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A Healthy School: |
Minimum evidence |
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Identifies vulnerable individuals and groups and establishes appropriate strategies to support them and their families
Ofsted self evaluation 4b, 4f, 5b, 5c |
Drawing on relevant DfES guidance, schools are able to identify children/young people experiencing or at risk of experiencing behavioural, emotional and social difficulties
Vulnerable children/young people have individual support plans
The school has examples of planned and structured intervention work to address the issues of identified children/young people
The school has plans and protocols in place for working with other agencies to support individuals and their families
Vulnerable children/young people report feeling supported
Children/young people with specific behavioural, emotional or social difficulties have planned and structured interventions matched to their needs |
4.2 |
Provides clear leadership to create and manage a positive environment which enhances emotional health and well- being in school – including the management of the behaviour and rewards policies
Ofsted self evaluation 6a
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The Vision/Mission Statement, Aims and Prospectus refer to the emotional health and well-being of the children/young people
The Senior Management Team demonstrate an effective leadership role emotional health and well-being |
4.3 |
Has clear, planned curriculum opportunities for children/young people to understand and explore feelings using appropriate learning and teaching styles
Ofsted self evaluation 4a, 4b, 4c, 4f, 5a, 5b
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The school can demonstrate that teaching social and emotional skills is an integral part of its curriculum for PSHE
The school ensures that there is a planned and comprehensive programme for teaching social and emotional skills and either uses, is planning to use or has considered using the DfES recommended SEAL programme
The school has a Teaching and Learning policy which considers the effect of teaching on emotional well being and the promotion of social and emotional skills
Children/young people can describe how they learn to explore, express and manage their feelings and are able to empathise with others |
4.4 |
Has a confidential pastoral support system in place for children/young people and staff to access advice – especially at times of bereavement and other major life changes – and that this system actively works to combat stigma and discrimination
Ofsted self evaluation 4b, 4f, 5c
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Children/young people say they understand the pastoral system and are able to easily access it
The school has identified routes of referral for children/young people and staff
Children/young people and staff report they know how to seek help if they are upset or troubledChildren/young people and staff are aware of and can identify how the school is actively combating stigma and discrimination |
4.5 |
Has explicit values underpinning positive emotional health which are reflected in practice and work to combat stigma and discrimination
Ofsted self evaluation 5b, 6a
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The school has clear values in its prospectus or in another appropriate public place that can clearly be linked to the promotion of positive emotional health and the development of social and emotional skills
Children/young people and staff can identify practice and activities, which actively combat stigma and discrimination
The school has clear policies setting out its position on stigma and discrimination |
4.6 |
Has a clear policy on bullying, which is owned, understood and implemented by the whole school community
Ofsted self evaluation 2a, 2b, 4b, 6a
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The school signs the Anti-Bullying Charter and uses it to draw up an effective Anti-Bullying Policy
Staff know and understand the policy on bullying including their role within it
Staff feel supported and are able to identify and manage bullying
Children/young people and parents/carers know and understand the policy on bullying and feel that they have the opportunity to regularly discuss its implementation
The school has a system that ensures prompt reporting back to parents/carers on any concerns raised
The school has a system for recording bullying incidents and a follow up process to monitor children and young people involved in bullying incidentsChildren/young people report that they feel safe in school |
4.7 |
Provides appropriate professional training for those in a pastoral role
Ofsted self evaluation 6a |
The school has a planned CPD programme for all staff linked to personal and social development and to support the teaching of social and emotional skills
Staff are aware of their role in responding to emotional issues e.g. children/young people and bereavement |
4.8 |
Provides opportunities for children/young people to participate in school activities and responsibilities to build their confidence and self-esteem
Ofsted self evaluation 4d, 5b |
Children/young people can specify opportunities they have to participate in e.g. year, class and school councils; PSHE lessons / SEAL lessons; circle time; focus groups and questionnaires
The school has regular celebration activities and displays reflecting achievement |
4.9 |
Has a clear confidentiality policy
Ofsted self evaluation 4b, 4d, 6a
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The school has a Confidentiality Policy which may be discrete or included in other policies
The policy specifies who is bound by it e.g. school staff and who is not
All staff are aware of the policy and understand their role within it
Children/young people and staff are consulted on the development and the renewal of the Confidentiality Policy
Children/young people and parents/carers are aware of the Confidentiality Policy and understand what it means for them |
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