest in and responsibility for the health and wellbeing of children and young people. Seeking their perspectives about how effectively the school engages with health and wellbeing issues can help identify priorities and inform action planning.

Strengths Areas for Development

Staff Voice/School CommentsAs with any effective whole school improvement process, ownership and having a voice is vital across your school community. The whole range of staff groups should be consulted and can provide valuable insights into ways to review and change practices around health & wellbeing.

Strengths Areas for Development

Section 7: Whole School Review Summary

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To include - strengths and areas for further development. Undertaking a comprehensive whole school review, incorporating all areas of health and wellbeing, will help you to reflect upon the policies, procedures, practices and environments you have in place to promote health and wellbeing. However, you may find it helpful to initially focus on one particular area - for example healthy eating or emotional health and wellbeing. You may like to refer to the Whole School Review template and Whole School Review Evidence Bank.

Area of Whole School Approach: Schools Comments:

Leadership, management and managing change: Our school provides clear senior leadership to create and manage a positive environment, which enhances emotional and physical health and wellbeing in school.Policy development: Our school has up to date health and wellbeing policies, which are reflected in practice, and through the ethos, culture and environment of the school. Policies are reviewed every three years through consultation with the whole school community.Learning and teaching, curriculum planning and resourcing: Our school curriculum provides comprehensive learning and teaching about health and wellbeing, including PSHE, which is in line with best practice and the learning needs of all children and young people. PSHE is monitored, evaluated and included in whole school systems of assessment, reporting and celebration of achievement.School culture, ethos and environment: Our school promotes an inclusive school culture, ethos and environment that promotes health and wellbeing and spiritual, moral, social and cultural development. All pupils are involved in decision making, especially children and young people in challenging circumstances/ those who are less engaged or vocal.Provision of support services for children and young people: Our school has systems in place to identify and address the needs of vulnerable children and young people, and has arrangements in place to provide appropriate and relevant support, including access/referral to confidential advice and services?Partnerships with parents/carers and local communities: Our school involves the wider community to enhance its health and wellbeing, including proactive involvement and support of parent/carers?Staff continuing professional development (CPD) needs, health and wellbeing: Our school supports staff in maintaining professional and personal health and wellbeing and encourages them to be positive role models?Pupil Voice and active involvement in the development and delivery of health and wellbeing plans: Our school provides clear opportunities to allow pupils to give suggestions and play an active role in the development of health/ wellbeing projects around the school?

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Section 8: School Health Improvement Action Planning – What Next?

Following update of your School Health Profile, completion of the Mental Health and Emotional Wellbeing Framework or any other relevant work undertaken to identify health improvement priorities for your school, you will want to identify actions to put in place to address these priorities.

The School Health Improvement Action Plan template available on Czone is designed to be used as a document to record these actions, timescales, responsibilities and monitoring and evaluation activity.

You are free to use this template or any other preferred format when developing/updating your school’s Health Improvement Action Plan.

If you haven’t already done so, you may also wish to consider linking your Health Improvement Action Plan to your overarching School Improvement Plan (SIP). For example, you may wish to embed this action plan within your SIP or link it to overarching priorities within your SIP, such as those under Personal Development, Behaviour and Attitudes, Leadership and Management or Quality of Education.

As you develop your Health Improvement Action Plan, it is important that it is shared with pupils, parents, staff and governors to ensure that your whole school community can be involved and take ‘ownership’ of the plan. Once the different stakeholder groups have been consulted, there will be an expectation of action. Your School Health Improvement Action Plan demonstrates to these groups that not only are you listening to their views, but that you are acting on them.

Within the Action Plan document, you will find a Menu of Activities and Interventions which we hope you will find helpful. It identifies a number of evidence-based resources, organisations and activities which can help schools to address a range of health and wellbeing priorities.

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Whole School Action Plan

Template & Menu of Activities & Interventions