Health Education Partnership - HEP 2020€¦ · Web view2018/09/07 · support for teachers and other staff to implement health promotion strategies and activities (e.g. professional

Healthy Schools London Bronze Reference Document

The Healthy Schools LondonReference Document

Achieving and Maintaining

Healthy Schools London Status

Bronze Award

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HEALTHY SCHOOLS LONDON (HSL) BRONZE REVIEW TOOL

Healthy Schools LondonHealthy Schools London (HSL) is one of the Mayor of London’s key programmes helping to deliver The London Health Inequalities Strategy (www.london.gov.uk/health-strategy).

The strategy looks to tackle health inequalities by focusing on five key areas including Healthy Children – helping every London child to have a healthy start in life by supporting parents and carers, early years settings and schools.

HSL supports and encourages schools to develop and deepen their focus on health and wellbeing which will support the attainment, achievement, health and wellbeing of their pupils, staff and wider school communities. HSL is supported by the Mayor’s new Healthy Early Years London programme for infants and children in early years’ settings, including in primary schools (www.london.gov.uk/healthy-early-years-london).

HSL Bronze Reference DocumentThis Review Tool is for use by all schools, partner organisations and Local Authorities. It provides details of strategies, guidance and evidence that underpin the minimum evidence and criteria required for the Healthy Schools London Bronze Award. In each section you’ll find links to:

1. Mayoral Strategies These statutory strategies form the backbone of the Mayor’s plans for the future development of Lonodn.

2. Governmental Advice and Guidance Advice and guidance from Government departments including Department for Education, Department of Health, Ofsted, Public Health England.

3. The Evidence base References included within these sections are from:

o The Cochrane Database of Systematic Reviews – these reviews are widely recognised as the gold standards in systematic reviews due to the rigorous methodology used. Systematic reviews are generally considered to provide the best evidence as they are based on the findings of multiple studies that were identified in comprehensive, systematic literature searches.

o NICE guidelines – the processes and methods used to develop NICE guidelines are based on internationally recognised guideline development methodology. NICE guidelines recommendation are based on the best available evidence and use a wide range of different types of evidence and other information. Review questions guide the search for evidence, and the type of evidence that gives the best ‘fit’ depends on the type of question. Whatever evidence is used, it is selected and quality assessed using clear and appropriate methods and documented within the guidelines, together with the rationale for the choice.

o Evidence reviews from Government departments e.g. DfE, PHE.

For tools and resources to support schools to meet the criteria required for the Healthy Schools London Bronze award please see http://www.healthyschools.london.gov.uk/resources

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http://www.healthyschools.london.gov.uk/resources

http://www.london.gov.uk/healthy-early-years-london

http://www.london.gov.uk/health-strategy


1. Leadership, Management & Managing Change

Healthy Schools London: Criteria & Minimum Evidence

The school provides clear leadership to create and manage a positive environment, which enhances emotional and physical health and well-being in school.The school has:

1. A member of the senior leadership team who has a strategic lead for; and (if different)2. A member of staff responsible for:

PSHE education including RSE and drug, alcohol and tobacco education Emotional Wellbeing and Mental Health Healthy eating including the statutory DfE Standards for school food (2015), catering and curriculum Physical activity

Rationale for criteria referencing Mayoral strategies, guidance and the evidence base

Mayoral strategies

GLA (2018) Mayor's Health Inequalities Strategyhttps://www.london.gov.uk/what-we-do/health/health-inequalities-strategy This document sets out the Mayor's plans to tackle unfair differences in health to make London a healthier, fairer city.Aim 1 - Every London child has a healthy start in life (See pages 39-62)

Parents and carers are supported to give all London's children the best possible start in life Early years settings and schools nurture the health and wellbeing of children and families, with programmes reaching the most vulnerable Action is taken to help children achieve and maintain a healthy weight, with focused support for those communities with high rates of child obesity All of London's children and young people have the support they need to grow into healthy, resilient adults.

Aim 2: All Londoners share in a city with the best mental health in the world (See pages 62-86) Mental health becomes everybody's business. Londoners act to maintain their mental wellbeing, and support their families, communities and colleagues

to do the same Londoners' mental health and physical health are equally valued and supported No Londoners experience stigma linked to mental ill health, with awareness and understanding of mental health increasing city-wide London's workplaces support good mental health Action is taken across London to prevent suicide, and all Londoners know where to get help when they need it.

Aim 3: All Londoners benefit from an environment and economy that promote good mental and physical health. (See pages 87-124.)

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https://www.london.gov.uk/what-we-do/health/health-inequalities-strategy


1. Leadership, Management & Managing Change More working Londoners have health promoting, well paid and secure jobs.

Aim 4: all London's diverse communities are healthy and thriving (See pages 125-150). Including: There are more opportunities for all Londoners to take part in community life Londoners are empowered to improve their own communities' health and wellbeing London's communities feel safe, and are united against all forms of hatred

Aim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including: All Londoners achieve at least the minimum level of daily physical activity needed to maintain good health All Londoners have access to healthy food Steps are taken to reduce the use or harms caused by tobacco, illicit drugs, alcohol and gambling.

GLA (2017) The Mayor’s Economic Development Strategy for London (Draft)https://www.london.gov.uk/what-we-do/business-and-economy/economy-works-all-londoners In the draft Economic Development strategy, the Mayor sets out his plans to grow London’s economy, support business, boost innovation and create a city that works for all.

The Mayor wants all schools in London to be of the highest standard - and many already are. The Mayor is working with London Councils and other partners to plan for, better coordinate, and deliver the additional school places that London needs. The Mayor will work with the London school system and stakeholders to improve teacher recruitment and retention, and leadership in London schools. See page 54 – 55

GLA (2018) All of us: The Mayor’s strategy for social integrationhttps://www.london.gov.uk/what-we-do/communities/all-us-mayors-strategy-social-integrationThe Mayor’s aim is to improve social integration in London. This means enabling people to have more opportunities to connect with each other positively and meaningfully. It means supporting Londoners to play an active part in their communities and the decisions that affect them. It involves reducing barriers and inequalities, so that Londoners can relate to each other as equals. The Mayor’s work on social integration has four parts:

Relationships – promoting shared experiences Participation – supporting Londoners to be active citizens Equality – tackling barriers and inequalities Evidence – improving London’s evidence base to measure, evaluate and share findings on the state of social integration.

GLA (2018) London Food Strategy (Draft)https://www.london.gov.uk/what-we-do/business-and-economy/food/have-your-say-draft-london-food-strategy The draft London food Strategy sets out our thinking and provides a framework to help all Londoners, London boroughs and partners adapt the London food system to meet the challenges that lie ahead. Everyone in London can do something to improve food – at home, at work, in businesses, institutions and through

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https://www.london.gov.uk/what-we-do/business-and-economy/food/have-your-say-draft-london-food-strategy

https://www.london.gov.uk/what-we-do/communities/all-us-mayors-strategy-social-integration

https://www.london.gov.uk/what-we-do/business-and-economy/economy-works-all-londoners


1. Leadership, Management & Managing Changelocal policies. This draft strategy sets out what the Mayor will do to deliver change and what the Mayor will do to support change.

Help staff eat healthy, sustainable food and improve food in the workplace. They will be encouraged to consider Public Health England guidance on catering standards for employers, adopt and promote the Healthy Workplace Charter and strive for Food for Life Served Here accreditation. See page 20

Free drinking water should be widely available in all local authority owned buildings. See page 23 Support the Healthy Schools London programme, Healthy Early Years London programme and London Healthy Workplace Charter to help schools, early

years settings and workplaces to provide healthier food. See page 28 Schools, governors and educational charities should recommend that OFSTED adopt food as a key indicator of schools’ and early years settings’

performance. This will help ensure that all schools are incentivised to provide healthy food and that every opportunity to build food into learning opportunities and integrate food into the curriculum is taken. See page 28

Local authorities and third sector organisations should help school leadership teams adopt whole-school food policies to improve food culture, recognised and structured by working towards a Healthy Schools London Award and/or a Food for Life Schools Award. This should cover school meals, breakfast clubs, lunch boxes, food and health education, food growing and food citizenship, and other elements as appropriate. See page 29

Government departmental advice and guidance

Ofsted (2018) School Inspection Handbook https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015

Outstanding & good grade descriptors for the effectiveness of leadership and management. See page 46.

Ofsted (2013) Beyond 2012 – outstanding physical education for allhttps://www.gov.uk/government/publications/beyond-2012-outstanding-physical-education-for-all

Recommendations for school leaders & subject leaders regarding Physical Education. See pages 8, 43, 45, 56.

DfE (2015) Personal, social, health and economic (PSHE) education: a review of impact and effective practicehttps://www.gov.uk/government/publications/pshe-education-a-review-of-impact-and-effective-practice

Characteristics of effective practice in PSHE education. See page 10.

Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in

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https://www.gov.uk/government/publications/pshe-education-a-review-of-impact-and-effective-practice

https://www.gov.uk/government/publications/beyond-2012-outstanding-physical-education-for-all

https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015


1. Leadership, Management & Managing Changeeducation settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations for school leaders based on an overview of the evidence about what works in schools and colleges to increase levels of physical activity among children and young people. See page 15.

