A health improvement programme presented to the Bexhill Schools Alliance Partnership on 1 July 2016. For more information please visit http://www.recipeforchange.co.uk/

1. Health Improvement
Programme for Bexhill
Schools Alliance
Partnership

2. HEALTH IMPROVEMENT MENU

3. HEALTH IMPROVEMENT SCHEDULE
= OPAL
= PHUNKY FOODS
= FITMEDIA
= RECIPE FOR CHANGE
= CHILDRENS FOOD TRUST
2016/2017 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
BEGINNING OF
TERM
OPAL AUDIT DINING ROOM
LAUNCH
DINING ROOM
LAUNCH
1ST HEALTH
CHECK
REVIEW
OPAL MEETING 3 2ND HEALTH
CHECK REVIEW
1ST FITNESS
MEASUREMENT
HEALTH CHECK OPAL MEETING 2 OPAL PARENTS
MEETING
FITNESS MEETING 2ND FITNESS
MEASUREMENT
MID TERM
OPAL INSET MDSA TRAINING
MDSA TRAINING OPAL GROUNDS
MEETING
CFT COOKERY
TRAINING
2ND OPAL
AUDIT
END OF TERM
SCHOOL STAFF
TRAINING
OPAL MEETING 1 3RD FITNESS
MEASUREMENT

4. OUTCOMES
Health
Improvement
Readiness to
learn
Concentration
TA/MDSA
engagement
Parent
engagement
Cardiovascular
fitness
Behaviour

5. SUCCESS CRITERIA
Listen to
the
customer
Adopt a whole
school approach
Head
teacher
engaged

6. Outdoor play and learning

7. • About OPAL
• About play
• Play and schools
• Our impact
• The OPAL programme
• Questions
Session overview

8. About us

9. About us

10. About us

11. About us

12. About us

13. About us

14. What is play?
Child determined experience
that is:
- freely chosen
- self directed
- intrinsically motivated

15. What is play?

16. 1. Symbolic Play
2. Rough and Tumble Play
3. Socio-dramatic Play
4. Social Play
5. Creative Play
6. Communication Play
7. Dramatic Play
8. Locomotor Play
9. Deep Play
10. Exploratory Play
11. Fantasy Play
12. Imaginative Play
13. Mastery Play
14. Object Play
15. Role Play
Bob Hughes et al 2002
Play types

17. 1. Physical play
Involves - active exercise, rough and tumble, fine motor
practice
Benefits - strength and endurance, whole body co-
ordination, emotional attachment, emotional and social
skills, hand-eye co-ordination

18. Involves - sensory play, sorting, building and making
Benefits - thinking, reasoning, problem-solving and
creativity, ‘private speech’ and self-regulation
2. Play with objects

19. 3. Symbolic play
Involves - language, visual stimuli, media, music
Benefits - early language development, communication
skills, literacy, numeracy, artistic creativity

20. 4. Pretence play
Involves - objects, roles, stories
Benefits - narrative skills, social and group work skills,
self- regulation of emotions and behaviour

21. 5. Games with rules
Involves - physical, board & card games, computer
games
Benefits - understanding rules, social skills, discussion
skills

22. The benefits of play
– open ended learning, strength and endurance, whole
body co-ordination, emotional attachment, emotional
and social skills, hand-eye co-ordination, thinking,
reasoning, problem-solving and creativity, ‘private
speech’, early language development, communication
skills, literacy, numeracy, artistic creativity, narrative
skills, social and group work skills, understanding
rules, social skills, discussion skills, mental
representation, self-regulation: the ability to be
aware of and regulate one’s own cognitive and
emotional mental states, behaviour and activity.

23. A happy brain is in a neural condition in which it is more
able to create new pathways and promote learning.
Essential to well-being
Neural receptors under stress will shut down in favour
of fight or flight – and inhibit learning.

