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Victorian Prevention and Health Promotion Achievement Program Schools and Early Childhood Education and Care Services...

Victorian Prevention and Health Promotion Achievement Program Schools and Early Childhood Education and Care Services
22 November 2011
Holly Piontek Walker
Manager, Prevention Leadership & Governance

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Vphpa ppresentation (pptminimizer) Vphpa ppresentation (pptminimizer) Presentation Transcript

  • Victorian Prevention and Health PromotionAchievement ProgramSchools and Early Childhood Education andCare Services22 November 2011Holly Piontek WalkerManager, Prevention Leadership & Governance
  • Healthy Children – context
  • Victorian Prevention and Health PromotionAchievement ProgramRecognise and support: • schools and early childhood education and care services • workplaces and workforces • local communities and environments • health servicesTo provide safe, healthy and friendly environments forlearning, working and living.
  • Healthy Children - context Parliamentary Inquiry into the Potential for Developing Opportunities for Schools to Become a Focus for Promoting Healthy Community Living (Sept 2010) Nine recommendations, the first: That Department Education and Early Childhood Development, in consultation with Department Health, review the development and implementation of the health promoting schools approach in VictoriaGovernment response tabled in March 2011, ‘agreed’ or‘agreed in principle’ to the nine recommendations
  • Healthy Communities, Healthy Children SteeringGroupHealthy Communities, Healthy Children• Co-chaired by Department of Health & Department of Education and Early Childhood Development• DPCD – Sport and Rec Victoria• DHS – Offices for Youth and Disability• Independent Schools Victoria• Catholic Education Office• Municipal Association of VictoriaSupported by DEECD-DH Project Team
  • Health Promoting SchoolsA health promoting school is one that constantly strengthens its capacity as a healthy setting for living, learning and working Optimal physical health, Optimal social and emotional development Optimal learning and cognitive development
  • Evidence – health promoting schools approachThe HPS approach has shown potential for improving health,wellbeing and educational outcomes.Most effective programs:-promote mental health, healthy eating and physical activity-utilise a whole-school approach, are sustained. (Stewart-Brown 2006)Key findings:•Interventions that combine health education with changes to the schoolphysical and social environment, and have family or community involvementare more likely to be effective than education alone (Lister-Sharp et al 1996; St Leger et al 2010)
  • WHO health promoting schools framework:international implementation Murphy, M 2011 The Health Promoting Schools Framework & Obesity Prevention: Learnings for Victoria (unpublished thesis)
  • VPHPAP for schools and early childhoodeducation and care services
  • Lead role of local government Victorian Health Priorities Framework 2012-2022 • All local governments will have Municipal Healthy Communities‘ Public Health and Wellbeing Plans that are well known to their local communities and that promote healthy living. Public Health and Wellbeing Act 2008 • The function of a council is to seek to protect, improve and promote public health and wellbeing within the municipal districtVictorian Public Health and Wellbeing Plan • MPHWPs the primary strategic planning mechanism for public health and wellbeing effortsEarly childhood education and care • Municipal Early Years Plans and planning and provision of early childhood education and care services
  • A DRAFT Victorian framework for health promoting schools and early childhood education and care (ECEC) services VICTORIAN PUBLIC HEALTH AND WELLBEING PLAN 2011-2015 HEALTHY EATING & ORAL HEALTH PHYSICAL ACTIVITY Healthy The policies of schools and ECEC services clearly articulate conditions and practices policies necessary to create a physical and social environment which promotes health. MENTAL HEALTH AND WELLBEING TOBACCO CONTROL SCHOOL ACCOUNTABILITY AND IMPROVEMENT FRAMEWORK Healthy physical The physical environment of a school or ECEC service facilitates and encourages healthy environments choices and lifestyles in complement to the health messages taught in the school curriculum. NATIONAL QUALITY STANDARD Learning reflects a school or ECEC service’s commitment to health promotion by providing Skills and learning opportunities for children and young people to gain knowledge, skills and experiences competencies which will enable them to take action to improve their health and wellbeing. Family and Structures are established to engage wider school or ECEC communities as active ALCOHOL AND OTHER DRUG USE community links participants in the promotion of health and wellbeing. SKIN CANCER PREVENTION Healthy social A school or ECEC service’s ethos promotes respect, fairness and equality of treatment for environment all individuals and fosters a sense of belonging. A school or ECEC service actively seeks out opportunities to enhance and extend expertise Partnerships for and resources to promote health and wellbeing through collaboration with local health health and wellbeing and wellbeing services. SEXUAL HEALTH AND WELLBEING SAFE ENVIRONMENTS VICTORIAN CHILD AND ADOLESCENT MONITORING SYSTEM
  • Better coordination of health and wellbeingactivities• Recognises that schools and ECEC are already working to promote health and wellbeing• Organisations working with schools and ECEC to implement a multitude of health and wellbeing programs • Will assist schools to better coordinate programs • A whole setting approach will better embed health and wellbeing activities within the setting
  • Health priority areas
