The Healthy Schools London (HSL) Silver Award
Planning Template
Achieving Healthy Schools London Silver Status
School: Cobourg Primary School
Borough:
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SCHOOL DETAILS
Name of School: / Borough:Cobourg Primary School / Southwark
Key contact and job title: / Orla Kenny – PSHE Co-ordinator, class teacher
Date achieved HSL Bronze Award: / 14/06/2016
Health and Wellbeing Priority 1 (universal) / Group / Planned Outcome/s
Mental Health and Emotional Wellbeing: Embedding ‘MindUp’ across the school to improve personal development through the overall emotional wellbeing and self- awareness of all children for positive behaviour for learning. / All pupils from Nursery to Year 6 (440 children)
Planned outcome figures are based upon the responses of 270 pupils participating in our March 2017 Health and Wellbeing survey. Note there was a fluctuation in the completion rates for some questions.
Final baseline and end line figures will be included in the Gold Report. / 1) Reduce the percentage of pupils reporting they “Never" or “Not often" have an adult to talk to when they need support from a baseline figure of 23% (60/261) to a final figure of 10%
2) Reduce the percentage of pupils reporting they "Never", "Not often" or "Sometimes" understand their strengths which helps them feel good about themselves from a baseline figure of 41% (102/251) to a final figure of 20%
3) Reduce the percentage of pupils reporting they "Never", "Not often" or "Sometimes" know the things they find hard and know what to do to get better from a baseline figure of 40% (101/251) to a final figure of 15%
4) Reduce the percentage of pupils reporting they "Never", "Not often" or "Sometimes" are able to listen to what other people think is best for them, though they might not agree from a baseline figure of 42% (106/251) to a final figure of 20%
Health and Wellbeing Priority 2 (targeted) / Group / Planned Outcome/s
Mental Health and Emotional Wellbeing: Fostering positive relationships with Year 5 pupils to improve personal development, which allows them to build self-awareness and self-esteem to develop positive behaviour for learning. / Targeted Boys in Year 5 classes
(11)
Planned outcome figures are based upon the responses of 16 boys participating in our March 2017 Year 5 Health and Wellbeing survey.
Final baseline and end line figures will be included in the Gold Report. / 1) Reduce the percentage of pupils reporting they “Never" or "Not often" or "Sometimes" can make, keep and break friendships without hurting others from a baseline figure of 69% (11/16) to a final figure of 20%
2) Reduce the percentage of pupils reporting they “Never" or "Not often" or "Sometimes" are able to stay positive when things feel a bit more difficult from a baseline figure of 44% (7/16) to a final figure of 20%
3) Reduce the percentage of pupils reporting they “Never" or "Not often" or "Sometimes" are able to bounce back from things that didn't go very well from a baseline figure of 50% (8/16) to a final figure of 20%
4) Reduce the percentage of pupils reporting they “Never" or "Not often" or "Sometimes" have learnt some ways to calm down when they feel angry or upset from a baseline figure of 38% (8/16) to a final figure of 15%
Project Start Date: / June 2017
Project End Date: / March 2018
Healthy Schools Silver Award Planning Tool: Universal Priority
Mental Health and Emotional Wellbeing: Embedding ‘MindUp’ across the school to improve personal development through the overall emotional wellbeing and self- awareness of all children for positive behaviour for learning. / National Guidance and Data
The Department for Education (DfE)) endorses the view that ‘In order to help their pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy. There are a variety of things that schools can do, for all their pupils and for those with particular problems, to offer that support in an effective way’.
DfE, Mental health and behaviour in schools: Departmental advice for school staff , March 2016
Ofsted has highlighted that children and young people themselves say that they want to learn more about how to keep themselves emotionally healthy.
Ofsted (2013). Not yet good enough: personal, social, health and economic education in schools.
The National Institute for Health and Care Excellence (NICE) advises that primary schools and secondary schools should be supported to adopt a comprehensive, ‘whole school’ approach to promoting the social and emotional wellbeing of children and young people.
NICE (2009) Social and emotional wellbeing in secondary education
Local Evidence and Data
To further support our identified priority, local data Southwark provided by the March 2016 Chimat Child Health Profile for Southwark shows that children and young people’s mental health and wellbeing is above that of the national average. Though the local trajectory is on a slightly higher upward level than that of the national trajectory, in comparison with the local 2009/10-2011/12 period, the rate of young people aged 10 to 24 years who are admitted to hospital as a result of self-harm is higher in the 2012/13- 2014/15 period.
Additionally, in 2014, 145 children entered the youth justice system for the first time. This gives a higher rate than the England average for young people receiving their first reprimand, warning or conviction.
