Examples of Possible Sources of Supporting Evidence

Please use this guide as an exemplar of the types of evidence that you can submit for accreditation

Examples of Supporting Evidence
School Aims, Development Plan, Action Plans relating to health promotion and PSHE
School policies or statements on health promotion, health education, care and welfare, anti-bullying, inclusion etc
Roles and remits of staff with responsibilities for health promotion and health education
Working or Standing Groups – membership, remit eg SNAG, SHAW, Care and Welfare
Visitor Book
Suggestion Box comments
Extracts from relevant meetings or reports from groups
Health programme and teacher plans
Out of school, extra and cross-curricular activities available
Arrangements for access to water, Active Schools/daily physical activity, Safer Routes to School etc
Teacher evaluations of activities and curriculum
Samples of pupil work, diaries, reports and evaluations
CPD and INSET activity
Involvement of support agencies, feedback and evaluations from agencies 
Programme for Health Week or fairs and evaluations
Cluster Meeting Notes. Joint Cluster activity/Cluster plans
Examples of good or novel practice
Guidance on use of external support and feedback from agencies
Teacher and pupil evaluations/feedback on input/support from agencies etc
Excerpts from School Council and Class Council notes regarding health issues and school responses to issues raised
Examples of staff, pupil and parent/carer surveys regarding curriculum, environment, resources, ethos etc
Parent leaflets and parent/carer information events
Reports from School Board, School Council, Road Safety Officer
Photographs of displays, classrooms, school grounds etc
Changes in Healthy Tuckshop or dining room orders over time
Pupil diaries etc showing changing pattern towards healthy options
Audit procedures, strengths, weaknesses and priorities
Staff Development Needs
Health Improvement plans
Golden rules/assemblies
Newsletter with mention of success
High quality interaction – buddies/ playground friends/monitors, Buddying/Befriender systems
Peer interaction in the curriculum
Village website – promotion and news/Media involvement
Visits within the community
Personal Learning Plans
Physical and mental challenges – personal talks, projects, target setting for staff and pupils
Playground equipment – e.g. friendship bench
Building Outside – attractive areas, bench/equipment/playground markings, variety areas/planting/quiet areas,
Building Inside – staff areas, staffroom/toilet/displays, information/ bilingual/cloakroom areas/corridors/pupil signs
Transition programmes
Evidence of risk assessment carried out regularly

(Health Promoting Schools, Self-evaluation, Dundee Council 05)