The Healthy Schools London (HSL) Silver Award
Planning Template
Achieving Healthy Schools London Silver Status
School: Bethlem and Maudsley Hospital School
Borough:
This planning template is for all schools including Academies, Free Schools and Independent Schools. It enables you to record how your school has identified its unique health and wellbeing needs, planned outcomes related to these needs and to develop an action plan to achieve them. This action plan will enable your school to achieve the Healthy Schools London Silver Award.
School Details
Name of School: / Borough:Bethlem and Maudsley Hospital School / Southwark
Key contact and job title: / John Ivens – Headteacher and Educational Psychologist
Date achieved HSL Bronze Award: / 1stJune 2016
Health & Wellbeing Priority 1 (universal) / Group / Planned Outcome/s
Mental Health and Emotional Wellbeing: Improving the overall emotional wellbeing and self- awareness of all children and developingpositive behaviour for learning. / For all pupils (approximately 100).
Planned outcome figures are based upon measurement tools used with individual pupils as they attend the school and therefore baseline figures cannot be set in advance.
Final baseline and end line figures will be included in the Gold Report. /
- 10% increase in reported happiness for each pupil on the Happiness Line Measure (HLM) Tool. Individual baseline figures will be set for each pupil and then measured against an end line figure.
- 10% increase in attendance figures over admission period. As every child`s admission is highly individual, the use of average attendance figures, at am and pm registration, is misleading and will change over time. More meaningful is the increase in attendance during the admission from whatever baseline figure at which they started.
- 10% increase in each pupil’s overall score in readiness for transition into mainstream school on the Reintegration Readiness Scale (RRS). Individual baseline figures will be set for each pupil and then measured against an end line figure.
Health & Wellbeing Priority 2 (targeted) / Group / Planned Outcome/s
Physical Activity and Emotional Wellbeing:Increasing engagement with physical activities, fitness levels and improving the emotional wellbeing of targeted pupils. / Pupils moving to Snowsfields Adolescent Unit (approximately 100).
Planned outcome figures are based upon baseline figures being set for individual pupils as they attend the school and therefore baseline figures cannot be set in advance.
Final baseline and end line figures will be included in the Gold Report. /
- Snowsfields pupils complete a personal fitness programme for the duration of their admission following an individual risk assessment.
- 10% increase in fitness assessment for each pupil from start to end of fitness programme. Individual baseline figures will be set for each pupil and then measured against an end line figure.
- 80% of pupils say they have achieved/enjoyed participating in the additional physical activity.
- 80% of pupils report they are engaging with additional physical activity at discharge. Individual baseline figures will be set for each pupil at admission and then measured against an end line figure at discharge.
Project Start Date: / May 2017
Project End Date: / December 2017
Healthy Schools Silver Award Planning Tool: Universal Priority
Health & Wellbeing Priority 1 (universal) / Needs Analysis (the data and evidence to demonstrate why you have identified this priority and outcomes)Mental Health and Emotional Wellbeing: Improving the overall emotional wellbeing and self- awareness of all children and developing positive behaviour for learning. / National Guidance
The Department for Education (DfE) recognises that: “in order to help their pupils succeed; schools have a role to play in supporting them to be resilient and mentally healthy”. Further factors in relation to special educational needs include:
2.14. A wide range of mental health problems might require special provision to be made. These could manifest as difficulties such as problems of mood (anxiety or depression), problems of conduct (oppositional problems and more severe conduct problems including aggression), self-harming, substance abuse, eating disorders or physical symptoms that are medically unexplained. Some children and young people may have other recognised disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), attachment disorder, autism or pervasive developmental disorder, an anxiety disorder, a disruptive disorder or, rarely, schizophrenia or bipolar disorder.
2.15. Where a school has identified that a pupil needs special educational provision due to their mental health problems, this will comprise educational or training provision that is additional to or different from that made generally for others of the same age. This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support from within the setting or require the involvement of specialist staff or support services.
