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Vale of Glamorgan Wellbeing in Education Strategy

2013 – 2014

DRAFT

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Contents Glossary of Acronyms Executive Summary 1. Introduction

1.1 Background 1.2 The Aim of the Strategy

2. About Wellbeing 2.1 The Importance of Wellbeing in Education 2.2 What is meant by ‘Good Wellbeing’?

3. Making a Difference 3.1 Where do we want to be?

3.2 Where are we now? 3.3 How will we get there? 3.4 Challenges we face 3.5 How will we monitor our progress? 3.6 Who will we report to? Appendix 1. Context

1.1 The National Picture 1.2 The Local Picture 1.3 Assessing Local Need

2. Partnerships

3. The Current Picture 4. Glossary of Acronyms

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Executive Summary Introduction 1.1 Background Detailed information about the level of wellbeing in education in Wales is included in the Welsh Government’s Children and Young People’s Wellbeing Monitor, Welsh Government 2011 and is also used as a supporting indicator to wellbeing in the Sustainable Development Scheme. This is unsurprising as education plays a key role in the lives of children and young people. In order for holistic wellbeing to be achieved in Wales a good level of wellbeing in education must be achieved. 1.2 The Aim of the Strategy Our Vision: Children and young people are happy, healthy and safe in their learning settings. They enjoy learning and have access to many participation opportunities, which they fully engage in. They are not disadvantaged in any way and are able to achieve their full potential. Children and young people’s new attitudes to wellbeing extend to their home life. The purpose of the strategy is to provide a framework within which the Vale of Glamorgan can deliver a sustainable and comprehensive programme to meet identified wellbeing needs within its education system from Foundation Phase to Key Stage Four. The strategy will coordinate the planning and commissioning of services to ensure resources from all agencies are used in the most effective way, responds to current legislation, is coherent and works well in partnership with others continuously in order to improve wellbeing in education in the Vale of Glamorgan. A considerable amount of good work to improve wellbeing is already being carried out in the Vale of Glamorgan. However, there is no central body or policy for co-ordinating this work. As a result, ideas are not easily shared and officers are not aware of work that is already being or has already been undertaken. The risk of work duplication is therefore maximised. The current lack of structure with regards to wellbeing means that there is scope to improve the efficiency and efficacy of work that is carried out creating improved wellbeing outcomes in Vale schools and learning settings. The strategy for wellbeing in education will not be in isolation. It will work with other strategies and partnerships to ensure that the best possible results are achieved and will be overseen by the Vale of Glamorgan Wellbeing Steering Group. In creating a steering group through which all work is undertaken and all major decisions are made with regard to wellbeing a more co-ordinated approach can be achieved in the Vale of Glamorgan. The steering group can also act as an easily accessible forum for discussion. Equally, if all wellbeing work is conducted under an overarching umbrella, opportunities for effective collaboration may arise more frequently, whether this is cross-team working, cross-department working, across-directorates

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The Wellbeing in Education Steering Group Terms of Reference Core Purpose of the Group The core purpose of the Steering Group is to ensure the coordination of the Vale of Glamorgan strategy for Wellbeing within an educational context and to have the overview of all activities and interventions across the authority that fall into this arena. Aims of the Steering Group

• To be the forum where recommendations are made in relation to the

Wellbeing of children and young people within education in the Vale of

Glamorgan

• To draw up a map of activities and interventions related to Wellbeing in

education that is constantly updated in order to prevent duplication of

services

• To provide a co-ordinated approach to improving the Wellbeing of

young people in the Vale of Glamorgan by working collaboratively with

our schools and other partners, e.g. Children’s services, Health,

CAHMS, Sport, Catering, Youth Service, CYP etc.

