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HEALTH PROMOTING SCHOOL IN CONTEXT. HMIe Self Evaluation Series The Health Promoting School - Nov 2004 The characteristics of the Being Well-Doing Well Feb 2004 document are the same as in the self evaluation HGIOS document This document is part of the self evaluation series with a

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HMIe Self Evaluation Series

The Health Promoting School -

Nov 2004

The characteristics of the Being Well-Doing Well Feb 2004

document are the same as in the self evaluation HGIOS


This document is part of the self evaluation series with a

specific focus on the Health Promoting School.


current publications to support the health promoting school
Current Publications to Support the Health Promoting School

Being Well Doing Well – Feb 2004

Sets out the national framework for the HPS

identifying the 6 key characteristics:

  • Leadership and Management
  • Ethos
  • Curriculum Learning and Teaching
  • Environment Facilities and Resources
  • Partnership Working
  • Personal Social and Health Education Programme
coordinated health programmes are a solution
Coordinated Health Programmes are a Solution

Health through the Health Promoting Schools concept is an opportunity for schools to engage in a process of continuous improvement where achievement and attainment will be directly influenced.

good health and a healthy environment are necessary for achievement attainment
Good Health and a Healthy Environment are necessary for Achievement/Attainment

It is difficult for children and young people in

school to be successful if they are:

  • Depressed
  • Excluded
  • Poor Attendance
  • Tired
  • Being bullied
  • Stressed
  • Using alcohol or other drugs
  • Hungry
  • Abused
  • Restricted, disorganised or confused
hmie hgios series

The quality Indicators that link directly to

Health Promoting Schools are:

  • Curriculum
  • Attainment
  • Learning and Teaching
  • Support for Pupils
  • Ethos
  • Resources
  • Management Leadership and Quality Assurance
linked agendas

Staff Welfare



Food in Schools

Physical Activity

Drugs/ Tobacco Issues

Sexual Health

Care and Welfare

Links with Parents

Eco Friendly Schools


School Estate Strategy

Integrated Community Schools

Nursing in Schools

School, Travel Plans

Health and Safety

Community Development

Linked Agendas
expected outcomes of co ordinated school health programmes
Expected Outcomes of Co-ordinated School Health Programmes
  • Engage parents, teachers, students, families and communities
  • Help keep children and young people healthy
  • Support learning and success
  • Reinforce positive behaviour
  • Help students develop knowledge and skills to make positive life choices
health promoting schools must be a whole school approach
Health Promoting Schools must be a Whole School Approach…

“Learning and Health of children and young people is a prerequisite for educational achievement. Good health of teachers is important to the development of effective schools. Health promoting schools aim at empowering students, staff and parents to actively influence their lives and their living conditions”

Education and Health in Partnership

European Conference 2002

“A health promoting school is one in which all members of the school community work together to provide pupils with integrated, positive experiences and structures which promote and protect health. This includes both the formal and informal curriculum in health, the creation of a safe and healthy school environment, the provision of appropriate health services and the involvement of the family and the wider community in efforts to promote health”

(WHO, 1995)

making the connections
Making the Connections

Health is at the centre of student


“Children who face violence, hunger,

substance abuse, and despair cannot

possibly focus on academic excellence.

There is no curriculum brilliant enough to

compensate for a hungry stomach or

distracted mind”

National Action Plan for Comprehensive School Health Education. 1992

the fife health promoting school development
The Fife Health Promoting School Development

Fife’s approach to accreditation:

  • 3 year plan
  • Phase 1 Core Criteria
  • Phase 2 The Card Game
core criteria
Core Criteria
  • Registration
  • Named Coordinator
  • Awareness Raising
  • Self Evaluation
  • Consultation with the school nurse
  • School Development Plan
  • Mission Statement
card game
Card Game
  • Priorities set out on playing cards (clear links to the QI’s)
  • Cards selected by school
    • Evaluation of existing good practice
    • Focus to improve on identified areas
  • These aspects put forward for accreditation
  • Process on the school development plan
  • Assessment
    • Paper evidence assessed
  • Certificates dated to be renewed in a 3 year cycle
some of the benefits
Some of the benefits
  • Approachable…fun
  • Whole school approach
  • More than a management tool
  • Quality indicators referenced in card game
  • Non prescriptive…each individual school is unique
  • Linking existing work not creating more work
  • Multi-agency development linking to sustainable support for implementing scheme
Benefits to your School Community

“Health and success in school are interrelated. Schools cannot achieve their primary mission of education if students and staff are not healthy and fit physically, mentally and socially”

Fit, Healthy, and Ready to Learn: Part 1 – Physical Activity, Healthy Eating, and Tobacco Use Prevention, 2000

the child at the centre
The Child at the Centre

The question to ask as educators is, are our learning environments conducive for learning?

Health promotion in schools is a journey….

not a destination!

Health Promoting Schools Team