Healthy Schools Partnership Planning and Reporting Tool
Planning and Reporting Tool
Achieving Healthy Schools Status
Silver and Gold Awards
School:
Borough:
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Healthy Schools Partnership Planning and Reporting Tool
HEALTHY SCHOOLS PARTNERSHIP (HSP) PLANNING AND REPORTING TOOL
This Planning and Reporting Tool is for use by all schools including Academies, Free Schools and Independent Schools. It enables you to record your
school's provision for children and young people’s health and wellbeing to achieve HSP Status Silver and Gold Awards.
The Planning and Reporting Tool is organised as follows:
1. Outline of process for HSP Silver Award .............................................................................................. page 3
2. Outline of process for HSP Gold Award ................................................................................................ page 4
3. School details ........................................................................................................................................ page 5
4. Planning template HSP Silver Award .................................................................................................... page 6
5. Reporting template HSP Gold Award ................................................................................................... page 8
6. Appendices ......................................................................................................................................... page 10
You can use this planning and reporting tool to:

develop your action plan to achieve HSP Silver Award; and

record progress and report on impact to achieve HSP Gold Award.
The appendices provide examples of how to identify priorities, outcomes and actions. It may be helpful to print off the appendices and refer to them as you
develop your action plan.
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Healthy Schools Partnership Planning and Reporting Tool
1. HEALTHY SCHOOLS PARTNERSHIP (HSP) SILVER AWARD
HSP Silver Award recognises good practice in supporting children and young people to achieve
or maintain a healthy lifestyle and wellbeing. Schools should:
1. Have achieved the HSP Bronze Award
2. Undertake a needs analysis using data to identify action that will help to improve the
health and wellbeing of their pupils.
Appendix 1: Examples of Needs Analysis and Sources of Data
3. Identify at least ONE universal and ONE targeted health priority and outcomes from the
needs analysis based upon local health priority areas:

The universal health priority and outcome would aim to impact on all pupils
or the school community as a whole; and

The targeted health priority and outcome would aim to impact on a specific
group with a need that has been identified by the data.
4. Develop and implement an action plan:

A school may design its own action plan which is linked to the School
Improvement Plan or use the HSP templates below; and

Establish SMART (Specific, Measurable, Achievable, Realistic, Timebound) outcomes and success indicators for each health priority.
Appendices 2 to 4: Examples of actions to improve the health and wellbeing of pupils
Appendix 5: Example Action Plans
Support and validation:

The Healthy Schools Coordinator will work with the school to plan/
implement action to achieve the HSP Silver Award.

The school will self-validate & agree final validation for HSP Silver with the
Tri- borough Healthy Schools Partnership.

If a school selects healthy weight as one of its health priorities it will also
qualify for the Healthy Schools London Silver Award.
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Note: SMART Targets
The acronym SMART has a number of
slightly different variations, which can be
used to provide a more comprehensive
definition for goal setting:
S specific, significant, stretching
M measurable, meaningful, motivational
A agreed upon, attainable, achievable,
acceptable, action-oriented
R realistic, relevant, reasonable, rewarding,
results-oriented
T time-based, timely, tangible, trackable
Note: Current local health priorities
Healthy weight: schools might increase the
number of pupils eating a healthy school
meal, develop additional opportunities for
physical activity, increase active travel,
include body image and self esteem within
the curriculum or recruit and organise a
healthy cooking club.
Oral health: schools might increase the
number of pupils who report visiting a dentist,
include oral health sessions within the
curriculum, host an external targeted dental
health programmes if required.
Mental health: issues for school pupils might
include: anxiety, bereavement, bullying,
divorce and separation, domestic violence,
post-traumatic stress, school work and exam
stress, self-esteem, self-harm, transition,
young carers.
Healthy Schools Partnership Planning and Reporting Tool
2. HEALTHY SCHOOLS PARTNERSHIP (HSP) GOLD AWARD
HSP Gold Award recognises good practice in demonstrating, sustaining (and learning from)
outcomes and impact in supporting children and young people to achieve or maintain a healthy
lifestyle and wellbeing. Schools should:
1. Have achieved and maintained the HSP Silver Award
2. Record and report impact: Evidence of what has changed as a result of the intervention
(planned or unintended outcomes and wider impact)
3. Sustain successful activities
4. Develop links with the wider community
5. Make changes to the school or local environment which contributes to healthy weight
outcomes
6. Share and respond to learning
7. Support other settings and organisations to help children and young people to achieve
or maintain a healthy lifestyle and wellbeing
Support and validation:

The Healthy Schools Coordinator will work with the school to plan/
implement action to achieve the HSP Gold Award.