• To be the forum where possible funding streams related to Wellbeing in

education are discussed

• To be the forum where training opportunities related to the Wellbeing of

children and young people are shared

• To ensure that hard and soft data is used effectively to inform decisions

Membership Membership of the Steering Group must comprise representatives from schools, pupils and other services that have input into wellbeing within schools in the Vale of Glamorgan. The chair of the Steering Group will be circulated around the group on a meeting by meeting basis Schedule of Meetings The Steering Group will meet each half term initially but may revert to termly as agreed by the group. Members can forward items for the agenda to representatives in the Inclusion Service prior to the meeting Reporting Minutes of each meeting will be circulated to members of the Steering Group and to the following; Jennifer Hill Chief Learning and Skills Officer Lynette Jones head of School Improvement and Inclusion David Davies Chief Officer for Inclusion Councillor Chris Elmore

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2. About Wellbeing 2.1 The Importance of Wellbeing in Education In order to learn and grow, our children and young people need to feel safe, respected, supported and nurtured. It is also important that they are healthy, physically active and engaged in their community. In other words, good wellbeing promotes better learning.

This is the definition of wellbeing that the Vale will adopt as it strives to ensure that its children and young people develop healthy and safe attitudes, participate in and enjoy their learning, and are fully involved in decision making processes within their learning community. These are the essential pre-conditions for successful learning, as well as for leading a good quality of life. Research on the British Cohort Study which tracks a group of children born in April 1970, has found that emotional wellbeing in childhood and young adulthood is one of the most important factors in predicting whether an individual will be socially mobile and experience good mental health in later life’.1 Moreover, research and good practice in schools demonstrate that when staff and pupils feel good about themselves, they perform better.2

1 Get Happy: Children and Young People’s Emotional Wellbeing, Julia Margo and Sonia

Sadha, 2007. 2 Developing Emotional Health and Wellbeing: a whole school approach to improving behaviour and attendance, Department for Education and Skills, 2005.

‘Children learn best when they are healthy, safe and secure, where their individual needs are met and when they have positive relationships with the adults caring for

them.’ [Early Years Foundation Stage Section 3, 3.2 page 19 Statutory Framework for the

Early Years Foundation Stage 2008]

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2.2 What is Meant by ‘Good Wellbeing’? Estyn, the education and training inspectorate for Wales, assesses wellbeing as part of its statutory inspections of Local Education Authorities and other education providers. Estyn defines good wellbeing when:

This is not an absolute definition of good wellbeing but provides a useful baseline from which the Vale can assess its current position and plan for improvement.

1.2 Good wellbeing: School inspection reports indicate that learners exhibit good standards of behaviour, and that they are involved well in decisions about their life in the authority’s schools or maintained settings. The inspection reports also show that learners participate well in learning activities. There are good outcomes in relation to the targets in the local authority and partnership plans. The youth service has a good reach and young people participate well in youth service activities. The evidence from data is that there is good take-up of programmes of physical activity and participation rates in specific schemes are high. School attendance rates are good and exclusion levels are low.

2.3 Good provision for promoting social inclusion and wellbeing School attendance rates for the local authority are above national benchmarks and improving. Permanent exclusions are rare and the time lost through fixed-term exclusions is reducing. Excluded pupils are swiftly provided with alternative high quality full-time education. Clearly targeted support for groups of vulnerable pupils has resulted in significant improvement, for instance in performance, attendance, attitudes, behaviour, confidence, achievement or relationships. Different services work well together across the local authority to provide seamless and timely services and support for schools, pupils and parents. Youth support services and personal support are effective in ensuring children’s and young people’s wellbeing. There is good provision of services around, for example, PSE, sports, the arts and healthy eating. The authority’s arrangements for safeguarding meet requirements and give no cause for concern.

[Guidance for the inspection of local authority education services for children,

and young people, Estyn]

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Making a Difference: 3.1 . Where do we want to be? The Vale of Glamorgan Community Strategy 2011-2021 is a ten year strategic document that highlights the areas of focus for future development. It outlines a vision of a Vale:

• that is safe, clean and attractive, where individuals and communities have sustainable opportunities to improve their health, learning and skills, prosperity and wellbeing; and

• where there is a strong sense of community in which local groups and individuals have the capacity and incentive to make an effective contribution to the future sustainability of the area.

This vision will be achieved by fulfilling ten priority outcomes.

1. People of all ages are actively engaged in life in the Vale and have the capacity and confidence to identify their own needs as individuals and within communities.