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12Recommendations for school leaders based on a review of the evidence of approaches to promoting social and emotional wellbeing in children aged 4-11 years in primary education. See pages 9-11.

NICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20 Recommendations for school leaders based on a review of the evidence of interventions to support social and emotional wellbeing among young people aged 11-10 years who are in full time education. See pages 10-14.

NICE (2006) Obesity Preventionhttps://www.nice.org.uk/guidance/cg43 Recommendations for school leaders based on a review of the best available evidence for the prevention of overweight and obesity in adults and children in England and Wales. See pages 12, 23 & 24.

DfE (2017) Supporting Mental Health in Schools and Collegeshttps://www.gov.uk/government/publications/supporting-mental-health-in-schools-and-colleges

This report provides a summary of the key findings from the Department for Education research into mental health provision in schools and colleges. Recommendations include a senior member of staff in school to drive the agenda forward in terms of the mental health support a school provides. See page 7.

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https://www.gov.uk/government/publications/supporting-mental-health-in-schools-and-colleges

https://www.nice.org.uk/guidance/cg43

https://www.nice.org.uk/guidance/ph20


https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing


2. Policy Development


The school has the policies listed below, which are reflected in practice and through ethos, culture and the environment. They are reviewed by consultation every 1 to 3 years.

School Behaviour / Antibullying Relationships and Sex Education (RSE) SEN Information Report Safeguarding / Child Protection Drug, Alcohol and Tobacco Education Physical Activity Whole School Food and Drink Policy Emotional Wellbeing and Mental Health Policy

Rationale for criteria referencing guidance and evidence

Mayoral strategies





Aim 3: All Londoners benefit from an environment and economy that promote good mental and physical health. (See pages 87-124.)

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2. Policy Development More working Londoners have health promoting, well paid and secure jobs.





GLA (2018) London Food Strategy (Draft)https://www.london.gov.uk/what-we-do/business-and-economy/food/have-your-say-draft-london-food-strategy

The draft London food Strategy sets out our thinking and provides a framework to help all Londoners, London boroughs and partners adapt the London food system to meet the challenges that lie ahead. Everyone in London can do something to improve food – at home, at work, in businesses, institutions and through local policies. This draft strategy sets out what the Mayor will do to deliver change and what the Mayor will do to support change.


GLA (2017) Mayor's Knife Crime Strategy: putting a stop to knife crime in London

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2. Policy Developmenthttps://www.london.gov.uk/mopac-publications/mayors-knife-crime-strategy-putting-stop-knife-crime-london

Through this Strategy, the Mayor sets out a comprehensive plan of partnership action to tackle the immediate threat to safety posed by knife crime in London.

We will lobby Ofsted and the Department of Education to introduce requirements for schools to provide safeguarding measures for pupils at risk of becoming involved in knife crime, including the provision of support, advice and effective conflict resolution skills for both teachers and parents. See page 54


DfE (2014) Statutory policies for schools. Advice on the policies and documents that governing bodies and proprietors of schools are required to have by law. https://www.gov.uk/government/publications/statutory-policies-for-schools

School behaviour (see page 8). Sex education (see page 9) Special educational needs (see page 4 & 9) Child protection policy and procedures (see page 6 & 18)

DfE (2018) What maintained schools must publish onlinehttps://www.gov.uk/guidance/what-maintained-schools-must-publish-online

The information that schools maintained by their local authorities must publish on their websites. Includes details of policies.

DfE (2018) What academies, free schools and colleges should publish onlinehttps://www.gov.uk/guidance/what-academies-free-schools-and-colleges-should-publish-online

The information that academies, including 16-19 colleges and any educational institution that has academy arrangements, should publish on their websites. Includes details of policies.

DfE (2018) Keeping children safe in education. Statutory guidance for schools and colleges. https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

Statutory guidance for schools and colleges on safeguarding children and safe recruitment. Includes information on school policies. See pages 6, 8, 15, 16, 22,

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https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

https://www.gov.uk/guidance/what-academies-free-schools-and-colleges-should-publish-online

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online

https://www.gov.uk/government/publications/statutory-policies-for-schools

https://www.london.gov.uk/mopac-publications/mayors-knife-crime-strategy-putting-stop-knife-crime-london


2. Policy Development24, 27)

DfE (2015) Behaviour and discipline in schools: guide for governing bodieshttps://www.gov.uk/government/publications/behaviour-and-discipline-in-schools-guidance-for-governing-bodies

Statutory guidance for governing bodies of schools maintained by the local authority explaining why all schools must have a behaviour policy, what it must cover and the role of the governing body and headteacher in shaping their school’s behaviour policy.

DfE (2016) Behaviour and discipline in schools. Advice for headteachers and school staff.https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools

Advice to headteachers and school staff on developing the school behaviour policy. See pages 4-6 & 8.

DfE (2000) Sex and relationship education guidancehttps://www.gov.uk/government/publications/sex-and-relationship-education

Statutory guidance that provides an overview of some of the issues in developing a policy on sex and relationships education. See pages 7-13.

DfE & DoH (2015) Special educational needs and disability code of practice: 0 to 25 years. Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Includes information about a school SEN Policy and SEN Information Report. See pages 55, 106-108.

DfE (2016) School food in England. Departmental advice for governing bodies. https://www.gov.uk/government/publications/standards-for-school-food-in-england

Guidance on the standards for planning and providing food in schools. Governing bodies are strongly encouraged to work with the senior leadership team to develop a whole school food policy. See page 7.

Evidence base

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https://www.gov.uk/government/publications/standards-for-school-food-in-england

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

https://www.gov.uk/government/publications/sex-and-relationship-education

https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools

https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools-guidance-for-governing-bodies


2. Policy DevelopmentNICE (2007) Alcohol: school based interventionshttps://www.nice.org.uk/guidance/ph7

Recommendations to introduce a ‘whole school’ approach to alcohol, including policy development, based on review of the evidence for interventions in schools to prevention and reduce alcohol use among children and young people. See page 7.

NICE (2010) Smoking prevention in schoolshttps://www.nice.org.uk/guidance/ph23

Recommendations to develop a whole school smoke free policy in consultation with young people and staff. See pages 8-9 & 13.

NICE (2008) Physical Activity in the workplacehttps://www.nice.org.uk/guidance/ph13

Recommendations to develop an organisation wide plan or policy to encourage and support employees to be more physically active based on a review of the evidence.

NICE (2008) Maternal and Child Nutritionhttps://www.nice.org.uk/guidance/ph11

Recommendations to implement a food policy which takes a ‘whole settings’ approach to healthy eating. See page 44.

NICE (2006) Obesity Prevention https://www.nice.org.uk/guidance/cg43

Recommendations for headteachers and governors to ensure that school policies help children to maintain a healthy weight, eat a healthy diet and be physically active, based on a review of the best available evidence for the prevention of overweight and obesity in adults and children. See pages 23-24.

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12

Recommendation that all primary schools adopt a comprehensive ‘whole school’ approach to children’s social and emotional wellbeing by including details in

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2. Policy Developmentpolicies. See pages 8-9.

NICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20

Recommendations for headteachers, governors and teachers to ensure that social and emotional wellbeing features within school policies. See page 10.

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3. Learning and teaching, curriculum planning and resourcing


The school curriculum includes these areas of learning which are monitored and evaluated to ensure the quality of teaching and learning: PSHE education including relationships and sex education (RSE) and drug, alcohol and tobacco education Emotional wellbeing and mental health including anti-bullying, social and emotional learning (SEL) and risk Healthy eating including cooking skills and food education Physical activity including a minimum of 90 minutes to 2 hours curriculum PE a week and health-related exercise

Examples of monitoring and evaluation include: o pupil/lesson observationso written or verbal assessmento peer and self-evaluationo learning walkso pupil progress meetings

Pupil progress and achievement in these areas of learning are assessed, recorded and reported in line with current guidance and celebrated appropriately. Examples for assessment include:

o learning- knowledgeo skillso understandingo behaviour (e.g. healthy eating, physical activity, social and emotional) o health and wellbeing

Examples methods of recording and reporting include: o school/end of year reportso teacher or end of unit assessmentso staff meetingso parent/carer eveningso pupil peer and self-assessment

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3. Learning and teaching, curriculum planning and resourcingRationale for criteria referencing guidance and evidence

Mayoral strategies





Aim 4: all London's diverse communities are healthy and thriving (See pages 125-150). Including: London's communities feel safe, and are united against all forms of hatred



The Mayor will work with London schools, colleges, providers, businesses, universities and London boroughs to develop a coherent and accessible all-age careers information, advice and guidance offer. See page 58

The Mayor will work with schools, colleges, universities and industry to break down gender stereotypes and address other inequalities, for example in

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3. Learning and teaching, curriculum planning and resourcingBAME communities, especially in STEM subjects. See page 58

GLA (2018) London Food Strategy (Draft)https://www.london.gov.uk/what-we-do/business-and-economy/food/have-your-say-draft-london-food-strategy The draft London food Strategy sets out our thinking and provides a framework to help all Londoners, London boroughs and partners adapt the London food system to meet the challenges that lie ahead. Everyone in London can do something to improve food – at home, at work, in businesses, institutions and through local policies. This draft strategy sets out what the Mayor will do to deliver change and what the Mayor will do to support change.

