curriculum. obtained by the school directly informs review and next step planning for PSHE education. There is little understanding of The roles of staff responsible The work of the school’s The school fully engages with how development as a healthy for coordinating health and HWDG is recognised by SLT and pupils, staff, parents and the school or the promotion of wellbeing developments clearly governors as essential for wider community as part of its health and wellbeing link with school improvement. promoting the health and school review cycle in the contributes to school aims and wellbeing of the school promotion of positive the raising of achievement. community, meeting school behaviour and health and aims and raising pupil wellbeing. The school recognises the CPD achievement. The school has some requirements in relation to Healthy schools is central to understanding of the CPD health and wellbeing and All staff members recognise the school ethos and culture requirements to enable staff to allocates some resource to their role and responsibility in and is recognised by all staff as promote health and wellbeing address these requirements. the development as a healthy fundamental for learning in the classroom. school and the inextricable Students are involved in health links with school improvement. promoting activities but are The school’s CPD programme Students are not involved in not accredited or participating The school’s CPD programme proactively addresses existing health promoting activities. in the Youth Health Champions reflects the needs of staff to and emerging staff training (YHC) programme or other promote health and wellbeing needs in order to effectively accredited scheme. in the classroom. promote health and wellbeing in the classroom. The school has an established The school participates in the YHC programme with trained YHC, with trained students students delivering campaigns delivering campaigns within within their school plus feeder the school. or local primary schools.
curriculum. obtained by the school directly informs review and next step planning for PSHE education. There is little understanding of how development as a healthy school or the promotion of health and wellbeing contributes to school aims and the raising of achievement. The school has some understanding of the CPD requirements to enable staff to promote health and wellbeing in the classroom. Students are not involved in health promoting activities. The roles of staff responsible for coordinating health and wellbeing developments clearly link with school improvement. The school recognises the CPD requirements in relation to health and wellbeing and allocates some resource to address these requirements. Students are involved in health promoting activities but are not accredited or participating in the Youth Health Champions (YHC) programme or other accredited scheme. The work of the school’s HWDG is recognised by SLT and governors as essential for promoting the health and wellbeing of the school community, meeting school aims and raising pupil achievement. All staff members recognise their role and responsibility in the development as a healthy school and the inextricable links with school improvement. The school’s CPD programme reflects the needs of staff to promote health and wellbeing in the classroom. The school participates in the YHC, with trained students delivering campaigns within the school. The school fully engages with pupils, staff, parents and the wider community as part of its school review cycle in the promotion of positive behaviour and health and wellbeing. Healthy schools is central to the school ethos and culture and is recognised by all staff as fundamental for learning The school’s CPD programme proactively addresses existing and emerging staff training needs in order to effectively promote health and wellbeing in the classroom. The school has an established YHC programme with trained students delivering campaigns within their school plus feeder or local primary schools.
Essex-Healthy-Schools-Benchmarking-Tool-Spring-2018.docx