2. The diverse needs of local people are met through the provision of customer focused, accessible services and information.

3. Vale residents and organisation respect the local environment and work together to meet the challenge of climate change.

4. Older people are valued and empowered to remain independent, healthy and active. They have equality of opportunity and receive high quality services to meet their diverse needs.

5. Children and Young People in the Vale are well informed and supported to access a broad range of quality services that enable them to take full advantage of the life opportunities available in their local communities and beyond.

6. People of all ages are able to access coordinated learning opportunities and have the necessary skills to reach their full potential, helping to remove barriers to employment.

7. The underlying causes of deprivation are tackled and the regeneration of the Vale continues, opportunities for individuals and businesses are developed and the quality of the built and natural environment is protected and enhanced.

8. The Vale maximises the potential of its position within the region working with its neighbours for the benefit of local people and businesses, attracting visitors, residents and investment.

9. Resident and visitors are safe and feel safe and the Vale is recognised as a low crime area.

10. Health inequalities are reduced and residents are able to access the necessary services, information and advice to improve their wellbeing and quality of life.

Improving wellbeing in education is a theme that cuts across the priority outcomes, and many of the proposed actions will contribute towards eradicating these economic, environmental and social difficulties, as highlighted by the WIMD.

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3.2 Where are we now? 3.2 The Local Picture The Vale of Glamorgan Community Strategy 2011-2021 is ten year strategic document that highlights the areas of focus for future development. It outlines a vision of a Vale: 3.3 How will we get there?

Population of the Vale: 126,336 as of 2011 Census

Number of school age (5-16): 21,945 (January 2012)

Free School Meals January 2012 14% Vale 19% Wales

Special Educational Needs (AY 11/12):

Looked After Children (2013):

Attendance

Children under 16 living in poverty (August 2010)*:

*The local child poverty measure (formerly National Indicator 116) defines poverty as

The proportion of children living in families in receipt of out of work (means-tested) benefits or in receipt of tax

credits where their reported income is less than 60 per cent of median income. The proportion of children in poverty is calculated as follows:

Number of children in families in receipt of either out of work (means-tested) benefits, or in receipt of tax credits where

their reported income is less than 60 per cent of median income

Total number of children in the area

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3.3 How will we get there?

In order to achieve our vision for wellbeing in education in the Vale we need to fulfil a number of objectives. These objectives will be broken down into a number of actions and the progress of these actions will be monitored.

Therefore we have set the following objectives:

Objective 2 - To enable joint working throughout the Vale of Glamorgan Council Learning and Skills Directorate.

Objective 3 - To engage schools and pupils, ensuring that provision meets the needs of the service user.

Objective 5 – To investigate the links between healthy lunches and pupil behaviour

Objective 6 – To look at the impact on pupil’s attainment and attendance when parents/ pupils are given support to address family issues

Objective 1 - To set up and maintain good regional partnership working systems with the JES in relation to Wellbeing

Objective 4 – To collect and collate the views of young people as has been reported on the Viewpoint and Sport Questionnaire in order to measure the

impact of services .

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3.4 Challenges we face 3.5 How will we monitor our progress? Increasingly it is being acknowledged that a user survey approach is necessary in order to fully evaluate the impact of actions upon the levels of wellbeing. Wellbeing is a complex concept and an assessment of it cannot wholly rely on either quantitative or qualitative data. Challenges we face 3.5 How will we monitor our progress? Increasingly it is being acknowledged that a ‘basket’ approach is necessary in order to fully evaluate the impact of actions upon the levels of wellbeing. Wellbeing is a complex concept and an assessment of it cannot wholly rely on Quantitative – we will look at empirical evidence and see if our performance is improving:

• Attendance data;

• Exclusion data;

• Quarterly performance indicators;

• Reports of bullying, monitored using a newly introduced system3; and

• Data gathered through the Wellbeing Project or other interventions. Qualitative – we will use the learner voice as a source of evidence and ask people about their wellbeing and whether they feel it has improved:

3 This system has only recently been introduced so it may not necessarily provide reliable

information in its inception. However, it has the potential to be a very useful tool.