24. Changes to childhood

25. Screen time

26. The roaming radius

27. Rates of obesity, self-harm and mental health
disorders diagnosed in children have climbed
significantly (Gray, 2011)
Cognitive development in Yr 7 children now 2-3
years behind the 1990s
The impacts
Children not given opportunities for risk taking
and outdoor play more likely to be fearful and
neurotic (Sandseter, 2007)
‘Nature deficit disorder’ emotional well-being
impacts from children having very limited access to
the outdoors and natural environments (Louv, 2005)

28. Play in school

29. • Playtime makes up 20% of school life
• Per year - 231 hours, 37 days, 7.4
weeks…or 1.4 years overall
• How do we plan for that
year of play?
The 20% argument

30. Why schools want and need better play
1. Good schools want to get better in all areas
2. Playtimes are a problem
3. Play is a human right (UNRC 31)
4. Ofsted is including playtimes in inspections
5. Schools are fed-up of wasting money
6. The 20% argument
7. Health and Safety
8. Early Years 'drop-off'

31. Outdoor play and learning

32. Policy - leadership, planning
Access - all children, all
spaces, all year
Risk - maintenance, benefit
Knowledge - training, staffing
Create the right conditions

33. OPAL programme impact
1. Accidents and incidents are down 90%
2. Children are playing much more creatively
3. We (Supervisors) enjoy our jobs much more
4. The children are forming much wider social groups
5. We don’t have children who are not engaged
6. Post lunch lessons have gained 10 minutes teaching time
7. The atmosphere is much more fun and less stressful
Stowford Primary School, Nov 2014

34. What do playtimes look
like in OPAL schools?

35. Caring

36. Creative

37. Calming

38. Fun

39. The OPAL programme

40. The OPAL programme
• Introduction and audit meeting
• Staff INSET on play
• Key staff briefing
• Development meeting 1
• Development meeting 2
• Development meeting 3
• Grounds master planning workshop
• Parents meeting
• Second audit and award of certificate
Structured contact sessions spread over 12-18 months

41. MIDDAY SUPERVISOR/TA TRAINING

42. POOR PUPIL ENGAGEMENT
STOP
SHOUTING
PLEASE

43. GOOD PUPIL ENGAGEMENT
SPEAK
QUIETLY.
THANK YOU

44. THE BLACK DOT IN A WHITE SQUARE

45. POSITIVE BEHAVIOUR TRAINING
Training
activities
MDSA role
Catch them
being good
Actions and
words
Positive
phrasing
Focus on first
behaviour
De-escalating
incidents

46. LUNCHTIME PROBLEMS
PROBLEMS
School
communication
Inconsistent
behaviour
policy
Rule
enforcement
Lack of respect
Unresolved
incidents
Incident
reporting

47. LUNCHTIME SOLUTIONS
SOLUTIONS
Daily MDSA
pupil info
Behaviour
policy lanyards
MDSA meet
with school
council
Appoint
lunchtime
leaders
Coaching &
mentoring
Nominated SLT
contact

48. MIDDAY SUPERVISOR COMMUNICATION

49. RESTAURANT STYLE DINING ROOM

50. FEEDING TIME AT SCHOOL!

51. BEST PRACTICE PRINCIPLES
Friendship groups
Waiting for
slow eaters Set sittings
Golden table
More time
to eat
Pupil
waiters/waitresses

52. JEWISH FOOD BLESSING - BENTCHING

53. HERON PARK WAITERS & WAITRESSES

54. PLAYING TOP TRUMPS

55. LUNCHTIME LEARNING

56. OUTCOMES AND IMPACT
OUTCOMES
Improved
readiness to
learn Better MDSA
engagement
Focus on
rewards
Free up SLT
time
Improved cross
phrase
relationships
Reduced
lunchtime
incidents