2.16. Schools should identify clear means to support such children. Many schools offer pastoral support, which may include access to counselling sessions to help their pupils with social, mental or emotional health difficulties.
In addition:
3.2. Schools offer important opportunities to prevent mental health problems by promoting resilience. Providing pupils with inner resources that they can draw on as a buffer when negative or stressful things happen helps them to thrive even in the face of significant challenges. This is especially true for children who come from home backgrounds and neighbourhoods that offer little support. In these cases, the intervention of the school can be the turning point. Having a ‘sense of connectedness’ or belonging to a school is a recognised protective factor for mental health. Activities that bolster mental health operate under a variety of headings, including ‘emotional literacy’, ‘emotional intelligence’, ‘resilience’, ‘character and grit’, ‘life skills’, ‘violence prevention’, ‘anti-bullying’, and ‘coping skills’. Systematic reviews of this work show that the best of interventions, when well implemented, are effective in both promoting positive mental health for all, and targeting those with problems.
3.5.Evidence has shown that an effective approach to promote positive behaviour, social development and self-esteem is to couple positive classroom management techniques with one to one or small group sessions to help pupils identify coping strategies.
3.15 For children with more complex problems, additional in-school interventions may include:
- additional educational one to one support for the pupil to help them cope better within the classroom;
- one to one therapeutic work with the pupil, delivered by mental health specialists (within or beyond the school), which might take the form of cognitive behavioural therapy, behaviour modification or counselling approaches;
- an individual health care plan. Schools must comply with their statutory duty in caring for pupils with medical needs.
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
Thrive London aims to improve mental health by promoting the health and wellbeing of Londoners and to improve access to treatment, care and support and thereby the opportunities for Londoners who experience mental illness to recover. The Mayor of London, Sadiq Khan and the other London Health Board partners are committed to developing a city-wide collective vision for mental health, with a strong focus on tackling health inequalities, including:
- Improving everyone’s understanding of mental health
- Children and young people’s mental health
- Vulnerable people
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
The Bethlem and Maudsley Hospital School caters for pupils who are patients of the Bethlem or Maudsley Hospitals. The school is made up of five units spread over two sites, eight miles apart. All the units provide for pupils with psychological difficulties. The school has classrooms on both hospital sites.
Pupils are enrolled once they are admitted to the hospital, and leave the school following discharge. They attend the school while receiving treatment at the hospitals, either as in-patients or as outpatients. Pupils can be admitted to the school at any time, sometimes at very short notice. They stay on roll for varying lengths of time from a few weeks to well over a year, with many having previously been out of school for a considerable time. All pupils receive special educational needs support or have an education, health and care plan. The provision has been realigned to meet the changing needs of pupils admitted to both hospitals. This has included the further development of the intensive treatment programme for pupils with eating disorders.
Pupils` attendance has historically varied over admissions and can be very dependent on their motivation which, given their difficulties related to their admission to a psychiatric hospital, can fluctuate considerably.
Coming to a psychiatric hospital is quite a distressing life event and most of our pupils are very unhappy at admission. By focusing on the happiness of our pupils we aim to improve the overall emotional wellbeing and self- awareness of all children, enabling them to be in a position to develop positive behaviour for learning.
We will be using the following 2 tools to measure progress.
Happiness Line Measure (HLM)
This published measure can be used to gauge the happiness of individual pupils but it also gives an insight into what makes a child happy or unhappy in school. From this information it is possible to devise targets that tap into the pupils` concept of their own happiness and therefore help them to achieve.
The HLM yields a variety of rich quantitative and qualitative information from three marks made on the same pencil-drawn line. The HLM has end points representing the child's 'assumptions, perceptions, goals and values' and focuses on a given construct 'Happiness-Unhappiness' and explores its meaning to the child in a particular context such as school.
Quantitative information from the HLM includes the child's perceptions of his or her:
- Happiest and Unhappiest experiences, compared to the happiest and unhappiest children in the peer group.