Promoting good food in education is vital in continuing an appreciation of eating well. London has the highest level of child obesity in England. Over 38 per cent of London’s 10- 11-year olds are overweight or obese compared to 34 per cent nationally. The food environment that children live in and are surrounded by, including around their schools, exacerbates this issue. See page 27

Schools, governors and educational charities should recommend that OFSTED adopt food as a key indicator of schools’ and early years settings’ performance. This will help ensure that all schools are incentivised to provide healthy food and that every opportunity to build food into learning opportunities and integrate food into the curriculum is taken. See page 28


The importance of food growing in community gardens, allotments, urban farms and other spaces in London cannot be overstated. In addition to the environmental benefits of urban food growing, knowing how food is grown is a key part of building people’s skills. Food growing can bring many benefits to individuals and communities. It can bring communities together, help people make new friends, make areas safer and healthier, and provide training which can lead to employment and improve physical and mental wellbeing. See page 31.

GLA (2018) London Sport Strategy (Draft)https://www.london.gov.uk/what-we-do/sports/have-your-say-draft-london-sport-strategy The Mayor wants London to be the most socially integrated and active city in the world. At the heart of this strategy is his belief in the power of sport to bring people together and improve lives.

Evidence suggests that the foundations for an active lifestyle begin at an early age. The Mayor believes that children and young people are as much entitled to a physical education (PE) as they are an academic education. The provision of high quality PE in schools, taught by qualified staff, is hugely important. The high levels of overweight and obesity in children and young people makes this even more of a pressing and urgent issue, and the Mayor has convened a taskforce for London to help more children in London achieve a healthy weight. Consequently, we will consider how we might support those schools who provide opportunities for children and young people to be physically active every day for example by supporting initiatives such as ‘The Daily Mile’, which is having a positive impact in schools across the country. See pages 39-40.

Several of the Mayor’s other initiatives also encourage active lifestyles. The Healthy Schools London programme promotes and rewards initiatives which encourage active play and travel. See page 42

The Mayor wants to encourage ‘active travel' (walking, cycling, scooting and similar activities38), and reduce car dependency. These are included in the Mayor’s Transport Strategy, the London Environment Strategy and the draft London Plan. The Mayor also wants every Londoner walking or cycling for at

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https://www.london.gov.uk/what-we-do/sports/have-your-say-draft-london-sport-strategy



3. Learning and teaching, curriculum planning and resourcingleast 20 minutes a day by 2041. See page 42

GLA (2017) Mayor's Knife Crime Strategy: putting a stop to knife crime in Londonhttps://www.london.gov.uk/mopac-publications/mayors-knife-crime-strategy-putting-stop-knife-crime-london Through this Strategy, the Mayor sets out a comprehensive plan of partnership action to tackle the immediate threat to safety posed by knife crime in London.

This Strategy recognises that effective school programmes, youth provision, after school programmes and summer activities are absolutely critical to dealing with some of the factors such as poverty, unemployment and educational failure that give rise to young people who are vulnerable to becoming exposed and lured into various forms of criminality. We recognise that schools and alternative education providers have a crucial role to play in the delivery of positive messages and safeguarding measures to our young people and their parents. They also need to be places of safety. See page 54

Skills based programmes that aim to develop young people’s abilities to control their behaviour (problem solving, self-control, anger management) as well as family focused programmes which incorporate the young person’s wider network have also been shown to work in preventing gang involvement and youth violence.18 Young people need to be equipped with the skills to be able to resolve conflict without the need to resort to violence and weapons use. To support the prevention campaign, we will provide toolkits for schools to allow them to access the materials and support sharing consistent messages to all London’s children. See page 54

We will also work with partners and schools to develop educational materials to be made available to our most challenging schools and youth service providers and support a more direct community response to not only engaging directly with our most vulnerable and hard to reach young people, but to also become part of the solution in identifying local responses to knife crime. See page 57

Evidence shows that education-based approaches that both demonstrate the dangers of carrying a weapon but also make available resources and services to support vulnerable young people hold potential in addressing knife crime. See page 60



Outstanding & good grade descriptors for the effectiveness of leadership and management, quality of teaching, learning and assessment. See pages 42,46,48,53-54.

Ofsted (2015) The common inspection frameworkhttps://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015 Details of what inspectors will consider making judgements on related to the curriculum, teaching, learning and assessment, personal development, behaviour and welfare. See page 12-14.

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https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015




3. Learning and teaching, curriculum planning and resourcingDfE (2018) What maintained schools must publish onlinehttps://www.gov.uk/guidance/what-maintained-schools-must-publish-online

The information that schools maintained by their local authorities must publish on their websites. Includes details of curriculum.


The information that academies, including 16-19 colleges and any educational institution that has academy arrangements, should publish on their websites. Includes details of curriculum.


Recommendations and guidance on how to improve the quality of Physical Education in schools.

DfE (2015) National curriculum in England: science programmes of study. https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study

The statutory programmes of study and attainment targets for science at key stages 1 to 4. Includes links to RSE, food education and physical education.

DfE (2013) National curriculum in England: design and technology programmes of study. https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study

The statutory programmes of study and attainment targets for design and technology at key stages 1 to 3. Includes links to food education.

DfE (2013) National curriculum in England. PE programmes of study.https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study

The statutory programmes of study and attainment targets for physical education (PE) at key stages 1 to 4. Includes links to PSHE, wellbeing education and physical education.

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https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study





3. Learning and teaching, curriculum planning and resourcing

DfE (2000) Sex and relationship educationhttps://www.gov.uk/government/publications/sex-and-relationship-education

Statutory guidance on sex and relationship education

DfE (2013) Personal, social, health and economic education (PSHE)https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe

All schools should make provision for PSHE, drawing on good practice.

Ofsted (2013) Not yet good enough: personal, social, health and economic education in schoolshttps://www.gov.uk/government/publications/not-yet-good-enough-personal-social-health-and-economic-education

This report evaluates the strengths and weaknesses of personal, social, health and economic (PSHE) education in primary and secondary schools in England.


Statutory guidance for schools and colleges on safeguarding children and safe recruitment. Including covering relevant issues through PSHE & SRE. See page 22.

DfE (2017) Child sexual exploitation: definition and guide for practitioners. https://www.gov.uk/government/publications/child-sexual-exploitation-definition-and-guide-for-practitioners

This advice is intended to help all those working with children, and their parents and carers, to understand child sexual exploitation and what action should be taken to identify and support victims. Schools, colleges and other education settings have a critical role to play. PSHE lessons are an obvious route for educating children and young people about the risks of child sexual exploitation and other forms of harm, as are pastoral services and school nurse services. See page 21.

DfE (2015) The Prevent Dutyhttps://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

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https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

https://www.gov.uk/government/publications/child-sexual-exploitation-definition-and-guide-for-practitioners


https://www.gov.uk/government/publications/not-yet-good-enough-personal-social-health-and-economic-education

https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe



3. Learning and teaching, curriculum planning and resourcingAdvice to help schools and childcare providers think about what they can do to protect children from the risk of radicalisation, including PSHE. See page 8.

DfE (2016) Mental health and behaviour in schools. Departmental advice for school staff. https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2

This non-statutory advice clarifies the responsibility of the school, outlines what they can do and how to support a child or young person whose behaviour may be related to an unmet mental health need. This includes PSHE provision. See page 20.

PHE (2015) Food teaching in primary schools: a framework of knowledge and skillshttps://www.gov.uk/government/publications/food-teaching-in-primary-schools-knowledge-and-skills-framework

This framework is a guide to the knowledge and skills expected of primary school teachers who teach children about food. It outlines the knowledge and skills that would be developed over time – resulting in exemplary food teaching.

PHE (2015) Food teaching in secondary schools: knowledge and skills frameworkhttps://www.gov.uk/government/publications/food-teaching-in-secondary-schools-knowledge-and-skills-framework

This framework is a guide to the knowledge and skills expected of secondary school food teachers. It outlines the knowledge and skills that would be developed over time – resulting in exemplary food teaching.

Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations that interventions adopting a ‘whole of community (school/college) approach appear to be the most effective at increasing physical activity in children and young people. This includes curricular learning e.g. teaching about the importance of physical activity through PSHE and maximising opportunities to embed physical activity across the curriculum (See page 15). In addition, embedding physical activity in the curriculum and within teaching and learning has also been shown to be effective (See page 23).

PHE (2014) The link between pupil health and wellbeing and attainment. A briefing for head teachers, governors and staff in education settings. https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment

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https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment


https://www.gov.uk/government/publications/food-teaching-in-secondary-schools-knowledge-and-skills-framework

https://www.gov.uk/government/publications/food-teaching-in-primary-schools-knowledge-and-skills-framework

https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2


3. Learning and teaching, curriculum planning and resourcingRecommendations based on a summary of the key evidence that highlights the link between health and wellbeing and educational attainment include:

Promoting health through explicit teaching in the curriculum and broader work to promote a healthier school environment suggests positive effects on attainment. See page 5.

Whole school approaches to social and emotional learning, universally implemented for all pupils, as they strongly correlate with higher attainment. See page 6.