57. PEBSHAM LUNCHTIME INCIDENTS
Total
Playground
Dining Hall

58. CONTACT DETAILS
Contact: Paul Aagaard
Email: paul.a@recipeforchange.co.uk
Website: www.recipeforchange.co.uk
Twitter: @recipe_4_change
Mobile: 07798 623897
CONTACT DETAILS

59. Fitness & Physical Literacy Assessment Evaluation
for
Schools Health Improvement Programme
Sheila Forster MA, Managing Director
&
Alex Scott-Bayfield MA (Cantab), Director of Strategy & Operations
1st July 2016
www.fitmediafitness.co.uk

60. The context:
Children’s fitness is declining

61. 16 year changes in muscular fitness

62. Children’s physical literacy is declining

63. Children’s physical literacy is declining

64. Children’s physical literacy is declining

65. Obesity vs Fitness

66. About Fitmedia
Fitmedia is a specialist fitness company.
We provide a range of health and fitness assessment systems for
children, for use by schools, local authorities and sporting
organisations.
The systems are designed specifically to enable detailed monitoring
and evaluation of children’s fitness, health and physical literacy.

67. Our background & experience
Our directors, Dr Gavin Sandercock and Dr Daniel Cohen, are recognised experts in the
areas of health and fitness testing.
They received national coverage for their work in the areas of children’s fitness and have
been published in both academic journals and the print media.
Their work in children’s fitness testing has been cited by Sir Liam Donaldson, then the
Government’s Chief Medical Officer, in relation to fitness testing in schools, and has been
published nationally:
http://news.bbc.co.uk/1/hi/health/8568111.stm
http://www.telegraph.co.uk/health/children_shealth/6859133/British-childrens-fitness-
levels-falling-twice-as-fast-as-international-average.html
http://www.thesundaytimes.co.uk/sto/news/uk_news/Society/article1182117.ece
http://www.guardian.co.uk/society/2011/may/21/children-weaker-computers-replace-
activity?INTCMP=SRCH

68. Fitmedia Testing Systems
Fitmedia Fundamental
• For primary schools
• Specifically designed
for children aged 7-
10
• Tests physical
literacy and
Fundamental
Movement Skills
• Includes basic fitness
assessments
Fitmedia Movement
• For secondary
schools
• Designed to test the
fitness of children
aged 11-18
• Includes initial talent
ID mechanisms
• Identifies potential
long term injury risk
or health conditions
Fitmedia Balance
• For children with
SMEH needs
• Bespoke
assessments in
conjunction with
schools and teachers
• Assesses range of
physical
development and
health

69. What our systems offer
For schools:
• An easy way to monitor children’s health and fitness levels
• An ideal evaluation tool for measuring the impact of specific
programmes and interventions
• A simple way to identify natural talent and aptitude to enable
appropriate selection of sport and physical activities
For children:
• A way to get children to get engaged with physical activity and fitness
(particularly those who not interested in conventional sports)
• An easy tool to help themselves (and their parents) to understand their
fitness levels
• A mechanism to help boost self-esteem and athletic self-identity

70. Bexhill Alliance
Schools Health Improvement Programme:
Fitmedia’s role
Aims of the project:
Improvements in:
Fitmedia as Monitoring & Evaluation Partner for:
• Cardiovascular and Cardiorespiratory Fitness
• Fundamental Movement Skills & Physical Literacy
• Cognitive Performance, Physical Self-Efficacy and Self Esteem
Delivered through:
• Initial baseline fitness and physical literacy assessments (at start of project)
• Full analysis and breakdown of initial results
• Retesting and assessment at end of project
• Full report, analysis and recommendations for each school
• Fundamental Movement Skills &
Physical Literacy
• Parent Engagement
• Readiness for Learning
• School Meal Uptake
• Attendance
• Behaviour
• Concentration and Cognitive
performance
• Cardiovascular and Cardiorespiratory
fitness