The school will self-validate & agree final validation for HSP Gold with the
Tri- borough Healthy Schools Partnership.

If a school selects healthy weight as one of its health priorities it will also
qualify for the Healthy Schools London Gold Award.
The School will submit a bi-annual HSP Review Tool to ensure that it is maintaining HSP
Bronze Status.
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Healthy Schools Partnership Planning and Reporting Tool
3. SCHOOL DETAILS
Name of School:
Borough:
Key contact:
Date achieved HSP Bronze Award:
Health Priority 1 (universal)
Group
Planned Outcome/s
For all pupils
Health Priority 2 (targeted)
Group
For pupils more at risk (targeted)
Date achieved HSP Silver Award:
Date achieved HSP Gold Award:
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Planned Outcome/s
Healthy Schools Partnership Planning and Reporting Tool
4. PLANNING TEMPLATE HSP SILVER AWARD
Health Priority 1 (universal)
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Group
All pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
Timescale
Activities
Including evaluation processes and
monitoring.
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Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Group
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
Timescale
Activities
Including evaluation processes and
monitoring.
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Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
5. REPORTING TEMPLATE HSP GOLD AWARD
Health Priority 1 (universal)
Planned Outcome/s
Group
All pupils
Record and report impact: Evidence of what has changed as a result of the intervention (planned or unintended outcomes and wider impact)
Sustain successful activities
Develop links with the wider community
Make changes to the school or local environment which contribute to healthy weight outcomes
Share and respond to learning
Support other settings and organisations to help children and young people to achieve or maintain a healthy lifestyle and wellbeing
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Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Planned Outcome/s
Group
Record and report impact: Evidence of what has changed as a result of the intervention (planned or unintended outcomes and wider impact)
Sustain successful activities
Develop links with the wider community
Make changes to the school or local environment which contribute to healthy weight outcomes
Share and respond to learning
Support other settings and organisations to help children and young people to achieve or maintain a healthy weight, healthy lifestyle and
wellbeing
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Healthy Schools Partnership Planning and Reporting Tool
Appendices
Achieving Healthy Schools Status
Silver and Gold Awards
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Healthy Schools Partnership Planning and Reporting Tool
APPENDICES
Appendix 1: Needs Analysis and Sources of Data ......................................................................................................................... page 12
Appendix 2: LBHF Summary of Children’s Trust Board C&YP priorities for 2012-2013 ................................................................ page 13
Appendix 3: RBKC Summary of Children’s Trust Board C&YP priorities for 2012-2013 ............................................................... page 14
Appendix 4: WCC Summary of Children’s Trust Board C&YP priorities for 2012-2013 ................................................................ page 15
Appendix 2: Examples of actions to improve healthy eating .......................................................................................................... page 16
Appendix 3: Examples of actions to increase physical activity ....................................................................................................... page 17
Appendix 4: Examples of actions to improve emotional health and wellbeing ............................................................................... page 18
Appendix 5: Example action plans
Healthy weight for all pupils – school lunches ............................................................................................................. page 19
Healthy weight for targeted pupils – healthy eating ..................................................................................................... page 20
Healthy weight for targeted pupils – breakfast skipping .............................................................................................. page 21
Healthy weight for all pupils – physical activity ............................................................................................................ page 22
Healthy weight for targeted pupils – physical activity .................................................................................................. page 23
Healthy weight for targeted pupils – physical activity .................................................................................................. page 24
Oral health for all pupils ............................................................................................................................................... page 25
Oral health for targeted pupils ..................................................................................................................................... page 26
Mental health for all pupils – pastoral care .................................................................................................................. page 27
Mental health for targeted pupils – pastoral care ........................................................................................................ page 28
Mental health for all pupils – violent crime .................................................................................................................. page 29
Mental health for targeted pupils – self harm .............................................................................................................. page 30
Healthy Schools Toolkit
Visit http://www.education.gov.uk/schools/pupilsupport/pastoralcare/a0075278/healthy-schools to download further examples of planning and evidenceinformed practice.
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 1: Needs Analysis and Sources of Data
Examples of Needs Analysis and Identified Needs
Pupil consultation

An online questionnaire for
pupils to complete

A paper questionnaire for
pupils to complete

Whole class consultations
led by school staff


Examples of identified needs


Pupil focus groups
School council

Staff consultation

An online questionnaire for
staff to complete

A paper questionnaire for
staff to complete

Whole staff consultations
led by external facilitator

Staff focus groups




National Child Measurement
Programme (NCMP) data

Perception and or lifestyle surveys

Evaluations
Only 40% of pupils
participating in one annual
intra school competition feel
good about the experience

Attendance and punctuality data

School/Free School Meal Uptake

Travel to school
Pupil surveys show 50% of
children drink sugary drinks
on the way home from
school.