Objective wellbeing – which means the social and material attributes that contribute or detract from an individual or community’s wellbeing. These include wealth, provision of healthcare or education, infrastructure and other services. Subjective wellbeing – which is related to an individual’s assessment of their own circumstances basically what they think and feel.

[Community Wellbeing, Lles Cymru Wellbeing Wales]

Objective wellbeing – which means the social and material attributes that contribute or detract from an individual or community’s wellbeing. These include wealth, provision of healthcare or education, infrastructure and other services. Subjective wellbeing – which is related to an individual’s assessment of their own circumstances basically what they think and feel.

[Community Wellbeing, Lles Cymru Wellbeing Wales]

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• Focus groups;

• Questionnaires;

• Learner voice;

• Parent forums; and

• Anti-bullying survey (used before and after interventions, to monitor progress).

We may use further methods to monitor and record our progress. For example, a wellbeing audit which is consistently deployed in all schools could capture quantitative and qualitative data and allow for easy comparisons to be made and areas for improvement to be identified. 3.6 Who will we report to? The Vale of Glamorgan Wellbeing in Education steering Group will report to the Departmental Management Team and the Lead Officer for Inclusion

.

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5. Wellbeing in Education Action Plan Outcome Children and young people are happy, healthy and safe in their learning settings. They enjoy learning and have access to many participation opportunities, which they fully engage in. They are not disadvantaged in any way and are able to achieve their full potential. Children and young people’s new attitudes to wellbeing extend to their home life. Ref. No

Action Outcome Timescale and Steps Lead Officer

Progress Update

Objective 1 To set up and maintain regional partnership working systems Work with the Central and

South Consortium Joint Education Service (JES).

Good working relationships allow for

Ensure a presence in Consortium Wellbeing meetings Ongoing

Ruth Ferrier

Share ideas and best practice with other Local Authorities who are members of the JES.

Easy dissemination of knowledge and best practice accelerates improvements in the wellbeing sector.

Deliver information to Consortium Wellbeing meetings ongoing

Ruth Ferrier

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Objective 2 To enable joint working throughout the Vale of Glamorgan Council Learning and Skills Directorate. Set up a Vale of Glamorgan

Wellbeing Steering Group.

Representatives from all groups involved in wellbeing in the Vale of Glamorgan meet on a regular basis to monitor and evaluate as well as plan initiatives and interventions.

Group set up with appropriate membership from schools and LA groups Spring Term 2013

Ruth Ferrier

Achieved

Review wellbeing initiatives across the Vale and identify areas for joint working (e.g. Show Racism the Red Card campaign working alongside sporting initiatives within the Vale).

Vale employees and partners involved in wellbeing are aware of all relevant work that is being carried out. Improving wellbeing is done so efficiently and effectively through working together, when appropriate.

Carry out mapping exercise Academic Year 2013 / 2014

Working Group

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Objective 3 To engage schools and pupils, ensuring that provision meets the needs of the service user. Include a sample of head

teachers in the membership of the Vale of Glamorgan Wellbeing Steering Group.

Headteachers provide feedback about initiatives and actively contribute to the wellbeing agenda in the Vale.

Head teachers and senior school staff invited to attend Spring term 2013

Ruth Ferrier

Group set up Objective achieved

Investigate the possibility of including older pupils in the Vale of Glamorgan Wellbeing Steering Group.

Pupils are listened to and consulted in a meaningful way.