Interventions that take a ‘whole school approach’ have a positive impact in relation to outcomes including body mass index, physical activity, physical fitness, fruit and vegetable intake, tobacco use and being bullies. Whole school approaches include all aspects of life at school including learning and teaching and using the curriculum to develop pupils’ knowledge, attitudes and skills about health and wellbeing. See page 10.


Characteristics of effective practice in PSHE education

NICE (2007) Alcohol: school based interventionshttps://www.nice.org.uk/guidance/ph7

Recommendations to introduce a ‘whole school’ approach to alcohol, including curriculum. See pages 6-8.


Recommendation to deliver smoking prevention approached into the curriculum. See pages 9 & 13.

DfE (2017) Supporting Mental Health in Schools and Collegeshttps://www.gov.uk/government/publications/supporting-mental-health-in-schools-and-colleges

This report provides a summary of the key findings from the Department for Education research into mental health provision in schools and colleges. Recommendations include a ‘whole school’ approach as critical for taking a preventative stance. See page 7.

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12

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https://www.gov.uk/government/publications/supporting-mental-health-in-schools-and-colleges





3. Learning and teaching, curriculum planning and resourcingRecommendation that all primary schools adopt a comprehensive ‘whole school’ approach to children’s social and emotional wellbeing by including a curriculum that integrates the development of social and emotional skills within all subject areas. See page 9.

NICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20

Recommendations for headteachers, governors and teachers to ensure that social and emotional wellbeing features within the curriculum. See page 9 & 11.

Waters E, de Silva‐Sanigorski A, Burford BJ, Brown T, Campbell KJ, Gao Y, Armstrong R, Prosser L, Summerbell CD. Interventions for preventing obesity in children. Cochrane Database of Systematic Reviews 2011, Issue 12. Art. No.: CD001871. DOI: 10.1002/14651858.CD001871.pub3https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD001871.pub3/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent

"This review primarily aims to update the previous Cochrane review of childhood obesity prevention research and determine the effectiveness of evaluated interventions intended to prevent obesity in children, assessed by change in Body Mass Index (BMI). Secondary aims were to examine the characteristics of the programs and strategies to answer the questions "What works for whom, why and for what cost?""

[The author’s] ... found strong evidence to support beneficial effects of child obesity prevention programmes on BMI, particularly for programmes targeted to children aged six to 12 years. However, given the unexplained heterogeneity and the likelihood of small study bias, these findings must be interpreted cautiously. A broad range of programme components were used in these studies and whilst it is not possible to distinguish which of these components contributed most to the beneficial effects observed, our synthesis indicates the following to be promising policies and strategies:

school curriculum that includes healthy eating, physical activity and body image increased sessions for physical activity and the development of fundamental movement skills throughout the school week

However, study and evaluation designs need to be strengthened, and reporting extended to capture process and implementation factors, outcomes in relation to measures of equity, longer term outcomes, potential harms and costs. Childhood obesity prevention research must now move towards identifying how effective intervention components can be embedded within health, education and care systems and achieve long term sustainable impacts.

Faggiano F, Minozzi S, Versino E, Buscemi D. Universal school‐based prevention for illicit drug use. Cochrane Database of Systematic Reviews 2014, Issue 12. Art. No.: CD003020. DOI: 10.1002/14651858.CD003020.pub3.https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD003020.pub3/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent

“Objectives: To evaluate the effectiveness of universal school‐based interventions in reducing drug use compared to usual curricular activities or no intervention.

Conclusions: School programmes based on a combination of social competence and social influence approaches showed, on average, small but consistent

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https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD003020.pub3/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent






3. Learning and teaching, curriculum planning and resourcingprotective effects in preventing drug use, even if some outcomes did not show statistical significance. Some programmes based on the social competence approach also showed protective effects for some outcomes. Since the effects of school‐based programmes are small, they should form part of more comprehensive strategies for drug use prevention in order to achieve a population‐level impact.”

Lopez LM, Bernholc A, Chen M, Tolley EE. School‐based interventions for improving contraceptive use in adolescents. Cochrane Database of Systematic Reviews 2016, Issue 6. Art. No.: CD012249. DOI: 10.1002/14651858.CD012249.https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD012249/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent

“Objectives: To identify school‐based interventions that improved contraceptive use among adolescents

Author's conclusions and implications for practice: Most included trials aimed to prevent HIV/STI and pregnancy. All of the effective interventions with evidence of high or moderate quality addressed these issues. A few, mostly older trials, focused on pregnancy prevention and had limited effect. Peer‐led education did not have a positive effect compared with teacher‐led education. The effective strategies were generally multifaceted with multiple sessions. They were often interactive and provided a variety of activities, and therefore more likely than a didactic approach to engage adolescents in learning and to lead to behaviour change.”

Oringanje C, Meremikwu MM, Eko H, Esu E, Meremikwu A, Ehiri JE. Interventions for preventing unintended pregnancies among adolescents. Cochrane Database of Systematic Reviews 2016, Issue 2. Art. No.: CD005215. DOI: 10.1002/14651858.CD005215.pub3.https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD005215.pub3/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent

"Objectives: To assess the effects of primary prevention interventions (school‐based, community/home‐based, clinic‐based, and faith‐based) on unintended pregnancies among adolescents.

Conclusions: A combination of educational and contraceptive‐promoting interventions appears to reduce unintended pregnancy among adolescents. Evidence for programme effects on biological measures is limited. The variability in study populations, interventions and outcomes of included trials, and the paucity of studies directly comparing different interventions preclude a definitive conclusion regarding which type of intervention is most effective"

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https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD012249/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent


4. School ethos, culture, environment & SMSC development

Outdoor Areas and Playground Provision: Criteria & Minimum Evidence

Outdoor areas and playgrounds are safe, supportive, encourage physical activity and include quiet areas. Outdoor areas and playground provision include:

a range of activities active and quiet areas plenty of physical activity supervision and support


Mayoral strategies

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4. School ethos, culture, environment & SMSC developmentGLA (2018) Mayor's Health Inequalities Strategyhttps://www.london.gov.uk/what-we-do/health/health-inequalities-strategy This document sets out the Mayor's plans to tackle unfair differences in health to make London a healthier, fairer city.Aim 1 - Every London child has a healthy start in life (See pages 39-62)

Action is taken to help children achieve and maintain a healthy weight, with focused support for those communities with high rates of child obesity All of London's children and young people have the support they need to grow into healthy, resilient adults.

Aim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including: All Londoners achieve at least the minimum level of daily physical activity needed to maintain good health




Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations that interventions adopting a ‘whole of community (school/college) approach appear to be the most effective at increasing physical activity in children and young people, for example a supportive physical environment (See page 25). In addition, creative active environments (see page 29) and offering choice and variety (see page 28) have also been shown to be effective.

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4. School ethos, culture, environment & SMSC development




increased sessions for physical activity and the development of fundamental movement skills throughout the school week environments and cultural practices that support children eating healthier foods and being active throughout each day


Food Provision: Criteria & Minimum Evidence

The school meets the statutory DfE Standards for school food (2015) for: School lunches Any food provided other than lunches e.g. breakfast club, after school clubs.

The school provides guidance on healthy packed lunches and pupils should have easy access to free, clean and palatable drinking water at all times.


Mayoral Strategies

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4. School ethos, culture, environment & SMSC developmentGLA (2018) Mayor's Health Inequalities Strategyhttps://www.london.gov.uk/what-we-do/health/health-inequalities-strategy This document sets out the Mayor's plans to tackle unfair differences in health to make London a healthier, fairer city.Aim 1 - Every London child has a healthy start in life (See pages 39-62)


Aim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including: All Londoners have access to healthy food


Free drinking water should be widely available in all local authority owned buildings. See page 23 Promoting good food in education is vital in continuing an appreciation of eating well. London has the highest level of child obesity in England. Over 38 per

cent of London’s 10- 11-year olds are overweight or obese compared to 34 per cent nationally. The food environment that children live in and are surrounded by, including around their schools, exacerbates this issue. See page 27

Support the Healthy Schools London programme, Healthy Early Years London programme and London Healthy Workplace Charter to help schools, early years settings and workplaces to provide healthier food. See page 28

Schools, governors and educational charities should recommend that OFSTED adopt food as a key indicator of schools’ and early years settings’ performance. This will help ensure that all schools are incentivised to provide healthy food and that every opportunity to build food into learning opportunities and integrate food into the curriculum is taken. See page 28


Third sector organisations should work with London’s local authorities and schools to increase the uptake of free school meals and consider extending eligibility to more families finding it hard making ends meet. See page 29


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4. School ethos, culture, environment & SMSC developmentThe School Food Planhttp://www.schoolfoodplan.com/actions/school-food-standards/ Details of the statutory food based standards

DfE (2016) School food in England. https://www.gov.uk/government/publications/standards-for-school-food-in-england Statutory school food standards apply to local authority maintained school, academies that open prior to 2010 and academies and free school in England entering into a funding agreement from June 2014. The standards are to ensure that food provided to pupils in school is nutritious and of high quality; to promote good nutritional health in all pupils; protect those who are nutritionally vulnerable and to promote good eating behaviour.