Participation in after-school activities

Bullying & Racist incidents


Number of looked after children
Only 40% of pupils with
FSM have access to after
school sporting activities

Number of children with medicines in
school

20% of children eligible for
free school meals take them
up

Fixed term exclusion figures

Public Health e.g. local data on
uptake of screening programmes,
location of fast food outlets, open
spaces, tooth decay, road traffic
accidents

The National Child and Maternal
Health Observatory (ChiMat),
www.chimat.org.uk

Health and Wellbeing Board

School Nurses
Examples of identified needs
Only 30% of students report
feeling safe at school and
need to ensure that more
feel safe

60% of children report
feeling happy at playtimes
and need to ensure other
pupils also feel happy

Only 20.5% of children eat
vegetable or fruit as part of
their school meal

60% of packed lunches
contain 1 or more high
fat/sugar items.
Only 30% of junior pupils
participate in >3hrs physical
activity in school and after
school clubs
Sources of Data
Only 30% of children
demonstrate an
understanding of healthy
eating
Number of lunchtime play
incidents recorded each
week to be reduced.
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 2: LBHF Summary of Children’s Trust Board C&YP priorities for 2012-2013

Introduction
The plan focuses on three key areas of Health, Education and
Safeguarding with a separate section regarding Child Poverty. Early
Intervention (and Early Help) will be a significant component of all
work carried out with children and their families in the borough. A
key component of this will be to improve awareness of and access to
a wide range of services using a range of approaches. This confirms
an ongoing commitment to provide appropriate levels of support for
children and young people with across a continuum of need.

Hammersmith & Fulham’s vision for children and young people is to
create a ladder of opportunity which enables young people to pursue
purposeful and full lives, becoming responsible citizens who achieve
economic wellbeing.

The aim of this strategic plan for children is to capture the key
priorities for children and young people in the borough under the
headings of Health, Education and Safeguarding for the next three
years.

These priorities are shared and will be jointly responded to by all
relevant agencies. The plan will ensure that needs that are particular
to Hammersmith & Fulham continue to be prioritised as a number of
services begin to be provided on a tri-borough basis. It will also
inform commissioning arrangements for services for children and
young people.

Protect children and provide a safe environment

Improve the health and wellbeing of children and young people

Tackle the causes and impact of child poverty

Identify need early, working with families before problems arise
The priorities of the plan have been developed in consultation with
the multi-agency Children’s Trust Board and will be jointly monitored
by relevant agencies.

Improve the quality of education for local children

Ensure every child has the chance to reach his or her full potential
The plan’s priorities reflect the key areas of need and low
performance identified through needs assessments such as the
Children’s Joint Strategic Needs Assessment (JSNA) and national
performance indicators. They also take account of the views of local
professionals, children and young people who have been consulted
during the plan’s development. Young people’s involvement and
ensuring that we listen to the “voice of the child” will continue to be a
key element of the plan as it is monitored over time.

Encourage young people to lead active and purposeful lives

Maximise the opportunities open to young people as they move on
from school or college

Achieve best use of resources.


The Priorities
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 2: RBKC Summary of Children’s Trust Board C&YP priorities for 2012-2013
Health
Do we ensure all approaches strive to engage fathers?
What additional approaches are needed to tackle obesity including:
What is the curriculum and other initiatives to offer to address cyberbullying and e-safety? What advice and input can we seek from the police
for the Children’s Trust Board?
 Family activities
 Role of parenting
 Consideration of psychological impact and how to address
Are we developing adequate responses to the full spectrum of emotional
and mental health needs, in particular focusing on identifying and
responding to the needs of young children?
Can the role of the school nurse be developed to help address issues
relating to sexual health, alcohol and emotional wellbeing?
Are there other ways that liaison can take place with the police to raise the
profile of intelligence led responses to gang activity in colleges and
schools?
How can we improve multi-agency working on transitions for looked after
children?
Continue to review child poverty and its impact on health outcomes
What can be done by all agencies to support better interventions for
parents to address situations where children are repeatedly removed and
placed in care?
Particular issues for the Health & Wellbeing Board
Education
As new health commissioning arrangements develop, how does the
reconfiguration of health services support better health outcomes for
children? In particular:
How can we ensure that effective support is in place at aged 16 and post
18 for vulnerable young people and those seeking alternatives?
Do additional strategies need to be developed to address alcohol use and
impact on anti-social behaviour, sexual behaviour and poor performance in
school?
 The Healthy Child Programme including maternity services,
immunisations and health education
 Impact on tackling obesity
Are we providing effective intensive early intervention for the youngest
children to ensure they are ready for school?
 Impact on supporting emotional and mental health
How can we build on the legacy of Paralympics to develop strengths of and
increase opportunities for disabled children and young people?
 The importance of developing holistic “think family” approaches
Safeguarding
Are we ensuring initial progress with early help and early intervention
services is reaching hard to reach groups such as new arrivals to the area
and school non-attenders?
What is happening to develop more resilience in young people when things
do not work out?
How can we make better links with the voluntary sector to support more
young people to identify and take part in activities they enjoy?
How can we build on successes of initiatives such as Prison Link to ensure
early support advice and interventions and the “single front door” are
accessible to adult focused services such as probation and housing?
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 2: WCC Summary of Children’s Trust Board C&YP priorities for 2012-2013
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 2: Examples of actions to improve healthy eating
Improving school meal/free school meal uptake
Improving the consumption of healthy food
Actions:
Actions:

Make any necessary changes to school meal provision based on
feedback from pupils

Ensure implementation of nutrient-based standards and food based
standards

Make changes to the dining environment based on feedback from
pupils

Implement a ‘stay on site’ lunchtime policy

Deliver a school meal promotional campaign
Review impact of any actions taken.

implement food-based standards: in breakfast/after school club food,
tuck shops, vending machines, during parents' evenings and sports
days, on school trips or at any other school event


Create guidance and communication plan for healthier packed lunches

Implement more food education, cooking skills and food growing within
school


Develop school-specific resources to encourage healthy eating

Incentivise pupils to adopt healthier eating, e.g. via cashless systems
or reward schemes

target interventions to at risk children and families e.g recruit to cooking
club

Engage parents/carers, staff, partners, agencies, mentors, champions
in the promotion of healthy eating e.g. family challenges such as food
diaries

implement key policies related to healthy eating (this should be done in
bronze)


school ethos, culture and key messages on health eating


Ensure staff are role models on pupil food choices and consumption
food consumption on attendance, behaviour and performance. Difficult
to measure..
Deliver work in class on perceptions of, feelings and attitudes towards
food
Organise staff training on healthy eating topics such as food labelling
and fussy eating
Listen and respond to pupil views on healthy eating
Review impact of any actions taken.
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 3: Examples of actions to increase physical activity
Increasing participation in physical activity & reducing sedentary behaviour
Review the impact of:
Review the impact of:

physical activity provision across the school day; in before/after school
clubs, during sports days and on school journeys

modifying indoor and outdoor environments to encourage physical
activity, e.g. stair signage, lighting and decor; changing and shower
facilities; playground design; playing fields; bike and equipment storage;
growing areas

promoting local out of school activities or sports clubs

access to leisure /sport facilities/green spaces/play areas

targeted interventions

opening up the school for community use

family challenges, e.g. family play or walking

‘sitting time and screen time’ (at school) on pupil activity levels, health
and wellbeing and learning

engaging parents/carers, staff, partners, agencies, mentors, champions
in the promotion of physical activity

acquiring knowledge, skills and understanding in PE on participation in
and out of school

implementing key policies relating to physical activity

using specific resources to encourage physical activity

school ethos, culture and key messages on physical activity/sport

perceptions of, feelings on and attitudes towards sport and exercise

staff training on pupil participation

incentivising pupils to increase their physical activity, e.g. via
Pedometers or reward schemes

staff as role models on pupil participation

listening and responding to pupil views on physical activity

the school travel environment on physical activity, e.g. traffic calming;
path widening; 20mph or car free zones

implementing a school travel plan

implementing active travel and road safety initiatives, e.g. cycle training,
walk/cycle to school days/weeks, walking buses
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 4: Examples of actions to improve emotional and health & wellbeing
Improving pupil confidence, self-esteem and personal wellbeing
Review the impact of:

bullying and stigmatisation on pupil health, wellbeing, behaviour,
attendance and performance (e.g. weight-related, homophobic, race,
faith, gender)

implementing anti-bullying strategies

developing a curriculum focus on body image

building self-esteem in pupils

engaging parents/carers, staff, partners, agencies, mentors, champions
in the promotion of emotional health and wellbeing

