Below we have picked out some of the most relevant sections for schools from the September Child and Maternal Health Intelligence Network Briefing from Public Health England.
The full document is available at
Lots of interesting stuff to keep you entertained as the nights draw in!
New resource reveals latest trends on young people’s lives Key Data on Adolescence 2013 includes all the latest statistics on young people’s health, education, employment and demographics and examines trends over time. It provides vital information for commissioners, researchers, and policy-makers. The latest edition focuses on the social determinants of health and includes new sections on mortality, accidents and deprivation. This year, for the first time, the publication is freely available online, including more than 120 interactive charts. It is published by the Association for Young People’s Health with support from the Child and Maternal Health Intelligence Network, PHE. http://www.chimat.org.uk/resource/view.aspx?RID=117485
How healthy behaviour supports children’s wellbeing This briefing aims to provide a useful resource for a range of agencies, including local authority public health teams, children’s commissioners and providers of children’s services, schools, children’s centres, youth workers and parents/carers. Wellbeing is linked with an individual’s physical health, health behaviours and resilience. This briefing focuses on the association between health behaviour and wellbeing in children, drawing on a new analysis of two existing datasets, and findings from the wider academic literature. http://www.chimat.org.uk/resource/view.aspx?RID=170139&src=MH
The eatwell plate: how to use it in promotional material The eatwell plate is a visual representation of how different foods contribute towards a healthy balanced diet. This guidance from Public Health England (PHE) explains how it should be promoted. http://www.chimat.org.uk/resource/view.aspx?RID=172166&src=KU
Two new schools gain the Be Healthy Award
We have been delighted this week to successfully validate two new schools to enable them to gain the Be Healthy Schools’ Award. Both Somerville Primary and Holy Cross Catholic Primary have done an amazing range of activities in response to an initial consultation with pupils and parents just 12 months ago. They have shown some really impressive tangible improvements around the take up of school food and physical activity. Somerville’s work on raising attendance and addressing the pupils’ worries about safety has made a big difference and the pupils are proud of their new Caring Buddies and Cool Friends. Holy Cross developed their already strong PSHE provision, through the addition of Theatre in Education and developing their own in-house team of SRE expert deliverers. It has been fantastic to see the achievements in both schools and we will be presenting them with their awards in January. If you would like information on the Be Healthy Schools’ Award please email me on Andrew.firstname.lastname@example.org
Homophobia is an issue for all schools
Liz Bates talks about some exciting work she has been involved in this term around homophobic bullying.
With Ofsted’s latest guidance ‘Exploring the school’s actions to prevent and tackle homophobic and transphobic bullying’ we can be sure inspectors are very likely to be asking pupils about
use of the word ‘gay’
typical boy / typical girl
inclusion of transgender pupils
Comments and remarks overheard can lead to much deeper exploration of how the school is pro-active in addressing homophobic bullying. The schools approach, anti-bullying policy, and staff may well be placed under scrutiny.
It is great to see that schools are already responding to this and in a short space of time I have been approached by a number of schools to deliver homophobia and homophobic bullying training to staff.
Perhaps most welcome of all was the delivery at Lyndon Green Infants School at the start of this term. Being approached by secondary and junior schools is usual so I was delighted to have the opportunity to work with staff in an key stage 1 setting. As a topic this is appropriate and important for staff in all key stages. There is a wealth of appropriate material for very young children and I was able to link the homophobia work with equality and inclusion.
We had a really productive morning and I look forward to returning to the school to deliver the training to all their lunchtime supervisors.
If you would like more information on these sessions or would like to talk about how your school’s approach then please feel free to email me on email@example.com.
New DfE PSHE Guidance
DfE recently published new guidance on the role of PSHE in the new curriculum. All positive messages from the Department are helpful and although this is a little brief it is good to see PSHE still being highlighted as an important and necessary part of all pupils’ education.
See the full statement at https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education
All schools should have policy on dealing with drug related incidents. It may be a stand-alone document or be included in your drug education policy. This should be reviewed every couple of years and should provide all staff with a clear understanding of how to handle incidents. Here are some issues I have advised schools on over the last few years and which a good policy would provide answers to:
A parent collects their child from school and they strongly smell of alcohol.
On the way home you see a pupil smoking.
A pupil reports a parent injecting at home.
A parent or pupil wants some drug-related information but doesn’t want to ask anyone – how can they find out?
A pupil frequently arrives without lunch, is often unwashed and you are aware that his/her parents smoke cannabis.
pupil tells a staff member that two friends are acting strangely following the break and that they were seen with a spray can.
On a school trip a parent helper has a cigarette in full view of pupils.
A pupil tells you that there is a syringe in the playground.
You overhear a pupil discussing a family member who smokes cannabis.
A dinner supervisor smells of alcohol
These situations can arise at any time during the school day – either in lesson time, on the playground, school trips or with direct contact.
What would your school procedure for response be?
I will be running a half day course on 4th December aimed to help schools review and update policies to make sure they are fit for purpose. If you would like more info please email me on Kathy.firstname.lastname@example.org or for a booking form click on http://www.servicesforeducation.co.uk/index.php/courses/18-health/courses/70-management-of-drug-related-incidents-in-schools-jan-2013
This is how one school worked with the HES to ensure their pupils received high quality SRE and also developed the skills and confidence of their staff for the future.
Before the summer break Moor Hall Primary School in Birmingham contacted the HES for support with delivering SRE to their Year 5 and 6 pupils. This was a direct response to their School Nurse no longer being available for such work – a situation more and more common that primary schools are finding themselves in.
In order for the support to be sustainable it was decided that they would take part in the SRE modelling programme. This would provide support, an easy to follow scheme of work with lesson plans for the whole school and professional development for the Year 5 and 6 teachers.
It began by meeting with the teachers involved and the Head Teacher to discuss their requirements, the pupils’ previous experiences, the lesson plans and to view the DVD the children would watch. They all concurred that this was what they wanted and three dates were set.
The first lessons for both Year 5 and 6 were led by Kathy Bird where she modelled the active learning approach regarded as best practice in PSHE. The lessons began by setting clear boundaries and ground rules agreed with the pupils. This means that lessons could proceed in a safe learning environment where everyone can feel confident to discuss the issues as they arise.
The second lessons were taught by Kathy and the class teachers collaboratively. This enabled the teacher to practice their skills with the confidence that they had the support from Kathy before taking lesson three a week later.
Throughout the process the pupils acted enthusiastically and with maturity and stated they really enjoyed the opportunity to discuss issues that they are either facing now or will do in the near future. A question box was provided for the children to write down any questions they had but didn’t want to ask out loud. It also gave Kathy and the teachers thinking time to provide an age appropriate answer. The Head Teacher also took the opportunity to ‘pop in’ now and again and join in with the group activities.
Both the teachers involved were experienced teachers but they reported that they feel much more confident in teaching SRE now. They also taught the extension activities in between and after Kathy had gone. The plans are that they will both now disseminate what they have learned to their colleagues using the same three lesson approach as the programme ensuring the sustainability of high quality SRE teaching in the school.