Pupil invited and attended Spring term 2013

Ruth Ferrier

Objective partially achieved

Objective 4 Objective 4 – To collect and collate the views of young people as has been reported on the Viewpoint and Sport Questionnaire in

order to measure the impact of services

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Objective 5 To look into the effects of healthy school lunches on pupils’ behaviour

Investigate the effects of healthy school lunches and lunch boxes on pupils’ behaviour in the afternoon sessions

A decrease in the number of incidences of low level disruption during afternoon lessons

Study set up during academic year 2013 / 2014

Objective 6 To look at the impact on pupil’s learning / attendance when parents/ pupils are given additional support Work with schools to

identify how to measure the impact on the attainment and attendance of pupils when parents have received support from FACT or Putting Families First and pupils have been supported by the Youth Service

Improved outcomes for pupils

Discussion with schools Data collection Analysis of impact Academic year 2013 / 2014

Gareth Powell Andy Borsden Lynne Osborne

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Appendix Context 1.1 The National Picture

The UK signed the UN Convention on the Rights of the Child (UNCRC) on 19 April 1990, ratified it on 16 December 1991 and it came into force in the UK on 15 January 1992. Since 2004 the Welsh Assembly Government has based its policy for children and young people on the UNCRC.

The Welsh Assembly Government expresses the principles of the UNCRC in seven core aims for children and young people. These aims seek to ensure that:

In addition, the Minister for Education and Skills said in June 2012 that his ‘priorities are improving literacy levels, improving numeracy levels and tackling the link between deprivation and attainment’.4 The Welsh Assembly Government has since set out key priorities and actions to be undertaken with regards to children and young people in a five-year rolling action plan called ‘Getting It Right’.5 A number of other documents and initiatives have driven developments throughout Wales. These can be found in Appendix 2.

4 Association of Teachers and Lecturers Annual Speech, Leighton Andrews, 14 June 2012.

5 Getting it Right 2009 - A 5-year rolling Action Plan for Wales setting out key priorities and actions to be undertaken by the Welsh Assembly Government in response to the Concluding Observations of the UN Committee on the Rights of the Child 2008, Welsh Government. (http://wales.gov.uk/docs/dcells/publications/091117gettingitrighten.pdf).

All children and young people in Wales:

• have a flying start in life;

• have a comprehensive range of education and learning opportunities;

• enjoy the best possible health and are free from abuse, victimisation and exploitation;

• have access to play, leisure, sporting and cultural activities;

• are listened to, treated with respect, and have their race and cultural identity recognised;

• have a safe home and community which supports physical and emotional wellbeing; and

• are not disadvantaged by poverty.

[Children and Young People’s Wellbeing Monitor for Wales, 2011, p. 3]

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3.2 The Local Picture The Vale of Glamorgan is comparatively wealthy and many residents already enjoy a high standard of living in a good quality environment. Despite this, parts of Barry have some of the highest levels of deprivation in Wales and people living in the Vale’s rural areas can have difficulty in accessing services. There are areas within the Vale which suffer from economic, environmental and social difficulties such as high unemployment, sub-standard housing, low educational achievement, poor health and high levels of crime. The Welsh Index of Multiple Deprivation (WIMD) supports this view of the Vale, with only 5 of 78 (equivalent ot 6%) Lower Super Output Areas (LSOAs) in the most deprived 10% of LSOAs in Wales. This can be compared to Cardiff, our neighbour to the East, where there are 32 of 203 (equivalent to 16%) LSOAs in the most deprived 10%. It is, however, important to realise that Cardiff and the Vale of Glamorgan differ significantly demographically and economically, so results should are not directly comparable. Flintshire, which has a similar population density to the Vale of Glamorgan with 3.5 persons per hectare and 3.8 persons per hectare respectively, only has 4% of LSOAs in the most deprived 10%, compared to the Vale’s 6%.6

6 Population density data is taken from the 2011 census.

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1 Baruc 2 Buttrills 3 Cadoc 4 Castleland 5 Cornerswell 6 Court 7 Cowbridge 8 Dinas Powys 9 Dyfan

10 Gibbonsdown 11 Illtydd 12 Llandough 13 Llandow 14 Ewenny 15 Llantwit Major

16 Peterston Super-Ely

17 Plymouth 18 Rhoose 19 St. Athan

20 St. Bride's Major

21 Stanwell 22 Surrey 23 Wenvoe

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1.3 Assessing Local Need This strategy draws upon a number of sources including:

• case studies; • feedback from children and young people who have used services; • information supplied by providers of services; • consultation events with children and young people; • conferences organised by and for children and young people; • workshops with children and young people; • pilot projects such as the National Behaviour and Attendance Review

(NBAR); • school survey returns; • consultation with staff currently involved in wellbeing; • Self Evaluation Report for Estyn; and • Children and Young People’s Assessment of Need 2010-2014

This research has allowed us to gather information about the support that children, young people and education providers feel is needed in the Vale. We have learnt that:

• the need for contraceptive advice or emergency contraception to be available on weekends in Barry.