implementing key policies on pupil emotional health and wellbeing

school ethos, culture and key messages on emotional health and
wellbeing

staff training on pupil emotional health and wellbeing

listening and responding to pupil views on how they feel about
themselves

targeted interventions on any of the following:
o
bereavement
o
transition
o
anxiety and stress
o
lack of sleep
o
self harm
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Healthy Schools Partnership Planning and Reporting Tool
Appendix 5: Example action plans
Health Priority 1 (universal)
Healthy weight (school
lunches)
Group
All pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Increase the proportion of
pupils eating a school meal
from 70% to 90%.
Increase the number of
pupils who report enjoying
the social aspects of eating
at school from 50% to 85%.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
In a recent analysis of behaviour we identified lunchtimes, and specifically the dining hall, as having higher levels of
behaviour incidents. Children are avoiding school meals due to behaviour/environment/disorganisation of dining hall and
they are eating unhealthy packed lunches or just confectionary as a result The school council has raised this as one thing
pupils would like to improve, and we feel work on this could also contribute to healthy eating (our area has high levels of
Year 6 pupils being ‘very overweight’, 24% compared to the England average of 18.73%).
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 Increase the proportion of
parents who know how to
access a free school meals
entitlement to >95%.
 Survey of pupils taking
school meals shows an
increase in satisfaction.
 Increase in proportion of
children eligible for free
school meals taking a meal
(75% to 95%).
 Most pupils have a good
understanding of what
constitutes healthy eating.
 Teachers report a calmer
start to afternoon lessons.
 Fewer behaviour incident
slips during lunchtimes.
Timescale
Activities
Including evaluation processes and
monitoring.








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Develop a marketing strategy for
school lunches.
Evaluated with parents how easily
they can access information about
eligibility for FSM.
Monitor the average time spent
queuing for school lunches.
Develop a progressive food
curriculum for the whole school.
Establish ‘family service’, new
displays, music in the dining hall,
plates instead of airline trays and a
‘golden table’.
Training provided to all staff about
healthy food and drink.
Mealtime supervisor training on
positive behaviour management.
Customer charter, about school
food and the environment it is
served in, developed with pupils.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Healthy weight (healthy
eating)
Group
Pupils eligible for FSM
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Increase from 15 to 35 per
cent the number of FSM
children who select, buy and
eat healthy options at school
meals.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
In a recent analysis of behaviour we identified lunchtimes, and specifically the dining hall, as having higher levels of
behaviour incidents. Children are avoiding school meals due to behaviour/environment/disorganisation of dining hall and
they are eating unhealthy packed lunches or just confectionary as a result The school council has raised this as one thing
pupils would like to improve, and we feel work on this could also contribute to healthy eating (our area has high levels of
Year 6 pupils being ‘very overweight’, 24% compared to the England average of 18.73%). FSM pupils (many of whom may
be at higher risk of poor eating and unhealthy weight) are losing out due to poor behaviour/disorganisation/environment of
dining hall
Success indicators
Timescale
Activities
Timescale
Lead
Changes you will see before you
Including evaluation processes and
reach the final outcome – could
monitoring.
be knowledge, understanding,
attitudes, skills or behaviours.
 Five per cent increase year
 Healthy eating/lifestyle education
on year in FSM students
programme delivered through the
taking a main meal.
tutor system and assemblies for all
year groups.
 Increase by 10 per cent the
number of FSM students
 Education on the contents of high
taking up their entitlement
energy/high caffeine drinks and
effects upon learning delivered for
 Increase from 15 per cent to
all year groups.
25 per cent the proportion of
FSM students who select,
 Temporary limits introduced to the
buy and eat healthy options
number of unhealthy food options
for school meals.
that can be purchased during the
day by students.
 'What's in your lunch box' training
delivered across KS3.
 Three ‘healthy cooking’ workshops
have been run by the Community
Chef for FSM students, by the end
of year one.
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Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Healthy weight (breakfast
skipping)
Group
Children who do not eat
breakfast before coming to
school
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Increase the number of
children from 70% to 90%
eating a healthy balanced
breakfast to start the school
day, whether at the school
breakfast club.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
In a recent analysis of breakfast skipping amongst pupils it was noted that 30% were not eating breakfast, whether at
home or at school. Based upon NCMP figures our school has above average overweight and obese children and we
would like to address this, and encourage more pupils to eat breakfast in the process. We hope this will in turn help to
address issues around late attendance and poor concentration.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 Increase the proportion of
parents who know about the
breakfast club to >95%.
 Survey of pupils to ascertain
reasons for breakfast
skipping and what ideas
they have for the breakfast
club.
 Increased attendance of
pupils arriving on time to
class, ready to start the day
 Most pupils have a good
understanding of what
constitutes a healthy
breakfast and its
importance.
 Teachers report a calmer
start to morning lessons.
 Fewer behaviour incidents.
Timescale
Activities
Including evaluation processes and
monitoring.







