The initial preparation phase of the framework supports schools as they begin to develop the health and wellbeing framework in their school.

This revised section for Phase 3 should be read in conjunction with the previous documentation on health promoting schools.

Phase 1 – Core Criteria

The seven elements of this phase provide the framework for the development of health and wellbeing within the school community.

  • Completion of a registration form
  • Identifying a school health and wellbeing co-ordinator and setting up a health and wellbeing group to drive forward developments
  • Evidence of the awareness raising process in the school community
  • Completion of the self-evaluation process
  • Consultation with the school nurse – ‘Developing Health Priorities in Relation to Need’ (School Health Profile)
  • Evidence of health promotion in standards and quality statements and the school improvement plan
  • A mission statement for health and wellbeing based on the overarching principles of Curriculum for Excellence.

Phase 2 – The ‘Card Game’

Once Phase 1 has been achieved school communities should audit health and wellbeing across the school using the card game included in this pack. The guidance frameworks for the card game are provided to support evaluation and evidence gathering.

Staff should work with the cards to audit current practice, discuss priorities and set goals. This self-evaluation process is linked to HGIOS?3 and Child at the Centre 2.

Schools should remember to acknowledge their existing good practice and ensure that this is reflected in their audit and gathering evidence.

Schools should identify 6 cards which represent their priorities and can be worked through in the following 3 year period, in line with the school’s self-evaluation and improvement planning processes.

It is recommended that schools put in place evidence gathering procedures to monitor and evaluate progress and impact. This will inform the audit and review process (the card game) when the cycle is repeated.

There are 2 methods for accreditation:

  • The Cluster Group can be used as a panel for schools to present their evidence supporting their chosen 6 cards. The accreditation is agreed by the cluster, signed off and then sent to the Integration Manager Health and Wellbeing.

    A copy of the School Health Profile will be sent to the nominated person from the Community Health Partnership Improving Health Team by the Public Health Nurse.

or

  • Two headteachers from within the cluster who have been accredited as health promoting will visit the school to look at the evidence to support their claim for accreditation. The accreditation is agreed by the cluster, signed off and then sent to the Integration Manager Health and Wellbeing.

    A copy of the School Health Profile will be sent to the nominated person from the Community Health Partnership Improving Health Team by the Public Health Nurse.

Moderation

A moderation exercise will be carried out annually to provide validity to the process. It is anticipated that a number of moderation exercises will be undertaken in this time frame and reported through the education service quality improvement process. This will be in line with the external HMIE school inspection process.

PHASE 3 and Beyond

Schools are considered to be in phase 3 when the first three year cycle is completed and accredited. The expectation is that the evaluation process will be repeated and the school community enters its next 3 year cycle. The card game should be revisited and in conjunction with the Public Health Nurse the School Health Profile will be reviewed and completed.

A further 6 cards should be selected for development, self-evaluation links made and the evidence gathering procedures used to identify impact on the school community.

On completion of gathering evidence to support the next set of 6 cards the same process that exists within the cluster should be used for accreditation.

Named School Health and Wellbeing Co-ordinator

A member of the school senior management team should have a designated responsibility for health and wellbeing within the school community to ensure support for the health and wellbeing co-ordinator.

The school will appoint a School Health and Wellbeing Co-ordinator i.e. a member of staff who has responsibility for organising/facilitating and developing health promotion activities within the school community. The school health and wellbeing co-ordinator will be the initial point of contact for service providers but they must be supported by other staff members within the school.

It is expected that the school health and wellbeing co-ordinator along with identified staff will fulfil the following functions.

  • Establish and facilitate the school health and wellbeing group
  • Initiate and take responsibility for the overall development of the health and wellbeing framework
  • Work in partnership with colleagues, pupils, parents/carers and outside agencies to achieve the identified priorities
  • Co-ordinate self evaluation and link the findings to school improvement planning
  • Take the lead on developing action plans, implementing action and gathering evidence that measures its impact
  • Ensure the school is kept abreast of National and Fife wide developments in health promotion through attending in – service training sessions, reading related information and communicating this information effectively throughout the school community
  • Build capacity through collegiate working and pupil participation within the school and across the wider community
  • Take responsibility for sharing good practice and informing all partners of the outcomes and impact of the Health & Wellbeing Framework.

The Process Diagram image