- Happiness Range in comparison to that of the peer group.
- Current level of happiness.
- in the context of the range of happiness experienced by the peer group (Current Group-Referenced Happiness) and
- in relation to his or her personal range of happiness (Current Self-Referenced Happiness).
- The child's personal constructs around. his or her happiness; what makes him or her happy or unhappy and what makes others happy or unhappy in the shared context.
- What it would be like to be happier (hopes) or unhappier (fears) than has been personally experienced.
- What would have to happen next for him or her to feel happier in the context
- Did they improve/deteriorate as they expected? Why? How? What happened?What did he or she do?
- Did their highest and lowest points change? What happened?
- If things got worse, how did they manage?
Reintegration Readiness Scale (RRS).
We use the RRS for reintegrating children with social, emotional and behavioural difficulties into mainstream classrooms
This assessment is a screening for suitability for inclusion and gives a diagnostic developmental profile. It is a specific, quantitative assessment tool to help analyse behaviour; measure readiness to reintegrate; and highlight specific areas that need further development.The profile considers five main areas:
- Self-control and management of behaviour
- Social skills
- Self-awareness and confidence
- Skills for learning
- Approach to learning
The profile will indicate areas of relative strength as well as areas for further development. The profile can therefore be used to inform Individual Education Plan (IEP) targets, track progress and inform planning for reintegration.
The response to the pupil- provided information will make staff actions wholly pupil–specific and will involve partners where indicated. However, as this is a very school-focused tool, we would expect that school staff that work with the pupils will be the most active.
Group
For all pupils (approximately 100).
Planned outcome figures are based upon measurement tools used with individual pupils as they attend the school and therefore baseline figures cannot be set in advance.
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?
- 10% increase in reported happiness for each pupil on the Happiness Line Measure (HLM) Tool. Individual baseline figures will be set for each pupil and then measured against an end line figure.
- 10% increase in attendance figures over admission period.
- 10% increase in each pupil’s overall score in readiness for transition into mainstream school on the Reintegration Readiness Scale (RRS). Individual baseline figures will be set for each pupil and then measured against an end line figure.
- Pupils report increased happiness levels.
- Attendance levels over admission improved.
- Behaviour improved over admission - assessed using the Re-integration Readiness Scale.
- Take areas identified by each child as being related to their previous happiest time in school and use the information to shape their IEP/school experience.
- Personalise their curriculum offer to incorporate opportunities to maximise happiness as identified in the positive pole of the HLM.
- Pupils’ responses on the Happiness Line Measure (HLM) Tool. At admission and discharge.
- Attendance figures
- Pupils’ profiles on the Reintegration Readiness Scale (RRS). At admission and discharge.
- Staff observations
- Take areas identified by each child as being related to their previous happiest time in school and use the information to shape their IEP/school experience.
- Behaviour improved over admission assessed using the Re-integration Readiness Scale.
Healthy Schools Silver Award Planning Tool: Targeted Priority
Health & Wellbeing Priority 2 (targeted) / Needs Analysis (the data and evidence to demonstrate why you have identified this priority and outcomes)Physical Activity and Emotional Wellbeing: Increasing engagement with physical activities, fitness levels and improving the emotional wellbeing of targeted pupils. / National Guidance
The Association for Young People’s Health reports: Exercise has been associated with better self-rated health and higher life satisfaction in adolescents, particularly participation in team or individual sports for boys (Badura et al, 2015) and particularly in relation to self-concept, self-esteem and social competence (Donaldson and Ronan, 2006). It has been suggested, as a result, that participation, particularly in organised and team sports, may help young adolescents gain confidence and acquire social skills (Eime et al, 2013).
AYPH (2016) The connection between young people’s mental health and sport participation
Our Silver plan will be supporting some of the priorities set out in the recent publication of the Government’s Obesity Strategy ‘Childhood Obesity – A plan for action’ (August 2016):