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Develop a marketing strategy for
the breakfast club.
Evaluated with parents how easily
they can access information and
ideas for breakfast provision
Monitor the average lateness of
pupils and offer some free targeted
places where possible.
Develop a progressive food
curriculum for the whole school.
Establish ‘family feel’ service, a
relaxed atmosphere for the
children to enjoy before the start of
the school day.
Encourage pupils to be involved in
the success of the breakfast club;
new displays, leaflets, logo
Training provided to all staff about
healthy food and drink provision,
and School Food Trust ‘school
food other than lunch’ guidelines.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 1 (universal)
Healthy weight (physical
activity)
Group
All pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Increase from 55 to 75 per
cent the number of children
participating in 3+ hours a
week of physical activity in
and out-of-school
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Our annual health survey, across all year groups, provides vital information. The findings from this, together with behaviour
and attendance data and ‘softer’ information from the student council and from tutors is reviewed by our health and
wellbeing group. We also had access to local public health data. As a result we identified two health and wellbeing
priorities: improving weight management through increasing participation in physical activity.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 The range of physical
activity clubs offered to
children has increased.
 A greater number of children
have attended after-school
clubs regularly.
 Timetabled time for PE has
been increased in all year
groups.
 Increase the % of pupils
who report they are well
supported to regularly
walk/cycle to school.
 More opportunities for active
play and structured,
purposeful physical activity
are provided for pupils at
break and lunchtime.
 Stepped increase to 65% in
the number of children
participating in greater than
three hours exercise per
week.
Timescale
Activities
Including evaluation processes and
monitoring.
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Increase staff awareness of the
needs of pupils regarding access
to physical activities.
Increase the number of community
sports organisations that the
school has regular contact with.
Develop a system for recording
pupil participation in community
sports and activity organisations.
Review with pupil representatives
the activities available at break
and lunchtimes.
Review the school’s physical
activity policy.
Safer cycling and/or pedestrian
training provided to all classes.
An incentive scheme is
established for pupils who
regularly walk and/or cycle to
school.
Physical activity promoted through
homework grids.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Healthy weight (physical
activity)
Group
Year 4 pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Increase the number of
pupils at Key Stage 2 who
can swim at least 25 metres
unaided from 66% to 80%.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
We were disappointed in the levels of Year 4 pupils being able to swim following their lessons, and as the school is near a
canal have concerns about their safety, so would also like to address this and encourage more physical activity in the
process. Increasing the participation in physical activity will also contribute to reducing childhood obesity.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 ‘Fun in the Pool’ club
includes at least 50% nonswimmers.
 Key Stage 2 pupils
consistently bringing in
swimming kit for lessons.
 More children report
swimming over the
weekend.
 More Muslim girls attend
swimming lessons.
Timescale
Activities
Including evaluation processes and
monitoring.
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Pupils’ attainment in swimming
against National Curriculum
criteria is recorded and tracked.
Who has been swimming this
weekend? Question in assembly.
Discussions with individual parents
regarding dress code for
swimming lessons.
‘Catch up’ lessons arranged for
Year 6 pupils.
‘Fun in the Pool’ after school club
for parents and carers and children
established (for swimmers and
non-swimmers).
Swimming pool parent and child
tickets awarded as attendance and
achievement prizes.
Monitor swimming attainment.
Repeat of assembly question.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Healthy weight (physical
activity)
Group
Children who do not
participate in out of school or
extra curriculum activities.
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
To increase the number of
children participating in after
school physical activity from
42% to 60% over two years.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
In a recent analysis of physical activity provision across the school day (in before/after school clubs, during sports days)
we noted that only 42% of our pupils were participating. Based upon NCMP figures our school has above average
overweight and obese children and we would like to address this and encourage more physical activity in the process.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 Staff report having the
confidence and skills to
deliver PE, sport and activity
clubs and awareness of how
to adapt activities for the
less able / overweight
children.
 Pupils report having an
influence on what activities
are offered by the school.
 Increase in the number of
overweight children
participating in one hour of
sport or activity a week
organised by the school.
 Parents report awareness of
the levels at which their
children need to be
physically active in order to
benefit their health
Timescale
Activities
Including evaluation processes and
monitoring.
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Survey carried out with parents
and children to identify popular
activities.
Healthy Lifestyle and Cooking
Club for families.
Young leaders such as Young
Ambassadors, sports leaders,
playground leaders are involved in
the promotion and delivery of
activity opportunities.
A wide variety of activity / sporting
opportunities are provided
including alternative activities.
Increased opportunities for pupils
