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/
School health service is a branch of community health which provides promotive , preventive & curative health care services to the school children.
Following the preparation of a Master plan, in 1993 for the development of a comprehensive school health programme.
The project was signed in June 1996 for the implementation of School Health Pilot Project (S.H.P.P) in 4 districts under the World Bank.
This PPT has all the necessary information about 'School Health Services'. It is useful for students of Medical field learning 'Preventive & Social Medicine' as well as anyone who is interested in knowing about it.
Copyright Disclaimer - Use of these PowerPoint Presentation for any commercial purpose is strictly prohibited. The presentations uploaded on this profile are protected under Copyright Act,1957.
School health service is a branch of community health which provides promotive , preventive & curative health care services to the school children.
Following the preparation of a Master plan, in 1993 for the development of a comprehensive school health programme.
The project was signed in June 1996 for the implementation of School Health Pilot Project (S.H.P.P) in 4 districts under the World Bank.
This PPT has all the necessary information about 'School Health Services'. It is useful for students of Medical field learning 'Preventive & Social Medicine' as well as anyone who is interested in knowing about it.
Copyright Disclaimer - Use of these PowerPoint Presentation for any commercial purpose is strictly prohibited. The presentations uploaded on this profile are protected under Copyright Act,1957.
This is an example of a wellness plan to benefit the school and it's community. The goal is to improve education through improving the health of the students, employees, and members of the community.
school nurse definition :A specialized practice of professional nursing that advances the well-being, academic success, and life-long achievement of students. ”
National Association of School Nurses (1999)
purpose of school nursing;
Purpose of School nursing
Facilitate positive student responses to normal Development
Promote health and safety
Intervene with actual and potential health problems
Provide case management services
Collaborate with others to build student and family for adaptation, self management, self advocacy and learning.
what is school?
An institution for the instruction of children or people under
college age.
OR
An institution for instruction in a skill or business.
An update for ISA Headteachers on changes to the EYFS Statutory Framework 2012.
A presentation by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep and Day Nursery on Wednesday 6th March 2013
School health services is a branch of preventive medicine which deals with medical inspection of school children and their health protection, primarily in the environment of the school.
School health services is a branch of preventive medicine which deals with medical inspection of school children and their health protection, primarily in the environment of the school.
This is an example of a wellness plan to benefit the school and it's community. The goal is to improve education through improving the health of the students, employees, and members of the community.
school nurse definition :A specialized practice of professional nursing that advances the well-being, academic success, and life-long achievement of students. ”
National Association of School Nurses (1999)
purpose of school nursing;
Purpose of School nursing
Facilitate positive student responses to normal Development
Promote health and safety
Intervene with actual and potential health problems
Provide case management services
Collaborate with others to build student and family for adaptation, self management, self advocacy and learning.
what is school?
An institution for the instruction of children or people under
college age.
OR
An institution for instruction in a skill or business.
An update for ISA Headteachers on changes to the EYFS Statutory Framework 2012.
A presentation by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep and Day Nursery on Wednesday 6th March 2013
School health services is a branch of preventive medicine which deals with medical inspection of school children and their health protection, primarily in the environment of the school.
School health services is a branch of preventive medicine which deals with medical inspection of school children and their health protection, primarily in the environment of the school.
Take 5 Feedback Safety Monitoring SolutionsChad Stewart
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Improvement Story session at the 2013 Saskatchewan Health Care Quality Summit. For more information about the summit, visit www.qualitysummit.ca. Follow @QualitySummit on Twitter.
Population and Public Health Branch of Saskatoon Health Region deployed improvement methods to develop a comprehensive strategy to improve outcomes for small children ages 0 to 5. The Early Years Health and Development Strategy (EYHDS) team comprised of 5 front line staff and an improvement consultant worked intensively over three months (Feb, Mar, and April, 2012) to Define, Measure and Analyze the opportunity for improvement and generated 25 recommendations. The result was a set of related recommendations for health planners, governments and community organizations. The presentation will demonstrate how improvement methods can be used effectively in community based health promotion areas of health care.
Better Health
Mary Smillie; Dr. Julie Kryzanowski, Saskatoon Health Region
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
Play, create and learn: What matters most for five-year-olds?EduSkills OECD
The OECD International Early Learning and Child Well-being Study asked over 4 500 five-year-olds what they liked best about their kindergarten or school.
Almost all children gave very specific answers, and many explained the reasoning behind their views.
Andreas Schleicher explores what we can learn from these children and how this can help education systems provide the best possible early learning environments.
Key questions we will address are:
-Why should education leaders and practitioners listen to children’s views, including children in the early years?
-What is the role of play in early cognitive and social-emotional development?
-Is there a trade-off between intentional teaching and learning, and unstructured play?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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
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.
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)
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'
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
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
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
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)
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
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.
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
93.
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
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.
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
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124. Every statutory policy, and 100s of good practice policies and
resources, based on the latest legislation and DfE guidance
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…