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The Healthy Schools London (HSL) Gold Award

Supporting Documents

Guide to Achieving the Healthy Schools London Gold Award

       

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This document introduces the Healthy Schools London Gold Award, outlines the process for achieving Healthy Schools London Gold Status and provides supporting information for schools in completing their Reporting Template. Introduction to HSL Gold Award ............................................................................................................................................ Page 3 Process for achieving HSL Gold Award ................................................................................................................................ Page 5

       

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Introduction to the Healthy Schools London Gold Award

Healthy Schools London (HSL) Gold Award HSL recognises good practice in demonstrating, sustaining (and learning from) outcomes and impact in supporting children and young people to achieve and maintain good health and wellbeing. Schools should:

1. Have achieved and maintained the HSL Silver Award 2. Record and report impact: Evidence of what has changed as a result of the intervention (planned or unintended outcomes

and wider impact) 3. Sustain successful activities 4. Develop links with the wider community 5. Make changes to the school or local environment which contributes to health and wellbeing outcomes 6. Share and respond to learning 7. Support other settings and organisations to help children and young people to achieve and maintain good health and

wellbeing For boroughs with a Local Healthy Schools Programme (LHSP):

• The LHSP will work with the school to plan/ implement action to achieve the HSL Gold Award. • The school will self-validate & agree final validation for HSL Gold with the LHSP.

OR For boroughs without a Local Healthy Schools Programme (LHSP):

• HSL will work with the school to plan/ implement action to achieve the HSL Gold Award. • The school will self-validate & agree final validation for HSL Gold with HSL.

       

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The School will submit a bi-annual health & wellbeing review to ensure that it is maintaining HSL Status. Consent to share the school’s HSL Gold Award Report and Photographs On page 2 ‘School Details’, the school is required to indicate whether it agrees to sharing their HSL Gold Award report and any photographs with colleagues associated with Healthy Schools London. This would include the Healthy Schools London Team, HSL Strategic Advisory Group (SAG), Local Healthy Schools Teams, schools and potentially on the Healthy Schools London website. To achieve the HSL Gold Award, the report will be shared with the Borough led local Healthy Schools Programme, the HSL Team and the HSL Strategic Advisory Group.

The Healthy Schools London (HSL) Gold Award Example Reporting Template (Woodlane High School, Hammersmith & Fulham) Following the review of the first Gold Award submission from Woodlane High School, the HSL Strategic Advisory Group requested that all future Gold reports should include both percentages and numbers (for Planned Outcomes) to make it easier when reviewing an application. We have therefore added this as a Planned Outcome requirement to the updated HSL Gold Award Reporting Template. However, the first Gold submission example only includes percentages. All future Gold Award examples will include both percentages and numbers.

       

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Process for achieving Healthy Schools London Gold Status

1. Have achieved and maintained the HSL Silver Award • Please indicate the date you achieved your HSL Silver Award on the HSL Gold Award Reporting Template, page 2

‘School Details.’

For one Universal and one Targeted health priority (on each Reporting Template), schools should: 2. Record and report impact: Evidence of what has changed as a result of the intervention (planned or unintended

outcomes and wider impact) This may include:

• Writing or illustrating (using photographs, graphs or charts) your evidence of the planned or unintended outcomes achieved

• Explaining changes that may have occurred from baseline to post intervention and briefly how you measured them • Summarising how you achieved (or may not have achieved) planned or unintended outcomes and modifications that may

have been made along the way • Describing the wider impact your results may have had on your school/community or environment or what changed as a

result of the intervention e.g. changes in school policy/practice/ethos, behaviour incidents, attendance, staff attitudes/ values or wellbeing, parental engagement, local networking. These may also be examples of unintended outcomes.

3. Sustain successful activities This may include:

• Sustaining funding • Timetabling successful activities

       

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• Embedding new priorities in the School Improvement Plan • Building in new Training into staff CPD/Performance management/staff Induction • Building recognition for pupil progress in health and wellbeing into school reward system

4. Develop links with the wider community This may include:

• Developing regular CPD opportunities with local schools • Engaging outside agencies to deliver aspects of PSHEE e.g. Theatre in Education • Joining a local sport and PE partnership • Outdoor learning at City Farms

5. Make changes to the school or local environment which contributes to health and wellbeing outcomes

This may include:

• Physical environment Ø new playground equipment Ø decorating changing rooms Ø new student cafeteria

• Psychosocial environment

Ø new school council Ø parent workshops Ø non- teaching staff and pupils led assemblies

6. Share and respond to learning

This may include describing: • What you may sustain or scale up • What you may remove or adapt to sustain engagement

       

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• Future staff training • Future parent workshops • How you plan to share learning with other schools, partners, agencies and school community • How you plan to share information -websites, case studies, leaflets, posters, policies

7. Support other settings and organisations to help children and young people to achieve and maintain good health and

wellbeing This may include describing:

• Work with local schools, partners or agencies to share learning or adapt provision, e.g. school nurses, therapists, SENCOs, learning mentors, active travel officers, peer mentors, Parent Associations

• Work with partner schools to extend good practice or modify current provision