to be physically active at break
and lunchtimes.
A whole school Change4Life
activity has been delivered.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 1 (universal)
Oral health
Group
All pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
The proportion of pupils
visiting a dentist twice a year
increases from 50% to 90%.
Decrease the number of
children consuming sugary
snacks and drinks to and
from school, between meals
(or instead of meals) from
20% to 5%.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
From previous national surveys we know the proportion of children living in our area have large numbers of decayed,
missing or filled teeth (for 5 year olds: 1.91 in LBHF; 1.67 in WCC; 1.55 in RBKC compared to the England average of
1.11). Teachers have informally reported significant numbers of children complaining of toothache. In LBHF 44.5%, in
Westminster 38.1% and in RBKC 37.7% of 5 year olds (or children who start school) have experience of decay, compared
to 32.7% across London and 30.9% in England. Additionally dental caries in this area are the reason behind the highest
number of hospital admissions for children aged 1-18 years.
Success indicators
Timescale
Activities
Timescale
Lead
Changes you will see before you
Including evaluation processes and
reach the final outcome – could
monitoring.
be knowledge, understanding,
attitudes, skills or behaviours.
 Children can describe what
 Parents are provided with details
a dentist does.
of local NHS dentists.
 Fewer children are absent
 School office has details of local
from school for emergency
NHS dentists.
dental appointments
 Systems in place to identify
(instead of check-ups).
absence / school nurses
attendances due to poor oral
 Reduction in reported
toothache / absence due to
health.
toothache.
 Teachers, classroom assistants
 Reduction in the number of
attend Oral health promotion
children who report they
training.
have high sugar drinks or
 School has healthy eating policy
food to and from school
on snacks, drinks and packed
lunches
 Fewer children describe
being concerned about
 All pupils receive teacher-led oral
going to the dentist.
health sessions as part of the
taught curriculum.
 Children understand when
the best time is to eat
 Parents attend pre/post school
sugary food.
meeting(s) about oral health.
 Reduction in the % of pupils
 School to participate in Healthy
who bring fizzy drinks or
Smile Month.
sugary snacks to school.
Page 25 of 30
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Oral health
Group
Foundation Stage children
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
The number of foundation
stage children reporting
cleaning their teeth twice a
day increases from 65% to
90%.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
From previous national surveys we know the proportion of children living in our area have large numbers of decayed,
missing or filled teeth (for 5 year olds: 1.91 in LBHF; 1.67 in WCC; 1.55 in RBKC compared to the England average of
1.11). Teachers have informally reported significant numbers of children complaining of toothache. In LBHF 44.5%, in
Westminster 38.1% and in RBKC 37.7% of 5 year olds (or children who start school) have experience of decay, compared
to 32.7% across London and 30.9% in England. Additionally dental caries in this area are the reason behind the highest
number of hospital admissions for children aged 1-18 years.
Success indicators
Timescale
Activities
Timescale
Lead
Changes you will see before you
Including evaluation processes and
reach the final outcome – could
monitoring.
be knowledge, understanding,
attitudes, skills or behaviours.
 90% of children report that
 “Did you clean your teeth twice
they brush their teeth twice
yesterday? Tubular voting for
daily when surveyed halfpupils.
term.
 Parents are provided with details
of local NHS dentists.
 Children are able to
describe good teeth
 Foundation stage curriculum to
brushing habits.
include age appropriate activities
 If school approached to host
to promote oral health, including a
‘Keep Smiling’ programme,
role play area as a dental practice.
school achieves at least
 Specific oral health guidance
60% positive consent for
provided for foundation stage EAL
fluoride varnish and
parents in languages appropriate
toothbrushing.
for parents.
 Brushing for Life packs distributed
to parents.
 Groups visit a dentist.
 Keep Smiling Programme (fluoride
varnish & toothbrushing) hosted.
 Education session for parents on
Healthy snacks and drinks
 Repeat tubular voting.
Page 26 of 30
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 1 (universal)
Mental health (pastoral care)
Group
All pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Increase the proportion of
pupils who report that they
know who to approach if they
have worries or concerns
from 76% to 90%.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Following last year’s introduction of a new behaviour policy there was a reduction in incidents in classes and at lunchtime,
however we identified a small group of ‘persistent offenders’. Many of these pupils also have other pastoral care needs
and we would like to look at both issues together and increase our support for parents. We were surprised at how many of
our pupils do not know who to ask for help in school.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 Support staff are able to
respond to a child’s needs
effectively.
 Support staff have identified
areas of strength and how
this can be applied to school
life.
 Support staff are able to
identify areas where
specialised support may be
required.
 Consistency in responsive
approaches across the
school i.e. with language
used.
 Support staff feel their roles
is valued within the school.
 Pupils report positively upon
the role of support staff in
the school.
Timescale
Activities
Including evaluation processes and
monitoring.
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Pupil health and wellbeing survey
completed every two years –
includes question on who to
approach if worried.
Survey on support staff strengths
and training needs.
High quality training programme
for support staff, including working
with groups, mentoring,
bereavement and listening skills.