• One secondary school reported female genital circumcision and arranged marriages (forced) as an issue.

• 2. Partnerships The strategy for wellbeing in education will work in conjunction with certain partnerships and strategies. The partnerships will include:

• Abertawe Bro Morgannwg University Health Board;

• Bridgend County Borough Council;

• Cardiff and Vale University Health Board;

• Joint Education Service - Central and South Consortium;

• South Wales Police – Heddlu De Cymru;

• Sport Wales Chwaraeon Cymru;

• Sussex University;

• The Children and Young People’s Partnership;

• The Learning and Skills Partnership;

• Vale of Glamorgan Local Safeguarding Children Board (LSCB);

• Vale School Catering Services; and

• Welsh Network of Healthy Schools. The strategies will include:

• Children and Young People’s Plan 2011-2021;

• Vale of Glamorgan Community Strategy 2011-2021; and

• Vale of Glamorgan Corporate Plan 2013-2017.

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2. Welsh Government developments that target wellbeing:

• The School Effectiveness Framework (2008)

• Personal and Social Education Framework for 7-19 year olds in Wales (2008)

• The Foundation Phase for 3 – 7 year olds

• 14-19 Learning Pathways

• Child Poverty Strategy

• Thinking positively: Emotional health and wellbeing in schools and early years settings

• The Welsh Network of Healthy School Schemes (WNHSS)

• Physical education (PE) in the national curriculum for Wales

• Learning pathways 14-19

• Skills framework for 3-19 year olds in Wales

• Breaking the Barriers: Meeting the Challenges – Better Support for Children and Young People with Emotional Well-being and Mental Health Needs (2010)

• Estyn Common Inspection Framework (2010)

• Appetite for Life

• 5X60 / Dragon Sport

• The National Strategy for School-Based Counselling Services in Wales (2008)

• The increased participation of children and young people in the decision-making process, including the introduction of statutory school councils.

• Talk to Me: A National Action Plan to Reduce Suicide and Self Harm in Wales

• Breaking the Barriers: Meeting the Challenges – Better Support for Children and Young People with Emotional Wellbeing and Mental Health Needs (2010)

• A Framework for a School Nursing Service for Wales (2009)

• Eco Schools

• Heart Schools This list is not exhaustive, but includes the key documents and initiatives that have contributed towards improving wellbeing in education across Wales. 4. Wellbeing initiatives already in place in the Vale of Glamorgan:

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3.The Current Picture Schools

� 95 practitioners across the Vale have been trained to become Emotionally Literate Support Assistants (ELSA). Ongoing support is provided through supervision by the Educational Psychology Team

� The National Behaviour and Attendance Review (NBAR) has been implemented in 67% of schools. The Wellbeing Project is continuing the work of NBAR.

� Going Public and Is It Theatre Group have taken their productions into schools, looking at Bullying and Mental Health (year 7), Alcohol (year 8), Cannabis (year 10) and Sexual Health (year 12).

� School-based counselling is delivered by Barnardos in all secondary schools on a weekly basis, with out of school provision for primary schools, pupil referral units (PRUs) and other required client groups.

� The Social and Emotional Aspects of Learning Programme (SEAL) forms the basis of relationships education in 40 of 44 primary schools.

� The Vale works in partnership with Show Racism the Red Card (SRtRC) to ensure pupils feel free from physical, mental and verbal abuse in schools.

� Nearly all children have increased their knowledge of internet safety, with high numbers of schools gaining the ICT Award.

� A number of schools in the Vale use Values Education. A values-based school seeks to promote an educational philosophy based on valuing self, others and the environment through the consideration of an ethical values vocabulary.