DEFRA (2015) Sustainable procurement: The Government Buying Standards for food and catering services. https://www.gov.uk/government/publications/sustainable-procurement-the-gbs-for-food-and-catering-services The Government Buying Standards provide a benchmark for buying healthier food and ingredients. By using them alongside the School Food Standards, it can reduce the amount of salt, fat, saturated fat and sugar in school meals even further.

Evidence base

PHE (2014) The link between pupil health and wellbeing and attainment. A briefing for head teachers, governors and staff in education settings. https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment A summary of the key evidence that highlights the link between health and wellbeing and educational attainment reports that a whole school approach to healthy school meals, universally implemented for all pupils, has shown improvements in academic attainment at key stages 1 and 2, especially for pupils with lower prior attainment. See page 8.

PHE (2013) Breakfast and cognition: review of the literaturehttps://www.gov.uk/government/publications/breakfast-and-cognition-review-of-the-literature “The literature confirms that breakfast is an important meal and should be encouraged. It also provides convincing evidence that consuming breakfast compared to skipping breakfast has positive impacts on short term cognition and memory but that these effects may depend on the type of assessment. Helping children achieve and maintain a healthy diet will have lasting health benefit regardless of any potential impact on attainment and should remain our key rationale for promoting a better diet”

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https://www.gov.uk/government/publications/breakfast-and-cognition-review-of-the-literature


https://www.gov.uk/government/publications/sustainable-procurement-the-gbs-for-food-and-catering-services

https://www.gov.uk/government/publications/standards-for-school-food-in-england

http://www.schoolfoodplan.com/actions/school-food-standards/


4. School ethos, culture, environment & SMSC developmentNICE (2006) Obesity Preventionhttps://www.nice.org.uk/guidance/cg43 Recommendations for schools based on a review of the best available evidence for the prevention of overweight and obesity in children in England and Wales includes children and young people eating meals (including packed lunches) in a school in a pleasant, sociable environment. Younger children should be supervised at mealtimes and, if possible, staff should eat with children. See pages 22-24.




improvements in nutritional quality of the food supply in schools environments and cultural practices that support children eating healthier foods and being active throughout each day


Physical Activity: Criteria & Minimum Evidence

The school provides opportunities for pupils to be physically active in and out of the curriculum throughout the school day. There is a mechanism for monitoring participation. The school encourages pupils to stay active outside school hours.


Mayoral strategies

GLA (2018) Mayor's Health Inequalities Strategyhttps://www.london.gov.uk/what-we-do/health/health-inequalities-strategy

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4. School ethos, culture, environment & SMSC developmentThis document sets out the Mayor's plans to tackle unfair differences in health to make London a healthier, fairer city.Aim 1 - Every London child has a healthy start in life (See pages 39-62)


Aim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including: All Londoners achieve at least the minimum level of daily physical activity needed to maintain good health






The Mayor wants to encourage ‘active travel' (walking, cycling, scooting and similar activities38), and reduce car dependency. These are included in the Mayor’s Transport Strategy, the London Environment Strategy and the draft London Plan. The Mayor also wants every Londoner walking or cycling for at

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4. School ethos, culture, environment & SMSC developmentleast 20 minutes a day by 2041. See page 42


Ofsted (2014) Going the extra mile: excellence in competitive school sporthttps://www.gov.uk/government/publications/going-the-extra-mile-excellence-in-competitive-school-sportMaintained schools and academies should recognise the wider benefits that competitive sport can bring to their school and students. They should learn from the schools that teach PE and coach sport well and put in place the conditions to enable competitive sport to thrive. See page 9.

DfE (2017) PE and sport premium for primary schoolshttps://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools Details of how much PE and sport premium funding primary schools receive in the academic year and advice on how to spend it.


The information that schools maintained by their local authorities must publish on their websites. Includes details on PE and Sport Premium spending.


The information that academies, including 16-19 colleges and any educational institution that has academy arrangements, should publish on their websites. Includes details on PE and Sport Premium spending.

Department of Health and Social Care (2011) UK Physical activity guidelineshttps://www.gov.uk/government/publications/uk-physical-activity-guidelines

Guidance from the Chief Medical Office (CMO) on how much physical activity people should be doing, along with supporting documents.

Cabinet Office, Department of Health and Social Care, HM Treasury & Prime Minister’s Office (2017) Childhood Obesity: a plan for action.

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https://www.gov.uk/government/publications/uk-physical-activity-guidelines



https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools

https://www.gov.uk/government/publications/going-the-extra-mile-excellence-in-competitive-school-sport


4. School ethos, culture, environment & SMSC developmenthttps://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action The government’s plan for action to significantly reduce childhood obesity by supporting healthier choices recommends:

That every primary school child should get at least 60 minutes of moderate to vigorous physical activity a day. At least 30 minutes should be delivered in school every day through active break times, PE, extra-curricular clubs, active lessons, or other sport and physical activity events. See page 7.

Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations that interventions adopting a ‘whole of community (school/college) approach appear to be the most effective at increasing physical activity in children and young people, for example a supportive physical environment (See page 25). In addition, creative active environments (see page 29) and offering choice and variety (see page 28) have also been shown to be effective.

PHE (2014) The link between pupil health and wellbeing and attainment. A briefing for head teachers, governors and staff in education settings. https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment

Recommendations based on a summary of the key evidence that highlights the link between health and wellbeing and educational attainment include:

Participation in extracurricular activities has a positive effect on attainment. See page 8.

DfE (2015) Personal, social, health and economic (PSHE) education: a review of impact and effective practice.https://www.gov.uk/government/publications/pshe-education-a-review-of-impact-and-effective-practice Recommendations based on an evidence summary of recent reviews of personal wellbeing education and interventions include:

A review of school-based physical activity programmes which promoted exercise and fitness showed positive effects in pupils’ duration of physical exercise per day, time spend watching television and level of fitness (Dobbins et al., 2013). Pupils taking part in the intervention were three times more likely to engage in moderate to vigorous exercise during the school day, compared with pupils in the control group.

Cabinet Office, Department of Health and Social Care, HM Treasury & Prime Minister’s Office (2017) Childhood Obesity: a plan for action. https://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action The government’s plan for action to significantly reduce childhood obesity by supporting healthier choices references the following evidence.

There is evidence that physical activity and participating in organised sports and after school clubs is linked to academic performance. See page 3.

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https://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action




https://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action


4. School ethos, culture, environment & SMSC development There is strong evidence that regular physical activity is associated with numerous health benefits for children. See page 7.

NICE (2009) Physical Activity for children and young peoplehttps://www.nice.org.uk/guidance/ph17 This guideline covers promoting physical activity for children and young people aged under 18 at home, preschool, school and in the community based on a review of the evidence. See Recommendations on pages 19, 22, 24-25.

NICE (2006) Obesity Preventionhttps://www.nice.org.uk/guidance/cg43 Recommendations for school leaders based on a review of the best available evidence for the prevention of overweight and obesity in adults and children in England and Wales. See page 24.


"This review primarily aims to update the previous Cochrane review of childhood obesity prevention research and determine the effectiveness of evaluated interventions intended to prevent obesity in children, assessed by change in Body Mass Index (BMI). Secondary aims were to examine the characteristics of the programs and strategies to answer the questions "What works for whom, why and for what cost?"


increased sessions for physical activity and the development of fundamental movement skills throughout the school week environments and cultural practices that support children eating healthier foods and being active throughout each day

However, study and evaluation designs need to be strengthened, and reporting extended to capture process and implementation factors, outcomes in relation to measures of equity, longer term outcomes, potential harms and costs. Childhood obesity prevention research must now move towards identifying how effective intervention components can be embedded within health, education and care systems and achieve long term sustainable impacts.”

Dobbins M, Husson H, DeCorby K, LaRocca RL. School‐based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews 2013, Issue 2. Art. No.: CD007651. DOI: 10.1002/14651858.CD007651.pub2.

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4. School ethos, culture, environment & SMSC developmenthttps://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD007651.pub2/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent "The purpose of this systematic review was to summarize the evidence of the effectiveness of school‐based interventions in promoting physical activity and fitness in children and adolescents. The evidence suggests the ongoing implementation of school‐based physical activity interventions at this time, given the positive effects on behaviour and one physical health status measure. However, given these studies are at a minimum of moderate risk of bias, and the magnitude of effect is generally small, these results should be interpreted cautiously. Additional research on the long‐term impact of these interventions is needed."

Ekeland E, Heian F, Hagen KB, Abbott JM, Nordheim L. Exercise to improve self‐esteem in children and young people. Cochrane Database of Systematic Reviews 2004, Issue 1. Art. No.: CD003683. DOI: 10.1002/14651858.CD003683.pub2.https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD003683.pub2/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent Review objectives: To determine if exercise alone or exercise as part of a comprehensive intervention can improve self‐esteem among children and young people.Conclusions: The results indicate that exercise has positive short‐term effects on self‐esteem in children and young people. Since there are no known negative effects of exercise and many positive effects on physical health, exercise may be an important measure in improving children's self‐esteem. These conclusions are based on several small low‐quality trials.