71. Schools Health Improvement Programme:
Assessment System
• measures physical skills and basic fitness levels
• provides a scientific assessment of the development of a child’s key
physical skills based on where they should be for their age and sex
• provides tests specifically tailored to each age group
• is based on extensive scientific paediatric data from the EU, Scandinavia
and the UK.
Fitmedia Fundamental (aged 6-10)

72. Fitmedia Fundamental
Throw
Catch

73. Schools Health Improvement Programme:
Timetable
• Suggested model for programme evaluation, based on normal practice
Stage Delivery details Timescale
Initial Planning  Planning and logistics with each school June – August , or to be
determined in consultation
with Bexhill Alliance and
individual schools
Stage 1
Assessment & Evaluation
 Fitmedia trainer and testing team deliver assessments to selected schools
 Testing to take place over specified period at beginning of project (same for each school)
 Full report and all data made available to schools and Bexhill Alliance, together with
conclusions and recommendations and identification of bottom 20%
September – October 2016
Stage 2
Re-assessment &
Evaluation
 Fitmedia trainer and testing team return to schools to undertake re-assessments on all
children
 Full report supplied to schools, Bexhill Alliance, and other interested parties (eg local
council, Health and Wellbeing Boards, education authority, Department for Education),
including full findings, analysis and recommendations
March - April 2017
• Can be flexible depending on schools’ and programmes requirements

74. Schools Health Improvement Programme:
Costs
• Different and flexible pricing models depending on
schools’ requirements and programme plan:
• Costing by visit
• Costing by time required
• Costing by national project evaluation costs
guidelines (eg Big Lottery Fund)

75. Case Studies & similar work
• REAch2Academy Trust, Walthamstow, London
Evaluation of PE & Sport Premium Project
• Streetgames “Let’s Get Fizzical” Project, Birmingham
Evaluation of one year intervention project across 5 primary schools
• Cross Schools Analysis, Basildon, Essex
Primary School Comparison and Analysis of 10 Primary Schools (Years 3-6)

76. REAch2Academy Trust, Walthamstow
Evaluation of PE & Sport Premium Project
Method:
• Selected physical tests, based on school’s requirements
• Included assessments of self-esteem, cognitive performance and physical self-efficacy
• Tests delivered directly by Fitmedia trainers, prior and post project
Results:
• Improved fitness levels and physical self efficacy (see graphs below)
• OFSTED inspectors specifically noted and praised the assessments
• Study submitted to Public Health England and Local Authority
Improved Bleep Test Performance Improved Fitness LevelsIncreased mastery and PSE

77. Streetgames “Let’s Get Fizzical” Project, Birmingham
Evaluation of one year intervention project across 5
primary schools
Method:
• Initial baseline fitness assessment before intervention project
• Identical assessment at close of projects
• Trained Streetgames coaches to deliver assessments “in house” and independently
Results:
• Increased fitness in majority of children on project
• Detailed breakdown of changes in types of fitness
• Specific analysis and recommendations for improvement

78. Cross Schools Analysis, Basildon, Essex
Primary School Comparison and Analysis of 10 Primary
Schools (Years 3-6)
Method:
• Physical literacy assessments of pupils in selected schools in Years 3-6
• Fitmedia trainers in schools delivering testing
• Full benchmarking and analysis
Results:
• Currently being collated (ongoing)
• No clear differentiation based on geographical area or social demographics
Selected primary
schools across
Basildon and West
Essex

79. The importance of measurement

80. Questions!

81. Introducing The Children’s Food Trust

82. About Us
National charity with a mission to get every child eating well
because when children eat better they do better.
• Provider of specialist training, resources and support to early
years settings, schools and many others who serve food to
children. Research hub for children’s food issues
• Leads the UK’s largest network of cooking clubs ‘Let’s Get
Cooking’, cooking clubs in 5,000 schools, community groups
and organisations across England. Since 2007 we have
reached over 3 million adults and children.
• Our Community Interest Company (CIC), ‘Let’s Get Cooking,’
delivers Cook Well Work Well to companies, and all profits go
back to the Children’s Food Trust