  • Strengthening the foundations for health promotion in schools and early childhood education and care services:Progression through health promotion recognition awards Stage 1 – Strengthening Stage 2 - Bronze Stage 3 - Silver Stage 4 - Gold foundations Utilise existing or establish new Health and Wellbeing Team Health and Wellbeing Team Health and Wellbeing Team Health and Wellbeing Team engages whole school/service engages whole school/service engages whole school/service Students, parents, staff and the wider community as active participants in community as active participants in community as active participants in school/ECEC community are engaged as health promotion health promotion health promotion active participants in health promotion Endorsed Health Promotion Health Promotion Charter Charter of commitment is developed is displayed in a prominent place AUDIT existing health & wellbeing activities AUDIT of existing health promotion activities and NEEDS Conduct NEEDS analysis ANALYSIS completed Set GOALS and develop a strategy HEALTH PRIORITY 1 - ESTABLISHED HEALTH PRIORITY 1 – MONITOR Goals set and strategy developed Activity for this health priority Plan for monitoring & evaluation using “whole setting approach” reviewed, adjusted and maintained HEALTH PRIORITY 1 - MONITOR HEALTH PRIORITY 2 - ESTABLISHED HEALTH PRIORITY 2 - MONITOR HEALTH PRIORITY 2 - MONITOR HEALTH PRIORITY 3 - ESTABLISHED HEALTH PRIORITY 3 - MONITOR HEALTH PRIORITY 4 - ESTABLISHED HEALTH PRIORITY 4 - MONITOR HEALTH PRIORITY 5 - ESTABLISHED HEALTH PRIORITY 6 - ESTABLISHED The school/ECEC goals for The school/ECEC goals for The school/ECEC goals for The school/ECEC goals for recognition as a recognition as a HP setting are recognition as a HP setting are recognition as a HP setting are HP setting are articulated in the articulated in the School Strategic articulated in the School Strategic articulated in the School Strategic School Strategic Plan or ECEC plan Plan or ECEC plan Plan or ECEC plan Plan or ECEC plan
  • A Victorian framework for health promoting early childhood education and care services Healthy Eating and Oral Health Healthy policies Healthy physical Curriculum and Family and community Healthy social Service partnerships environments learning links environment for health and wellbeing The ECEC service has a Tap water is available Children are provided Families are aware of The service provides a Links with relevant policy for the provision indoors and outdoors with opportunities to relevant policies and positive meal services are established of healthy food and at all times learn about healthy the healthy eating and environment with to promote uptake of drinks eating and oral health oral health focus of the relaxed, social and MCHS mouth checks at A variety of fresh fruit service enjoyable experiences. Key Ages and Stages and ECEC service menus are and vegetables are regular dental checks. assessed by the included in service Families provided with Food is not used as an Victorian Healthy Eating menus every day and knowledge and incentive or reward at Advisory Service encouraged in resources to support any timeBenchmark lunchboxes healthy eating and oral The ECEC service has a health policy regarding the Sometimes foods are promotion of food and discouraged from drinks in the service lunchboxes and not provided by the The ECEC service is service breastfeeding friendly Breastfeeding mothers are supported with appropriate facilities Children are Families are invited to Families provided with External services areRecommended practice encouraged to engage in healthy information and invited to support undertake oral eating and oral health support to create healthy eating initiatives hygiene practices in education positive meal at the service settings where environments in the appropriate CALD families provided home with opportunities to discuss values and expectations for healthy eatingNational Quality Standard 2 – Children’s health and safetyElement 2.2 - Healthy eating and physical activity are embedded in the program for children.Element 2.2.1 - Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate to the age of the child.
  • A Victorian framework for health promoting schools Healthy Eating and Oral Health Healthy policies Healthy physical Curriculum and Family and community Healthy social Service partnerships environments learning links environment for health and The school policy for the Tap water is available Students are provided Families are aware of The school provides a wellbeing Dental health check ups provision and indoors and outdoors with opportunities to relevant healthy eating positive meal are promoted and promotion of food and at all times learn about healthy and oral health policies environment with supported drinks adheres with the eating and oral health and initiatives relaxed, social and DEECD School Canteens School food services enjoyable experiences and Other School Food provide a variety of The healthy eating and Families provided with Services policy fresh fruit and oral health curriculum knowledge and Food is not used as anBenchmark vegetables and limit is consistent with resources to support incentive or reward at School canteen and occasional foods. school policy healthy eating and oral any time lunch order menus are health assessed by the A variety of fresh fruit Victorian Healthy Eating and vegetables are Advisory Service encouraged and occasional foods are discouraged in lunchboxes Children encouraged Students have Families are invited to Families provided with External services are to undertake oral opportunities to engage in healthy information and invited to support hygiene practices in engage in food-related eating and oral health support to create healthy eating initiativesRecommended practice settings where activities such as education positive meal at the school appropriate planning and shopping environments in the for meals, growing and CALD families provided home cooking foods with opportunities to discuss values and expectations for healthy eating School excursions to local fruit and vegetable retailers and markets facilitate healthy eating behaviours
  • Consultation processConsultation strategy to engage and seek feedback in the development phase:• Focus groups with a sample of schools and ECEC• Organisations working with schools and ECEC to promote health and wellbeing• Expert Advisory Panel• Forums with health professionals
  • Round-table discussion• What are the top three strengths and weaknesses of the Achievement Program?• As health professionals working with schools and early childhood education and care services:• What resources, training and support would you require to work with the Achievement Program?• What would assist you to engage schools and ECEC to participate in the Achievement Program?