Active Travel: Criteria & Minimum Evidence

The school promotes active travel to and from school. The school has achieved or is working towards TfL STARS Bronze accreditation (desirable).


Mayoral Strategies

GLA (2018) Mayor’s Transport Strategyhttps://www.london.gov.uk/what-we-do/transport/our-vision-transport/mayors-transport-strategy-2018 This document sets out the Mayor’s policies and proposals to reshape transport in London over the next two decades. By using the Healthy Streets Approach to prioritise human health and experience in planning the city, the Mayor wants to change London’s transport mix, so the city works better for everyone, including:

The success of London’s future transport system relies upon reducing Londoners’ dependency on cars in favour of increased walking, cycling and public transport use. See page 20-23.

If everyone in London walked or cycled for 20 minutes every day, it would reduce their individual health risks significantly. See page 45-49.

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https://www.london.gov.uk/what-we-do/transport/our-vision-transport/mayors-transport-strategy-2018






4. School ethos, culture, environment & SMSC development Workplace and school travel planning – incorporating school air quality audits – will be used to support the delivery of ‘Healthy Routes’. See page 61.

GLA (2018) Mayor’s London Environment Strategyhttps://www.london.gov.uk/what-we-do/environment/london-environment-strategy The Mayor is taking a range of actions to improve the environment, including tackling pollution around schools.

Some of the worst pollution hotspots are around schools. See page 4 Over 9,000 Londoners’ lives end sooner thanthey should each year because of air pollution, and around 20 per cent of primary schools are located in

partsof London that breach legal air pollution limits. See page 13 & 54 Reducing the exposure of young people to pollution is a priority because younger children are among the most vulnerable to its health impacts. Eight and

nine- year-olds living in cities with high levels of fumes from diesel cars have up to ten per cent less lung capacity than normal.15 More must be done to reduce exposure at schools – or on the school commute - wherever possible, and also at nurseries, colleges, universities, and other educational establishments. See page 63.


Action is taken to help children achieve and maintain a healthy weight, with focused support for those communities with high rates of child obesityAim 4: all London's diverse communities are healthy and thriving (See pages 125-150). Including:

London's communities feel safe, and are united against all forms of hatredAim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including:

All Londoners achieve at least the minimum level of daily physical activity needed to maintain good health


Evidence suggests that the foundations for an active lifestyle begin at an early age. The Mayor believes that children and young people are as much entitled to a physical education (PE) as they are an academic education. The provision of high quality PE in schools, taught by qualified staff, is hugely important. The high levels of overweight and obesity in children and young people makes this even more of a pressing and urgent issue, and the Mayor has convened a taskforce for London to help more children in London achieve a healthy weight. Consequently, we will consider how we might support

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https://www.london.gov.uk/what-we-do/environment/london-environment-strategy


4. School ethos, culture, environment & SMSC developmentthose schools who provide opportunities for children and young people to be physically active every day for example by supporting initiatives such as ‘The Daily Mile’, which is having a positive impact in schools across the country. See pages 39-40.


The Mayor wants to encourage ‘active travel' (walking, cycling, scooting and similar activities38), and reduce car dependency. These are included in the Mayor’s Transport Strategy, the London Environment Strategy and the draft London Plan. The Mayor also wants every Londoner walking or cycling for at least 20 minutes a day by 2041. See page 42

Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations that interventions to encourage active travel can play a key role in contributing to children and young people’s physical activity levels. Travel plans, which include a range of active travel options, have all been found to increase physical activity levels among children and young people. See page 36.


This guideline covers how to encourage employees to be physically active based on a review of the evidence and recommends promoting active travel. See pages 8-9.

NICE (2009) Physical Activity for children and young peoplehttps://www.nice.org.uk/guidance/ph17 This guideline covers promoting physical activity for children and young people aged under 18 at home, preschool, school and in the community based on a review of the evidence. See Recommendations on pages 26-27.

Pupil Voice: Criteria & Minimum Evidence

The school has mechanisms in place to ensure the views of all children and young people (including those hard to reach, with Special Educational Needs and/or disability) are reflected in school decision making.


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4. School ethos, culture, environment & SMSC developmentMayoral strategies


Early years settings and schools nurture the health and wellbeing of children and families, with programmes reaching the most vulnerable All of London's children and young people have the support they need to grow into healthy, resilient adults.

Aim 4: all London's diverse communities are healthy and thriving (See pages 125-150). Including: There are more opportunities for all Londoners to take part in community life Londoners are empowered to improve their own communities' health and wellbeing




DfE & Home Office (2014) Listening to and involving children and young peoplehttps://www.gov.uk/government/publications/listening-to-and-involving-children-and-young-peopleStatutory guidance about listening to the ‘pupil voice’ and involving pupils in decision making.


Outstanding & good grade descriptors for the effectiveness of leadership and management include “leaders and governors have a deep, accurate understanding

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https://www.gov.uk/government/publications/listening-to-and-involving-children-and-young-people




4. School ethos, culture, environment & SMSC developmentof the school’s effectiveness informed by the views of pupils, parents and staff...” See page 47.


This non-statutory advice clarifies the responsibility of the school, outlines what they can do and how to support a child or young person whose behaviour may be related to an unmet mental health need. This includes working with pupils to ensure that their opinions and wishes are taken into account and that they are kept fully informed so that they can participate in decisions taken about them. See page 11.

Evidence

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations that interventions that engage student voice can ensure that activities are appropriately tailored and therefore support participation. See page 22.

DfE (2015) Personal, social, health and economic (PSHE) education: a review of impact and effective practice.https://www.gov.uk/government/publications/pshe-education-a-review-of-impact-and-effective-practice Recommendations based on an evidence summary of recent reviews of personal wellbeing education and interventions include seeking pupils’ views and including older children in the development of curriculum programmes. See page 10.

Personal development and wellbeing: Criteria & Minimum Evidence

The school promotes spiritual, moral, social and cultural development (SMSC) and provides opportunities for children and young people to build confidence and self-esteem; develop responsibility, independence and resilience and learn how to assess risk and stay safe.


Mayoral strategies

GLA (2018) Mayor's Health Inequalities Strategyhttps://www.london.gov.uk/what-we-do/health/health-inequalities-strategy

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4. School ethos, culture, environment & SMSC developmentThis document sets out the Mayor's plans to tackle unfair differences in health to make London a healthier, fairer city.Aim 1 - Every London child has a healthy start in life (See pages 39-62)





Aim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including: Steps are taken to reduce the use or harms caused by tobacco, illicit drugs, alcohol and gambling.



GLA (2018) Culture for all Londonershttps://www.london.gov.uk/get-involved/draft-culture-strategy-london

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https://www.london.gov.uk/get-involved/draft-culture-strategy-london



4. School ethos, culture, environment & SMSC developmentThe draft culture strategy outlines an ambitious vision to sustain a city that works for everyone. A city that is built on the principles of culture for all Londoners. One of its main priorities is for more people to experience and create culture on their doorstep.



MPS Safer Schools Officers have a vital role to play in making London’s schools safer places to learn and grow up, providing a trusted link between young people, teachers and policing. See page 54





Ofsted (2015) The common inspection frameworkhttps://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015 Details of what inspectors will consider making judgements on related to the leadership and management and personal development, behaviour and welfare.


Outstanding & good grade descriptors for overall effectiveness and the effectiveness of leadership and management, quality of teaching, learning and

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4. School ethos, culture, environment & SMSC developmentassessment, and personal development, behaviour and welfare. For references to SMSC see pages 40-42, 47-48, 57.

DfE (2000) Sex and relationship educationhttps://www.gov.uk/government/publications/sex-and-relationship-education

Statutory guidance on sex and relationship education including how it contributes to promoting the spiritual, moral, cultural, mental and physical development of pupils at school. See pages 4 & 7.

DfE (2014) Promoting fundamental British values through SMSChttps://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc

Departmental advice on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural development.


Advice to help schools and childcare providers think about what they can do to protect children from the risk of radicalisation, including building confidence, self esteem, develop responsibility, independence and resilience and learn how to assess risk and stay safe. See page 8.

Evidence base

PHE (2014) The link between pupil health and wellbeing and attainment. A briefing for head teachers, governors and staff in education settings. https://www.gov.uk/government/publications/the-link-between-pupil-health-and-wellbeing-and-attainment A summary of key evidence that highlights the link between health and wellbeing and educational attainment includes:

Positive relationships as key to wellbeing – “Positive relationships between teachers and pupils, and between pupils, are critical in promoting pupil wellbeing and encouraging them to avoid risky behaviour. Having a sense of belonging to school and having good teacher- pupil relationships contribute to pupils liking school. The level of school engagement pupils feel with their schools is strongly associated with their attainment”. See page 7

DfE (2015) Personal, social, health and economic (PSHE) education: a review of impact and effective practice.https://www.gov.uk/government/publications/pshe-education-a-review-of-impact-and-effective-practice Recommendations based on an evidence summary of recent reviews of personal wellbeing education and interventions include:

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https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc



4. School ethos, culture, environment & SMSC development Careers education, information, advice and guidance as important for promoting pupil wellbeing – “While the evidence of economic well-being is less well-

researched, careers education, information, advice and guidance interventions can make a difference to pupils, including increased self-confidence and enhanced decision-making skills which can act as precursors to longer-term socio-economic outcomes”. See page 3 & 8.


