Monitoring and There is little or no Pupils say they are consulted A whole-school approach to A whole-school approach evaluating access consultation on provision for about what types of physical physical activity includes which monitors and reviews all to Physical Activity physical activity at the school. activities they would like to be regular reviews to ensure pupil physical activity accessed both offered. needs are met. within and beyond the curriculum. There is little or no monitoring Barriers to participation are Success in overcoming barriers Success in overcoming barriers of participation levels. monitored and strategies to ensures that almost all pupils ensures that all pupils enjoy overcome them are in place for enjoy more than 2 hours of more than 2 hours of high targeted groups, e.g. high quality physical activity quality physical activity each disaffected pupils. each week. Data is used to week. Data is used to ensure inform practice. best practice is in place. Food and Nutrition Cooking and nutrition Cooking and nutrition Cooking and nutrition Cooking and nutrition education in school does not education in school meets the education in school exceeds education in school is well meet the requirements of the requirements of the revised the requirements of the established and exceeds the revised national curriculum. national curriculum. revised national curriculum. requirements of the revised national curriculum. There is little or no Age appropriate opportunities The whole school approach The whole school approach commitment to a whole school to learn about food, balanced provides a broad range of provides a broad range of approach to promoting healthy diet and practical skills are opportunities within and opportunities within and eating. clearly identified in policy and outside the curriculum to learn outside the curriculum to learn plans e.g. food in school policy, about food and healthy eating about all food and healthy food technology, PSHE (including the social and eating (including the social and education, cooking and emotional aspects such as food emotional aspects such as food growing clubs etc. The and body image and, role of and body image and, role of
Monitoring and evaluating access to Physical Activity There is little or no consultation on provision for physical activity at the school. There is little or no monitoring of participation levels. Pupils say they are consulted about what types of physical activities they would like to be offered. Barriers to participation are monitored and strategies to overcome them are in place for targeted groups, e.g. disaffected pupils. A whole-school approach to physical activity includes regular reviews to ensure pupil needs are met. Success in overcoming barriers ensures that almost all pupils enjoy more than 2 hours of high quality physical activity each week. Data is used to inform practice. A whole-school approach which monitors and reviews all physical activity accessed both within and beyond the curriculum. Success in overcoming barriers ensures that all pupils enjoy more than 2 hours of high quality physical activity each week. Data is used to ensure best practice is in place. Food and Nutrition Cooking and nutrition education in school does not meet the requirements of the revised national curriculum. There is little or no commitment to a whole school approach to promoting healthy eating. Cooking and nutrition education in school meets the requirements of the revised national curriculum. Age appropriate opportunities to learn about food, balanced diet and practical skills are clearly identified in policy and plans e.g. food in school policy, food technology, PSHE education, cooking and growing clubs etc. The Cooking and nutrition education in school exceeds the requirements of the revised national curriculum. The whole school approach provides a broad range of opportunities within and outside the curriculum to learn about food and healthy eating (including the social and emotional aspects such as food and body image and, role of Cooking and nutrition education in school is well established and exceeds the requirements of the revised national curriculum. The whole school approach provides a broad range of opportunities within and outside the curriculum to learn about all food and healthy eating (including the social and emotional aspects such as food and body image and, role of