83. Let’s Get Cooking with the
Tesco Eat Happy Project…
Set up your schools very own Let's Get
Cooking Club.
Join a vibrant and established network of
cooking clubs, teaching children and
families essential cooking skills.
Opportunity to influence positively the
whole schools approach to food

84. Supports requirements for
Cooking in the Curriculum
Key stage 1
use the basic principles of a healthy and
varied diet to prepare dishes
understand where food comes from.
Key stage 2
understand and apply the principles of a
healthy and varied diet
prepare and cook a variety of
predominantly savoury dishes using a
range of cooking techniques
understand seasonality, and know where
and how a variety of ingredients are grown,
reared, caught and processed.

85. Lets see our clubs in action…

87. Schools receive each term;
• Recipe book
• Newsletter – top tips
• Four session plans
• £50 Tesco voucher
• Activity booklets
• Invitation to free network training
events

88. Online Tools and help
www.letsgetcooking.org.uk
• Club zone – login needed
• Tools and resources, videos, news, reporting
www.letsgetcookingathome.org.uk
• Search our recipes – for families too
www.tesco.com/eathappyproject

89. Let’s Get Cooking:
Cookery Leader 1 day Course
• Delivered by our experienced cookery trainers at the
Children’s Food Trust.
• Royal Society for Public Health have reviewed our train the
trainer model, also endorsed by the Council for Awards in
Care, Health and Education.
• So far we have taught over 8,700 cooking club leaders and
helped them to set up cooking clubs in 5,000 schools,
community groups and organisations across England.
• Since 2007 we have reached over 3 million adults and
children.

90. 1 day Training Course – Outcomes
• develop confidence in running practical food-based activities in
school
• understanding of how to set up and run a successful cookery
club
• familiarisation with safe food preparation and handling skills
and our recipes
• confidence in promoting healthy food choices
• understand how to integrate food-related activities into the
National Curriculum
• knowing where you can find supporting information/signposting

91. 1 day Training Course- Costs
• £560 per school
• 2 /3 participants per school ( 20 maximum)
• Time and space to suit you
• Host school required
• Designed around your needs and target audience

92. Next Steps Timetable
Should you move to proceed;
July - apply to join the Let’s get Cooking network
Sept- receive resources pack and voucher
Oct- attend full day training/ set up cookery club
Nov – opportunity to attend local networking event to
link with other schools e.g Hastings 16.11.16

94. Contact Details:
Sophia Jakeman
Area Manager for the Children’s Food Trust
07795427705
Sophia.jakeman@childrensfoodtrust.org.uk
Twitter: twitter.com/ChildFoodTrust
Facebook: facebook.com/ChildFoodTrust
LinkedIn: linkedin.com/company/thechildrensfoodtrust

95. An Introduction to PhunkyFoods
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

96. THE NEED …
• Only 16% of boys and 17% of girls aged 5-15 years meet the
5-a-day recommendation for fruit and vegetables (HSE, 2013)
• Sugar intakes of children aged 4-10 years exceed current
recommendations by over 50% (NDNS, 2012)
• Just two in ten children aged 5-15 years meet the
Government recommendations* for physical activity (HSE, 2012)
(boys 21%, girls 16%) *60 minutes of moderate to vigorous activity per day
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

97. THE RESULT …
• 1 IN 5 children in Reception is overweight or obese (NCMP, 2014/15)
• 1 IN 3 children in Year 6 is overweight or obese (NCMP, 2014/15)
• Unhealthy diet & sedentary lifestyles increase risk of chronic
conditions such as heart disease, cancer and diabetes
• Obesity can reduce life expectancy by an average of 11 years
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