Recommendations based on a review of evidence include: Strategies for enhancing self esteem and resisting pressure to smoke from the media, family members, peers and the tobacco industry. See page 9. Offer evidence based, peer led interventions aimed at preventing the uptake of smoking such as the ASSIST (A Stop Smoking in School Trial)

programme. See page 11.

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in children aged 4-11 years in primary education. See pages 9-11.

NICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20 Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in young people aged 11-19 years in secondary education. See pages 11 & 13.

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5. Provision of support services for children and young people


The school has systems to identify and meet the needs of vulnerable children and young people and has arrangements to provide appropriate and relevant support. All children and young people and parents/carers can, confidentially, access advice, support and services (within and beyond school).


Mayoral strategies





Aim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including: Steps are taken to reduce the use or harms caused by tobacco, illicit drugs, alcohol and gambling.


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5. Provision of support services for children and young people Schools should identify and support children and families living with food poverty with local authority support. See page 15 Third sector organisations should work with London’s local authorities and schools to increase the uptake of free school meals and consider extending

eligibility to more families finding it hard making ends meet. See page 29











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5. Provision of support services for children and young peopleThe information that schools maintained by their local authorities must publish on their websites. Includes details of policies.


The information that academies, including 16-19 colleges and any educational institution that has academy arrangements, should publish on their websites. Includes details of policies.


Statutory guidance for schools and colleges on safeguarding children and safe recruitment.


Advice to help schools and childcare providers think about what they can do to protect children from the risk of radicalisation


This non-statutory advice clarifies the responsibility of the school, outlines what they can do and how to support a child or young person whose behaviour may be related to an unmet mental health need. This includes targeted approaches.

Evidence base


Recommendations based on a review of the evidence including working with children and young people in schools who are thought to be drinking harmful amounts of alcohol. See pages 7-8.

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5. Provision of support services for children and young peopleNICE (2015) Children’s attachment: attachment in children and young people who are adopted from care, in care or at high risk of going into care. https://www.nice.org.uk/guidance/ng26 Recommendations for schools based on a review of the evidence of identifying, assessing and treating attachment difficulties in children and young people who are adopted from care, in special guardianship, looked after by the local authorities in foster homes, residential settings and other accommodation, or on the edge of care. See pages 12-14, 20

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in children aged 4-11 years in primary education, including targeted approaches. See pages 10-11.

NICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20 Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in young people aged 11-19 years in secondary education, including targeted approached. See page 12.

Mytton JA, DiGuiseppi C, Gough D, Taylor RS, Logan S. School‐based secondary prevention programmes for preventing violence. Cochrane Database of Systematic Reviews 2006, Issue 3. Art. No.: CD004606. DOI: 10.1002/14651858.CD004606.pub2.https://www.cochranelibrary.com/cdsr/doi/10.1002/14651858.CD004606.pub2/full?highlightAbstract=intervention&highlightAbstract=*school&highlightAbstract=intervent "Objectives: To examine the effect of school based violence prevention programmes for children identified as aggressive or at risk of being aggressiveConclusions: School‐based secondary prevention programmes to reduce aggressive behaviour appear to produce improvements in behaviour greater than would have been expected by chance. Benefits can be achieved in both primary and secondary school age groups and in both mixed sex groups and boys‐only groups. Further research is required to establish whether such programmes reduce the incidence of violent injuries or if the benefits identified can be maintained beyond 12 months."

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https://www.nice.org.uk/guidance/ng26


6. Staff continuing professional development (CPD), health and well-being

Staff CPD: Criteria & Minimum Evidence

The school identifies staff CPD needs for health and wellbeing and provides appropriate training and development opportunities.





Ofsted (2015) The common inspection frameworkhttps://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015 Details of what inspectors will consider making judgements on related to leadership and management

DfE (2017) PE and sport premium for primary schoolshttps://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools Details of how much PE and sport premium funding primary schools receive in the academic year and advice on how to spend it, including staff training and development.

Ofsted (2013) Not yet good enough: personal, social, health and economic education in schoolshttps://www.gov.uk/government/publications/not-yet-good-enough-personal-social-health-and-economic-education

This report evaluates the strengths and weaknesses of personal, social, health and economic (PSHE) education in primary and secondary schools in England, recommends staff receive appropriate training. See page 8.


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https://www.gov.uk/government/publications/not-yet-good-enough-personal-social-health-and-economic-education

https://www.gov.uk/guidance/pe-and-sport-premium-for-primary-schools




6. Staff continuing professional development (CPD), health and well-beingStatutory guidance for schools and colleges on safeguarding children and safe recruitment. Including staff training. See page 7, 18, 21-22.


Characteristics of effective practice in PSHE education, include ensuring lessons are taught by someone who is trained and comfortable in their role.


Advice to help schools and childcare providers think about what they can do to protect children from the risk of radicalisation, including building confidence, self esteem, develop responsibility, independence and resilience and learn how to assess risk and stay safe. Including staff training. See page 7.

Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations for school leaders based on an overview of the evidence about what works in schools and colleges to increase levels of physical activity among children and young people including staff training. See page 18.


Recommendations based on review of the evidence include ensuring all staff involved in smoking prevention work are trained. See page 12.

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in children aged 4-11 years in primary education, including staff training. See pages 8-9.

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6. Staff continuing professional development (CPD), health and well-beingNICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20 Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in young people aged 11-19 years in secondary education, including staff training. See page 14.


Recommendations for headteachers and governors to ensure that teaching, support and catering staff receive training on the importance of healthy school policies to help children to maintain a healthy weight, eat a healthy diet and be physically active, based on a review of the best available evidence for the prevention of overweight and obesity in adults and children.



[The author's]... found strong evidence to support beneficial effects of child obesity prevention programmes on BMI, particularly for programmes targeted to children aged six to 12 years. However, given the unexplained heterogeneity and the likelihood of small study bias, these findings must be interpreted cautiously. A broad range of programme components were used in these studies and whilst it is not possible to distinguish which of these components contributed most to the beneficial effects observed, our synthesis indicates the following to be promising policies and strategies:

support for teachers and other staff to implement health promotion strategies and activities (e.g. professional development, capacity building activities)


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6. Staff continuing professional development (CPD), health and well-being

Staff health and well-being: Criteria & Minimum Evidence

The school supports staff in maintaining their health and wellbeing and a healthy lifestyle and encourages them to be positive role models. All staff can, confidentially, access advice, support and services (within and beyond school).


Mayoral strategies


Early years settings and schools nurture the health and wellbeing of children and families, with programmes reaching the most vulnerableAim 2: All Londoners share in a city with the best mental health in the world (See pages 62-86)

Mental health becomes everybody's business. Londoners act to maintain their mental wellbeing, and support their families, communities and colleagues to do the same

Londoners' mental health and physical health are equally valued and supported No Londoners experience stigma linked to mental ill health, with awareness and understanding of mental health increasing city-wide London's workplaces support good mental health Action is taken across London to prevent suicide, and all Londoners know where to get help when they need it.

Aim 3: All Londoners benefit from an environment and economy that promote good mental and physical health. (See pages 87-124.) More working Londoners have health promoting, well paid and secure jobs.


GLA(2018) All of us: The Mayor’s strategy for social integrationhttps://www.london.gov.uk/what-we-do/communities/all-us-mayors-strategy-social-integrationThe Mayor’s aim is to improve social integration in London. This means enabling people to have more opportunities to connect with each other positively and meaningfully. It means supporting Londoners to play an active part in their communities and the decisions that affect them. It involves reducing barriers and inequalities, so that Londoners can relate to each other as equals. The Mayor’s work on social integration has four parts:

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6. Staff continuing professional development (CPD), health and well-being Relationships – promoting shared experiences Participation – supporting Londoners to be active citizens Equality – tackling barriers and inequalities Evidence – improving London’s evidence base to measure, evaluate and share findings on the state of social integration.


Help staff eat healthy, sustainable food and improve food in the workplace. They will be encouraged to consider Public Health England guidance on catering standards for employers, adopt and promote the Healthy Workplace Charter and strive for Food for Life Served Here accreditation. See page 20

Free drinking water should be widely available in all local authority owned buildings. See page 23

Evidence base


Recommendations based on a review of the evidence on how to encourage employees to be physically active. See pages 8 & 9.


A review of the evidence finds that “During their school years, people often develop life-long patterns of behaviour that affect their ability to keep a healthy weight. Schools play an important role in this by providing opportunities for children to be active and develop healthy eating habits, and by providing role models”. See page 22.

PHE (2015) Physical environments and employee wellbeing: topic overviewhttps://www.gov.uk/government/publications/physical-environments-and-employee-wellbeing-topic-overviewAn overview of the literature on the impact of the physical work environment on employee wellbeing.

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https://www.gov.uk/government/publications/physical-environments-and-employee-wellbeing-topic-overview





6. Staff continuing professional development (CPD), health and well-beingPHE (2015) Employee productivity: topic overviewhttps://www.gov.uk/government/publications/employee-productivity-topic-overviewAn overview of the literature on employee productivity and the different ways to measure it.

