Aim: For members of Local Programmes to be able to support schools as they develop meaningful outcomes and early success indicators.
By the end of the session participants will:
- Know how to work with school level health and well-being data
- Understand meaningful outcomes and both impact and process ESIs
- Be more able to distinguish between ESIs and health and well-being activities
Example timings
10.00
10.05 / Introduction: go over aim and outcomes for the session. Introductions and timings.
Key messages for the session:
- An area of practice that is developing.
- All of us areon a learning curve about the enhancement model specifically and about the health and well-being outcomes schools can meet.
- Adopt a “learning together” approach; none of us has all the answers.
- It will need to be continually informed as schools work through the enhancement model and examples become shared.
- Encouragement can be taken from the fact that schools are familiar with improvement models (such as the enhancement model).
- The main aspect that will be less familiar is the language, especially around health and well-being, and the analysis and interpretation of their data.
- reminders about existing guidance.
- tips about the drafting of meaningful outcomes and early success indicators.
- through the main activities: to practice the development of meaningful outcomes and ESIs by a school and, through this, clarify key issues.
10.10
Give out OfSTED well-being indicators / Prompts for MOs & ESIs
Introduce the presentation.
Talk to slides 1 – 6 – emphasise this is summarising information already available in support materials for the enhancement model.
When talking to slide 4, draw participants’ attention to the OFSTED handout. This is just available as a list for now, illustrating the kind of health and well-being data that schools are already collecting. The OFSTED school level well-being indicators provide us with a good illustration for the types of outcomes that should be seen as quantitative and qualitative / perception. School management data, APP (assessment of pupil progress) and teacher moderated information (e.g. PESSYP) fall into quantitative, whilst qualitative / perception usually involves survey or pupil evaluation data (e.g. Tell Us). Self-reported pupil health behaviour data could be argued to fit with either category.
10.20
Give out example school data
10.35
10.45
Give out ‘Tips’ handout, which has slides 7 &10 on each side
11.00 / Analysis of example secondary school data.
Work in xx groups, using the school data.
Firstly read through the data on your own. Then, in your group identify examples of data which are high, med / mixed or low performance on the flip chart paper (on each table).
Feedback from each table on the data: examples of high-med/mixed-low? If time, any issues about the quality of the data? (refer to facilitator prompts on the school data in case some misinterpretation by participants)
Identification of priorities
Based on the data, each table should now identify 1possible area of priority for the school, and give a reason for this based on the school data.
(1 min to think/.discuss; then go round room and write on flipchart at the front)
Then ask each table to choose a priority to work on. You could recommend selecting from Healthy Weight, EHWB, sexual health, anti-bullying, substance misuse.
(1 min to think/discuss, then feedback. It is OK for groups to select the same priority – note these on flipchart at front)
Drafting meaningful outcomes
Work back in your groups to draft 1 quantitative & 1 qualitative MO for your priority based on the school data (informed by the ‘tips’ sheet).
Reminder to check against the prompts in HWIT for the drafting of individual MOs(presentation slide 8). Not asking for targeted because they have not been provided with enough data for this to be realistic.
Facilitators circulate.
Come back together and share selected MOs. Facilitator to record on flipchart and make any comments / clarifications.
11.10
11.20
(Bath tub slide 9)
Give more flipchart
paper if necessary
11.35
Remind about ‘Tips’ sheet
By 11.50
12.15
12.20 / Short BREAK
Introduction to ESI section
Remind that we’re on a ‘learning curve’. Use ‘bath Tub’ to illustrate the learning process:
- The enhancement model is moving us to an outcomes based approach
- There is a need to be more systematic in our planning
- Hence there is a move away from the comfort zone of familiarity with NHSS criteria
But firstly, spend a few minutes on your own, thinkingabout the improvements being conceived for the school as a result of your priority and MOs. Build a picture in your mind about how this school looks now. Then:
- What might the schoolbe like in 3 years time when your outcomes have been achieved?
- What would you see in the: outside areas, in classrooms, in reception?
- What would you hear in: teaching areas, in the staffroom, at break time?
- How might it feel like for students?
- How might it feel for members of staff at the school?
Next, move onto:
What will be key indicators / milestones for the school on its journey to achieving the MOs, the differences? Write down a range of possible indicators (informed by the flipchart notes from the visualisation).
Remind participants about the tips sheet (for ESIs – slide 10) and the HWIT requirements (slide 11 on presentation).
- ESIs are key events, not activities;
- what are the events which SLT will need to know about, in order to monitor progress?
Facilitators circulate and assist with the wording throughout the above. Circulation around all groups and clarification of issues that have ‘cropped up’ is an important element of this section. Try to ensure:
- An attempts to draft some ESIs happens, rather than just talking about them
- There is some thinking about impact ESIs and the likely steps over the 2 -3 year timeframe
- Groups seek clarification from facilitators about issues
- Groups are reminded to return to the data and what it was telling them.
Questions at your tables / groups: “what has your learning been?”; “what tips about drafting ESIs that you would give to your schools?”;
Feedback one learning point from each table.
Facilitators might feed in other positive points that they have noted from circulating around each group. Remind participants about the bath tub; feeling anxious & uncertain is OK and likely. It could be useful to think about who you could contact if you need support / clarification.
12.25
12.30 / Draw attention to checklist on p.9 – 10 in How To Guide 4 to further review ESIs. A recommendation to schools would be, following producing all their draft MOs & ESIs, to refer to this to consider:is there sufficient breadth in the planned milestones?
(If time, although this is unlikely in a 2.5 hour session,use these to tweak / improve the ESIs).
Remind participants of the whole activity and the aim and outcomes.
Reflect on the activity in pairs or complete an evaluation form.
Other best practice points for schools:
- Draw on the ‘checklist’ questions in the HWIT to inform the process.
- Discuss and decide priorities and the likely meaningful outcomes within their HWDG; this is much better done AWAY from the HWIT.
- Make the decisions about priorities, meaningful outcomes and ESIs and then enter onto the HWIT.
Example school data: prompts table for facilitators
High performance / Example data:- Walk to school (73%M, 71% F) – HRBS.
- 47%M exercise >5 days a week –HRBS.
- 4%F / 11%M drinking heavily – HRBS.
- Rate safety in local area as good 90%M, 91%F.
- 0 permanent exclusions & 185 FP.
HRBS data only year 10’s.
Healthy weight
Substance misuse
Safety
EHWB
Average / mixed performance / Example data:
Uptake of school meals improving: 21% – 27% (caterer’s report).
Experience of bullying: 25% - safety survey.
Persistent absence @6.8% in 08-09 – although below LA average, has increased. / Notes
Is uptake lower in KS4? Area for improvement(Healthy Weight)?
Anti-bullying.
Reduction to LA average. LA TellUs data shows it is a high performing area.
EHWB.
Low performance / Example data:
11%F exercise > 5 days a week,
79% PESSYP overall, especially participation across KS4, especially F.
41%M consume 5 a day <1 day a week.
Cannabis use in past month 24%F, 14%M.
How useful lessons were in PSHE, SRE (62%) and drug ed (64%).
Know where to access free condoms – 28%M, 57%F.
I enjoy coming to school 67%, down from year before - safety survey.
Good at dealing with bullying 55% (average 66%) - safety survey. / Notes
Healthy Weight:
drop off in activity rates among KS4 F;
low consumption of F&V by males; low uptake of school meals by F.
Substance misuse – investigate further?
NI 113 / NI 115
Compare with PSHE dept evaluations?
Ward level TP/chlamydia data?
EHWB / Anti-bullying (NI 69)
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Trainers outline for PMOI activity final