Peer supervision and support
groups established for support
staff
Displays on support available
within the school.
PSHE education curriculum
reviewed and revised (and
differentiated) to include greater
focus on asking for help.
Discussions on help and support
available in school included in all
Individual Education Plan
meetings.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Mental health (pastoral care)
Group
Pupils identified as
‘persistent offenders’
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Improved behaviour of pupils
identified for support from the
pastoral care team: number
of incidents involving 12
target pupils falls from on
average 20 a week to 3.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Following last year’s introduction of a new behaviour policy there was a reduction in incidents in classes and at lunchtime,
however we identified a small group of ‘persistent offenders’. Many of these pupils also have other pastoral care needs
and we would like to look at both issues together and increase our support for parents. We were surprised at how many of
our pupils do not know who to ask for help in school.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 Learning mentor feels
confident to facilitate nurture
group and pupils report
enjoying attending the
group.
 Teachers are aware of
individual pupils’ targets and
how to support these.
 Reduction in classroom
incidents.
 Pupils and staff feel more
able to manage and
respond to stressful
situations.
 Less referrals to outside
agencies.
Timescale
Activities
Including evaluation processes and
monitoring.
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Analysis of behaviour incidents
involving targeted pupils and
tracking system established.
Pupils on pastoral care register
have a named member of staff to
support them in school.
Training for learning mentor on
running nurture groups.
Establish nurture group and
reporting between class teacher(s)
and learning mentor.
Parents are supported with
practical information about
emotional development and are
aware of agencies that can provide
support.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 1 (universal)
Mental health (violent crime)
Group
All pupils
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Decrease from 80 to 30 the
number of students involved
in violent activities.
Increase by at least 25 per
cent the number of students
who report feeling safe at
school.
Halve the number of students
who are vulnerable to gang
membership.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Following a review the leadership team selected mental health as a health priority focusing on our students’ experience of
violent crime. This decision was informed by our evaluation of existing provision, surveys of students, local public health
data and an analysis of relevant management information.
Many of our students have expressed anxieties about their lives outside of the Academy, including the journey to and from
home.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 After one year the number
of violent incidents reported
has increased by no more
than ten per cent.
 After two years the number
of violent incidents has
reduced by at least 10%.
 The number of occasions
when the seriousness of
violence is communicated to
the whole school has
doubled.
 Most students can describe
the nature of violence and
express a range of
appropriate responses.
 All staff report they are clear
and confident about their
role in managing violent
incidents.
 Increase to 75 per cent the
participation of vulnerable
students in extracurricular
activities at school.
Timescale
Activities
Including evaluation processes and
monitoring.
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Options for students, staff and
parents/carers to report bullying
incidents have increased.
Systems to follow up violent
incidents have improved.
Annual dissemination of a studentfriendly summary of the antiviolence policy and information
about how to report violence now
takes place.
PSHE education has been
reviewed to include SEAL
opportunities for every year group.
A partnership anti-violence subgroup meets termly to monitor
progress toward reducing the
number of incidents of violence.
Effective peer mediation
programme has been
implemented.
The academic progress of
vulnerable students is tracked and
additional support is provided to
individuals.
Timescale
Lead
Healthy Schools Partnership Planning and Reporting Tool
Health Priority 2 (targeted)
Mental health (self harm)
Group
Students who self harm
Planned Outcome/s
What difference do you hope
to make to the health and
wellbeing of pupils in your
school?
Halve the number of students
who are vulnerable to self
harm.
Needs Analysis (the data and evidence to demonstrate why you have identified this outcome)
Following a review the leadership team selected mental health as a health priority and a need to focus targeted support for
students who self harm. This decision was informed by our evaluation of existing provision, surveys of students, local
public health data and an analysis of relevant management information.
Staff have reported concerns of students self harming and the issue has been further raised by students in PSHE group
discussions on self esteem.
Success indicators
Changes you will see before you
reach the final outcome – could
be knowledge, understanding,
attitudes, skills or behaviours.
 School is able to provide
immediate and appropriate
support.
 Pupils report feeling able to
seek support should they
wish.
 Staff are able to response
appropriately and
responsibly.
 Staff are aware of where
and how to refer pupils who
self harm.
 Staff are supported when
responding to sensitive and
affecting issues.
 School takes a whole school
approach in reducing
anxiety and stress in pupils.
Timescale
Activities
Including evaluation processes and
monitoring.
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School employs a full or part-time
School Counsellor.
Staff with pastoral roles receive
high quality training on self-harm
and how to support pupils who
self-harm.
Pastoral staff receive frequent and
high quality supervision.
Self-harm is addressed within the
curriculum responsibly and with
sensitivity.
Timescale
Lead