PHE (2016) Interventions to prevent burnout in high risk individuals: evidence reviewhttps://www.gov.uk/government/publications/interventions-to-prevent-burnout-in-high-risk-individuals-evidence-reviewEvidence review on burnout as a priority but underexplored topic in health, work and unemployment issues.

The Work Foundation (2014) Healthy teachers, higher marks? Establishing a link between teacher health and wellbeing, and student outcomes. https://www.educationsupportpartnership.org.uk/sites/default/files/resources/healthy_teachers_higher_marks_report_0.pdfA literature review undertaken by The Work Foundation in partnership with Teacher Support Network focusses on the relationship between teacher health and wellbeing and student educational outcomes.

GLA (2012) London’s business case for employee health and wellbeinghttps://www.london.gov.uk/sites/default/files/gla_migrate_files_destination/health-wellbeing-2012.pdfThis report examines the case for workplace health and well-being policies in terms of both the cost of ill- health to the employee, employer and society as a whole and the benefits of tackling employee ill-health. The report starts by examining the state of ill-health and absence in London and the UK. It then looks at the cost of ill-health and absence from work to individuals, employers and society. The report then looks at various workplace interventions by firms and government before concluding on the findings from this analysis.

NICE (2015) Workplace health: management practiceshttps://www.nice.org.uk/guidance/ng13 Based on a review of the evidence this guideline covers how to improve the health and wellbeing of employees, with a focus on organisational culture and the role of line managers.

NICE (2009) Mental wellbeing at workhttps://www.nice.org.uk/guidance/ph22 Based on a review of the evidence this guideline covers how to create the right conditions to support mental wellbeing at work. The aim is to promote a culture of participation, equality and fairness in the workplace based on open communication and flexible working.

NICE (2007) Smoking: workplace interventionsPage 51 of 58



https://www.nice.org.uk/guidance/ng13

https://www.london.gov.uk/sites/default/files/gla_migrate_files_destination/health-wellbeing-2012.pdf

https://www.educationsupportpartnership.org.uk/sites/default/files/resources/healthy_teachers_higher_marks_report_0.pdf

https://www.gov.uk/government/publications/interventions-to-prevent-burnout-in-high-risk-individuals-evidence-review

https://www.gov.uk/government/publications/employee-productivity-topic-overview


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7. Partnerships with parents and carers, the local community, external agencies and volunteers

Engaging with parents/carers, the local community and external agencies: Criteria & Minimum Evidence

The school provides opportunities for parents/carers to access information, support and advice on health and wellbeing. The school engages with the local community and a range of external agencies and encourages volunteering by children and young people and the wider community to support pupils, parents/carers and staff on:

PSHE education Emotional Wellbeing and Mental Health Healthy eating Physical activity


Mayoral strategies


Parents and carers are supported to give all London's children the best possible start in life Early years settings and schools nurture the health and wellbeing of children and families, with programmes reaching the most vulnerable Action is taken to help children achieve and maintain a healthy weight, with focused support for those communities with high rates of child obesity




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7. Partnerships with parents and carers, the local community, external agencies and volunteersAim 5: the healthy choice is the easy choice for all Londoners (See pages 151-169). Including:

All Londoners achieve at least the minimum level of daily physical activity needed to maintain good health All Londoners have access to healthy food Steps are taken to reduce the use or harms caused by tobacco, illicit drugs, alcohol and gambling.

GLA(2018) All of us: The Mayor’s strategy for social integrationhttps://www.london.gov.uk/what-we-do/communities/all-us-mayors-strategy-social-integrationThe Mayor’s aim is to improve social integration in London. This means enabling people to have more opportunities to connect with each other positively and meaningfully. It means supporting Londoners to play an active part in their communities and the decisions that affect them. It involves reducing barriers and inequalities, so that Londoners can relate to each other as equals. The Mayor’s work on social integration has four parts:


GLA (2018) Culture for all Londonershttps://www.london.gov.uk/get-involved/draft-culture-strategy-london The draft culture strategy outlines an ambitious vision to sustain a city that works for everyone. A city that is built on the principles of culture for all Londoners. One of its main priorities is for more people to experience and create culture on their doorstep.


The Mayor asks that businesses and schools work together to offer more young people opportunities to engage with employers before they leave school. See page 63

GLA (2018) London Food Strategy (Draft)https://www.london.gov.uk/what-we-do/business-and-economy/food/have-your-say-draft-london-food-strategy The draft London food Strategy sets out our thinking and provides a framework to help all Londoners, London boroughs and partners adapt the London food system to meet the challenges that lie ahead. Everyone in London can do something to improve food – at home, at work, in businesses, institutions and through

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https://www.london.gov.uk/get-involved/draft-culture-strategy-london



7. Partnerships with parents and carers, the local community, external agencies and volunteerslocal policies. This draft strategy sets out what the Mayor will do to deliver change and what the Mayor will do to support change.

Schools should identify and support children and families living with food poverty with local authority support. See page 15 Third sector organisations should work with London’s local authorities and schools to increase the uptake of free school meals and consider extending

eligibility to more families finding it hard making ends meet. See page 29 The importance of food growing in community gardens, allotments, urban farms and other spaces in London cannot be overstated. In addition to the

environmental benefits of urban food growing, knowing how food is grown is a key part of building people’s skills. Food growing can bring many benefits to individuals and communities. It can bring communities together, help people make new friends, make areas safer and healthier, and provide training which can lead to employment and improve physical and mental wellbeing. See page 31.




The Mayor wants to encourage ‘active travel' (walking, cycling, scooting and similar activities38), and reduce car dependency. These are included in the Mayor’s Transport Strategy, the London Environment Strategy and the draft London Plan. The Mayor also wants every Londoner walking or cycling for at least 20 minutes a day by 2041. See page 42




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7. Partnerships with parents and carers, the local community, external agencies and volunteers



Outstanding & good grade descriptors for the effectiveness of leadership and management.

Ofsted (2015) The common inspection frameworkhttps://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015 Details of what inspectors will consider making judgements on related to quality of teaching, learning and assessment

Ofsted (2014) Going the extra mile: excellence in competitive school sporthttps://www.gov.uk/government/publications/going-the-extra-mile-excellence-in-competitive-school-sportMaintained schools and academies should recognise the wider benefits that competitive sport can bring to their school and students. They should learn from the schools that teach PE and coach sport well and put in place the conditions to enable competitive sport to thrive. Including fostering “meaningful sporting inks with local and professional sports clubs to encourage more students to regularly compete in sport in their own time”. See page 9.


Recommendations for school leaders & subject leaders regarding Physical Education including working in partnership with parents and health agencies. See page 9.


Characteristics of effective practice in PSHE education. Including working with other agencies. See page 10.


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https://www.gov.uk/government/publications/going-the-extra-mile-excellence-in-competitive-school-sport




7. Partnerships with parents and carers, the local community, external agencies and volunteersStatutory guidance for schools and colleges on safeguarding children and safe recruitment including inter agency working.

Evidence base

PHE (2015) What works in Schools and Colleges to Increase Physical Activity? A briefing for headteachers, college principals, staff working in education settings, directors of public health and wider partners.https://www.gov.uk/government/publications/what-works-in-schools-to-increase-physical-activity-briefing Recommendations for school leaders based on an overview of the evidence about what works in schools and colleges to increase levels of physical activity among children and young people including engagement with parents. See page 16.


Recommendations to introduce a ‘whole school’ approach to alcohol, including working with parents. See page 8.

NICE (2009) Physical Activity for children and young peoplehttps://www.nice.org.uk/guidance/ph17 This guideline covers promoting physical activity for children and young people aged under 18 at home, preschool, school and in the community based on a review of the evidence. Recommends working with parents and partner agencies. See pages 22-23, 25-27.

NICE (2008) Social and emotional wellbeing in primary educationhttps://www.nice.org.uk/guidance/ph12Recommendations based on a review of the evidence of approaches to promoting social and emotional wellbeing in children aged 4-11 years in primary education, includes working with parents. See pages 8-10.

NICE (2009) Social and emotional wellbeing in secondary educationhttps://www.nice.org.uk/guidance/ph20 Recommendations based on a review of the evidence of interventions to support social and emotional wellbeing among young people aged 11-10 years who are in full time education, includes working with parents. See pages 10-12.

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7. Partnerships with parents and carers, the local community, external agencies and volunteersNICE (2006) Obesity Prevention https://www.nice.org.uk/guidance/cg43

Recommendations based on a review of the best available evidence for the prevention of overweight and obesity in adults and children. See page 12.



[The author's]... found strong evidence to support beneficial effects of child obesity prevention programmes on BMI, particularly for programmes targeted to children aged six to 12 years. However, given the unexplained heterogeneity and the likelihood of small study bias, these findings must be interpreted cautiously. A broad range of programme components were used in these studies and whilst it is not possible to distinguish which of these components contributed most to the beneficial effects observed, our synthesis indicates the following to be promising policies and strategies:

parent support and home activities that encourage children to be more active, eat more nutritious foods and spend less time in screen based activities


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Documents

Health Education Partnership - HEP 2020€¦ · Web view2018/09/07 · support for teachers and other staff to implement health promotion strategies and activities (e.g. professional