� There are 35 (80%) free breakfast clubs and 5 (11%) private breakfast clubs in Vale primary schools. 5 (62%) secondary schools provide access to breakfast facilities, but these are not free of charge.

� School Swim, the primary schools swim programme, has a high participation rate. 898 children in school years 3-6 accessed school swimming during the 2011-2012 academic year. 88% of these could swim at year 6.

� Catch Up Literacy and Catch Up Numeracy successfully raise attainment for those pupils not reaching the expected level.

� All schools participate in the Eco Schools scheme. It encourages pupils to engage with environmental and sustainable development issues and provides a highly structured system for the environmental management of schools.

Health

• A Sex and Relationships Toolkit for Key Stages 1 and 2 is being piloted in 13 primary schools.

• A Sex and Relationships Toolkit for Key Stages 3 and 4 has been distributed to all secondary schools.

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• One school is participating in the Sexpressions project; a voluntary group of Cardiff University students who teach lessons about sexual health and relationships aimed at 11-18 year olds.

• Atal Y Fro have worked in primary schools, looking at personal relationships, and in secondary schools looking at healthy relationships.

• The School Children Health Improvement Programme (ScHIP) has been developed to ensure that there is a single, co-ordinated delivery model for health improvement programmes in schools.

• All schools participate in the Welsh Network of Healthy Schools Scheme, and each school has achieved an accredited award. 4 schools (6%) have achieved the Welsh Network of Health Schools National Quality Award.

• Cooking Buses visit primary schools in Communities First areas. Pupils, parents and teachers are given practical and healthy cooking lessons.

• 31 schools have been supported to set up after school cookery clubs, with the provision of cookery utensils and activity resources.

• A Community Dietetics Project is run in schools. (???)

• School nurse drop-in sessions in secondary schools: o In 50% of secondary schools the nurse visits on a weekly basis. o In the remaining 50% of secondary schools the nurse visits on a

fortnightly basis.

• The C-Card scheme provides sexual health information and access to contraception from 24 outlets across the Vale of Glamorgan.

• 5 secondary schools have completed the ASSIST smoking prevention programme which aims to reduce adolescence smoking prevalence.

• Smoke Bugs, Smoke-Free Schools and Smoke-Free Playgrounds are running in 9 primary schools, aiming to help prevent the uptake of smoking in children.

• 32 primary schools and 3 special schools partake in the Designed to Smile scheme, aimed at improving the health of children’s teeth.

• The Vale of Glamorgan is a British Heart Foundation ‘Heart County’. School children participate in enjoyable aerobic activities, such as Jump Rope for Heart, while raising money for their school and the British Heart Foundation.

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YS

• Teen Scheme is a play-based service for young people aged 13-19 with various disabilities. This scheme focuses on school holiday periods after responding to feedback from young people and parents.

• The Point is the overall strategy for youth participation in the Vale of Glamorgan, emphasising that the Vale’s young population have a right to be involved in making decisions as well as planning and reviewing action that might affect them.

• Swoosh is a youth-led website, which allows young people with interests in all aspects of media to develop their skills. They have delivered youth-based campaigns covering bullying, love and relationships.

• Following the success of 2011, all secondary and special schools took part in Local Democracy Week 2012. where pupils were encouraged to participate in their local community and discuss the possibility of a youth mayor and a youth cabinet.

• Penarth Youth Project is an information service for young people aged 11 – 25. It assists young people to make informed choices about their lives on a range of issues including education, employment, training, families & relationships, housing, the law & your rights, money, sports and leisure. Information is given on safer sex and condoms are provided. A counselling service to young people is also available.

LA

� The National Youth Advocacy Service (NYAS) provides support to looked after children (LAC) and children in need (CIN) as well as information about their rights and entitlements. NYAS also provides Independent Visitor services for children who have had little or no contact with their family in the last twelve months.

� A focused Child Employment Census in 2010 informed all businesses of the Vale of child employment legislation. On receipt of application, work permits are issued (with spot checks and or visits undertaken in cases with cause of concern) by Education Welfare Officers. 88 permits were issued in the period 2011 to 2012.