98. WHY SCHOOLS?
Research evidence shows that education and health are closely linked.
1. Pupils with better health and wellbeing are likely to achieve better
academically.
2. Effective social and emotional competencies are associated with
greater health and wellbeing, and better achievement.
3. The culture, ethos and environment of a school influences the
health and wellbeing of pupils and their readiness to learn.
4. A positive association exists between academic attainment and
physical activity levels of pupils.
The Link Between Pupil Health and Wellbeing and Attainment. Public Health England (2014)
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

99. THE SOLUTION?
What the evidence tells us …
Be informed by
children's’ views,
experience & food
choice behaviours
Include
“hands on”
& taster
experiences
Build on the
“whole school”
approach
Keep
teacher prep
time to a
minimum
Fit nutrition
education into the
existing curriculum
in a time-efficient
manner
Train teaching
staff to build
motivation &
confidence
Early
Years/Primar
y education
programme
Comprehensive,
sustainable
programme of
work
Incorporate
parental
involvement
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

100. PHUNKYFOODS IS …
Training/Capacity
Building
Resources, Lesson Plans &
Whole School Activities
Support –
National & Local
… a programme to teach early years and primary children key healthy lifestyle
messages through art, drama, music, play and hands-on food experience.

101. The Early Years Programme

102. Our Whole School Activities

103. The Topic Based Activities

104. The PhunkyCLUBS

105. The Phunky15

106. Our PPA solution

107. The Physical Activity Curriculum

108. BENEFITS FOR SCHOOLS
• Flexible as a curriculum-linked/PPA/after-schools
solution
• Flexible for running by teachers, teaching assistants,
learning support mentors, family liaison workers, parent
volunteers
• Ofsted inspections, Healthy Schools Status
• Help to educate children in the basics of healthy
lifestyles
• Contribute to reversing international public health
problem of overweight and obesity
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

109. Annual Schools Survey
• “It has shown me that eating well can help me live a better life”
Girl, aged 10 years. Croydon.
• “I like phunky food because it helps me with food choices”
Boy, aged 9.5 years. Croydon.
• “We really like the variety of activities and how the lesson plans are
presented. It is easy to incorporate the ideas into our topics.”
PSHCE coordinator, Handcross Primary School in West Sussex.
• “Easy and fun to use. Informative for the teacher as well as children.
Fantastic support via e-mail. Thank you.”
Healthy Schools Co-ordinator/D&T Subject Leader, Houghton C of E School in Cumbria.
• “When doing the Phunky Foods promise Y2 children were able to
independently identify a way to improve their daily habits. This was
then evidenced in their books.”
Teaching Assistant, Loxdale Primary School in Wolverhampton.
©Purely Nutrition Ltd 2016
This material may only be used and reproduced with the permission of, and under licence from, Purely Nutrition Ltd.

110. The 2 year basic package
• 2 year subscription to the PhunkyFoods Programme website
• PhunkyFoods resource box
• Access to our Local Community Support Worker who will
deliver training and a health check
• 2 places on our National Level 2 Award in “Nutrition and
Health of School Aged Children”
• Help with meeting evaluation criteria using our PhunkyFoods
annual Schools Survey and an annual Pupil Survey.

111. The enhanced package
• Support to set up a club in school
• Healthy Lifestyle Themed Assemblies
• Pupil Healthy Eating Workshops
• Parent Healthy Eating Workshops
• Themed Messages Package (3 messages/year)
• PhunkyAMBASSADOR scheme

124. Every statutory policy, and 100s of good practice policies and
resources, based on the latest legislation and DfE guidance

131. Checklists, pro formas and spreadsheets enabling easy auditing
and compliance checks

136. TheSchoolBus, much more than just policies…
Risk Assessments Job Descriptions Pupil Premium
British Values Interview Questions OFSTED
Health & Safety Academies Funding SEND
Fraud Capital Grants Early Years
HSE Identified Risks DBS & Safeguarding TUPE
Weekly Updates Interactive Calendar And much more…

137. Chris Barras
chris.barras@hub4leaders.co.uk
How much?

138. Questions