The following priorities from Southwark’s Children and Young People’s Plan (2013-18) will be addressed by our Silver Action Plan:
· Best start – Children, young people and families access the right support at the right time, from early years to adolescence
· Safety and stability – Our most vulnerable children, young people and families receive timely, purposeful support that brings safe, lasting and positive change
School Evidence and Data
At Cobourg Primary School, a key area for development that has been identified within the School Development Plan 2016-2017 is:
· To achieve outstanding behaviour, personal development & welfare by
o Implementing the new positive behaviour policy
o Developing children’s attitudes to learning
o Developing pupils positive contribution through pupil leadership & pupil voice opportunities
o Promoting children’s spiritual, moral, social & cultural development
o Continuing to promote inclusion, provision for the most vulnerable children and support at times of change and transition
The recent Health Education Partnership (HEP) survey completed 270 pupils in March 2017 entitled ‘Health and Wellbeing” further highlights the need to address issues around building strategies for neuroscience and adopting more mindful approaches to learning and behaviour. Key outcomes from survey included:
· 15% of pupils (40/261) are "Unhappy" or "very unhappy" with their school experience
· 23% of pupils (60/261) report they "never" or "not often" have an adult to talk to when they need support
· 41% of pupils (102/251) = "Never", "Not often" or "Sometimes" understand their strengths which helps them feel good about themselves
· 40% of pupils (101/251) = "Never", "Not often" or "Sometimes" know the things they find hard and know what to do to get better
· 46% of pupils (116/251) = "Never", "Not often" or "Sometimes" understand there are some things in their life they cannot change
· 42% of pupils (106/251) = "Never", "Not often" or "Sometimes" able to listen to what other people think is best for them, though they might not agree
The aim of this universal priority is to have an overall impact on our pupils’ ability to self regulate in relation to managing behaviour, learning and friendships. Anecdotal feedback from staff also indicates a need to have a focus on positive behaviour and respectful relationships throughout the school, to enable children to increase their understanding of how their behaviour impacts on others.
In response to this school based data we have chosen MindUP™ as the whole school framework through which we aim to achieve these targets and outcomes. MindUP™ is an evidence based whole school programme, which is grounded inNeuroscience, Positive Psychology, Mindful Awareness and Social & Emotional Learning. Underpinned by a curriculum that provides an immersive discovery experience along withdaily practices, MindUP™promotespositive behaviour for learning whileincreasingempathy, optimism and compassion. In line with the findings presented in the Mindful Nation UK Report by the Mindfulness All-Party Parliamentary Group, (MAPPG) Oct 2015 XXXX we are striving to ensure that the mindful awareness strategies we will be teaching our children will enable…..’ Emotional buoyancy, coping skills, the capacity to manage difficulties and the ability to form constructive social relationships…..[in order to enable our]….. children’s flourishing” (Mindful Nation, P. 74)
The above national, local and school level data demonstrates it is essential that as a school we address the mental health and emotional wellbeing needs of our pupils. In choosing this universal priority we feel that we will be able to address these issues through a whole school strategic approach that will help to improve the health and wellbeing outcomes for all our pupils.
Group
All pupils from Nursery to Year 6 (440 children)
Planned outcome figures are based upon the responses of 270 pupils participating in our March 2017 Health and Wellbeing survey. Note there was a fluctuation in the completion rates for some questions.
Final baseline and end line figures will be included in the Gold Report.
Planned Outcome/s / Success indicators / Activities / Timescale / Lead and Job title / Monitoring and Evaluation
What do you want to improve? / How will you know you are on your way to achieving your outcome? / What are you going to do to achieve your outcome? / How long will it take to achieve? / Who will lead the work? / What will you use to measure your success and demonstrate your improvements?
1) Reduce the percentage of pupils reporting they “Never" or “Not often" have an adult to talk to when they need support from a baseline figure of 23% (60/261) to a final figure of 10%
2) Reduce the percentage of pupils reporting they "Never", "Not often" or "Sometimes" understand their strengths which helps them feel good about themselves from a baseline figure of 41% (102/251) to a final figure of 20%
3) Reduce the percentage of pupils reporting they "Never", "Not often" or "Sometimes" know the things they find hard and know what to do to get better from a baseline figure of 40% (101/251) to a final figure of 15%
4) Reduce the percentage of pupils reporting they "Never", "Not often" or "Sometimes" are able to listen to what other people think is best for them, though they might not agree from a baseline figure of 42% (106/251) to a final figure of 20% / · Learning walks will start to show a more mindful approach to learning and behaviour around the school
· All MindUp lessons built into curriculum planning framework and MU lead assessing these through M&E. Lesson evaluations and student self assessment demonstrating positive learning outcomes in relation to MindUP
· Revised teaching and learning policy refers to the importance of neuroscience throughout all teaching and learning programmes.