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CYP

• The Vale of Glamorgan Anti-Bullying Strategy has worked to create happy, safe and purposeful learning environments and diminish the number of incidents of bullying.

• The Anti-Bullying Forum is a network for sharing good practice.

• Pupils from Key Stage 2 upwards are able to access the on-line anti-bullying survey. This enables schools to identify their strengths and weaknesses and develop their own action plans.

• The CYP has conducted a survey of young carers’ needs, to assess their level of wellbeing and learn how better to help them.

Catering

• All primary schools comply with Appetite for Life, which sets out the strategic direction and actions required to improve the nutritional standards of food and drink served in schools across Wales. All comprehensive schools are working towards being compliant by September 2013.

• School Nutrition Action Groups (SNAG) are set up in schools to improve awareness with regards to healthy eating.

Sport

• 5 X 60 has introduced a wide variety of activities in all Vale secondary schools, encouraging all school children aged 11-16 to partake in physical activity for 60 minutes at least 5 times a week. Participation rates increased by 18% in the 2011-2012 academic year.

• Physical Education and School Sport (PESS), which helps to raise standards in physical education by challenging and supporting young people, is used in the majority of schools.

• 98% of primary schools participate in the Dragon Sports scheme, which is designed to offer fun and enjoyable sporting opportunities for 7-11 year olds.

• Disabled learners are trained as Sport Leaders and pupils aged 16+ in Ysgol Maes Dyfan are mentored by the Disability Sport Officer and the Dragon Sport Officer to achieve an extended Active Young People Sports Leader Award.

• Following the London 2012 Olympics, a group of Vale teenagers have been selected as Young Ambassadors, to encourage other local children to pursue a healthier lifestyle.

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Road Safety

• The All Wales Police School Liason Core Programme is followed by children and young people in the Vale, allowing them to develop their understanding of and skills in keeping safe.

• Pupils participate in road safety initiatives. The majority of primary schools have Junior Road Safety Officers. Year 6 pupils benefit from cycling proficiency lessons and Crucial Crew activities.

• 18 primary schools are engaged with Kerbcraft, a National Strategy for Child Pedestrian Safety Financed by the Welsh Government.

Families First

• Putting Families First programme, run in 15 schools in the Vale, offers a range of activities, information and services which equip parents to be more confident and effective parents and improve life opportunities for children.

• The Vale Family Information Service (FIS) includes an online Family Information Service Directory providing free information and guidance about services and activities for children and young people age 0 – 19 years.

• Social inclusion and a sense of wellbeing is valued and supported through families’ positive participation in the child’s education helping to close the gap between social disadvantage and achievement. 68% of schools and Flying Start in the Vale are engaged in the Investors in Families scheme compared with 28% Rhondda Cynon Taf 50% Merthyr, 54% Bridgend and 57% Caerphilly.

This list is not exhaustive and is subject to change.

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Glossary of Acronyms A/Y – Academic year CAMHS – Child and Adolescent Mental Health Services CYPP – Children and Young People’s Partnership DEFRA – Department for the Environment, Food and Rural Affairs ELSA – Emotional Literacy Support Assistant GDP – Gross Domestic Product ICT – Information and Communication Technology JES – Central and South Consortium Joint Education Service LSOA – Lower Super Output Area MNW – Measuring National Wellbeing Programme NBAR – National Behaviour and Attendance Review NYAS – National Youth Advocacy Service ONS – Office of National Statistics PASS – Pupil Attitude to Self and School PE – Physical education PESS – Physical Education and School Sport PSE – Personal and social education ScHIP – School Children Health Improvement Programme SEAL – Social and Emotional Aspects of Learning SEL – Social and Emotional Learning SER – Self-evaluation report SIP – School improvement plan SNAG – School Nutrition Action Group SRE – Sex and Relationships Education SRtRC – Show Racism the Red Card UNCRC – United Nations Convention on the Rights of the Child WIMD – Welsh Index of Multiple Deprivation WNHSS – Welsh Network of Healthy Schools Scheme

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Additional Notes and Comments