· Evaluations from training show areas/progress re: learning about content and application of MU and any areas for development addressed.
· Observations show MU display is interactive and being used/referred to by pupils, staff, parents
· Lessons in place, being delivered and assessment for learning in place to monitor pupil progress throughout
· MU parent session held and leaflets/ideas about MU strategies accepted by parents to try at home
· New peer mediators provide feedback to staff lead about how useful the process is and how well the pupils are using mindful awareness strategies
· MU strategies being delivered in friendship groups and these being used by pupils in the group
· School Council leaflets produced and given to all members of the school community
· Evidence of children using brain breaks and other mindful strategies when they need to calm down
· All staff in school have and use amygdala bottles for teaching and also as a mindful seeing ‘distractor’ as a calming strategy – evidence of pupils using this independently in mindful/MU areas of the classrooms
· Staff discussions in follow up staff meetings reflect MU being used throughout the school
· Rewards regularly being used by all staff to ‘catch the children being good’ and promote MU behaviours. MU rewards being given out each week in the rewards assembly
· Evidence of more mindfulness in school and more mindful, considered, respectful responses around the school from pupils and staff
· MU in place and happening weekly across all classes. Evidence around the school showing more mindfully aware behaviour and pupils using calming strategies when they feel the need to. Amygdala bottles being used to represent what’s happening in the brain and for calming strategies.
· Emotional check ins displayed and being used in every class. / · Launch a whole school MindUp™ framework for nursery to Y6, to build self- awareness through teaching discrete lessons on neuroscience, mindful awareness and positive psychology approaches.
· MindUp Lead to review MindUp™ progress termly and check in with all staff to monitor progress and delivery
· References to neuroscience built in to whole school teaching and learning policy to ensure pupils are regularly checking in with their brains and building ability to self regulate for learning and behaviour
· Introduce the ‘amygdala’ bottles in all classes with all pupils – children encouraged to use these in relation to behaviour as a positive calming strategy
· Whole school staff training on MindUp, including an initial training day and a follow up developmental day to plan, review and progress the Mind Up framework across the school.
· Establish a central permanent MindUp display to ensure key approaches are reinforced for all members of the school community
· Introduce Mindup learning framework, complemented by school assemblies and the PSHE curriculum timetabled weekly for all pupils throughout the school year.
· Introduce MU celebration rewards for children using self- awareness in relation to neuroscience, mindful strategies/calming strategies when they need to: build this into lunchtime and playtime rewards.
· Run a parent workshop to introduce concepts of MU and encourage mindful activities at home to complement approaches at school.
· Refresh the Yr5-Yr6 peer mediators to ensure MU approaches become part of the way they support other pupils at lunchtimes to improve relationships and encourage mindful behaviours.
· Learning mentors to build MU learning into the Friendship groups for Y5-6
· School council to run a MU project to research what makes a good friend, best ways to calm down, and understanding the links between behaviour and emotions. Disseminate findings in a ‘’Top Tips’ leaflet for all pupils to take home – needs to be KS1 and KS2 relevant. Run an assembly for all pupils, staff and parents and hand out the leaflet.
· All classrooms to introduce emotional check-ins to be used in the morning and after lunchtimes. All teachers to monitor the check ins regularly and display strategies around the emotions eg angry – count to 10, shake the amygdala bottle, mindful breathing…worried – put your worry in the worry box/bottling thoughts activities from Emotional Resilience booklet
· Introduce MU celebration rewards for children using self-awareness in relation to emotional literacy and linking their emotional awareness with their behaviour and impact on self and others / June 2017
June 2017 onwards
June 2017 onwards
June to July 2017
June to September 2017
July 2017
July 2017 onwards
September 2017
September to October 2017
October to November 2017
September 2017 onwards
September to December 2017
July 2017 onwards
September 2017 onwards / Orla Kenny (PSHE Co-ordinator)
Supported by:
Rachel Baily, The Hawn Foundation UK / · HEP whole school ‘Health and Wellbeing’ survey – pre and post intervention
· Whole school emotional literacy survey revisited at end of year
· Wellbeing and involvement indicators for each child measured termly
· Teacher MU impact assessment report: pre and post MU implementation
· Teacher assessment on pupil personal and learning development targets
· Staff evaluation of MU training days
· Pupil evaluations about mediation process gathered annually re: skills/knowledge learnt by mediators, impact of mediation on pupils in playground,
· Feedback from mediators’ parents re: any impact they have noticed through the term/year
· Results published in annual information for parents.
Healthy Schools Silver Award Planning Tool: Targeted Priority