HEALTH PROMOTING SCHOOLS
School: north Wick Primary
Head Teacher: Dennis Lundie
Telephone: 01955 602873
School: North Wick Primary
School roll: (plus in nursery)
Date visited: 26/05/05
Accreditation Level: 4
|1: Clear Statement
of Health Promoting Aims of the School
· Health promoting statement embedded in the school aims
The school aims fully embody health promoting statements relevant
to the whole school community and promote a positive and inclusive
learning environment with a strong emphasis on partnership working.
· Policy and documentation which demonstrates a coherent
strategy towards health promotion
A detailed and informative range of documents, including
Development Plan Project 3, clearly illustrate a coherent and
comprehensive strategy towards health promotion.
|2: Development of
Good Relations within School & Active Promotion of Self-Esteem of
Whole School Community
· An effective pupil council
The school encourages all pupils to take on responsibilities across
the school; pupils from classes P3 to P7 participate in an active and
effective Pupil Council. Members of the Council report back to classes
to ensure that all pupils have a part in decision making. There are
good links with the PTA e.g. for fund raising to purchase play
equipment and to improve the school grounds; pupils played a big part
in the organisation of the recent May Fair which raised £1800.
Specific strategies promoted and monitored in Ethos and Learning
and Teaching policies and guidelines.
Throughout the school there are displays, posters and guidelines
encouraging a positive approach and a spirit of co-operation and good
citizenship; this is echoed in the school aims, policies and plans.
There is very good interaction between staff, pupils and parents and a
real sense of partnership working which creates a supportive learning
environment. The school is pro-active in promoting a safe environment
and in conflict resolution with an emphasis on socialising or “Be nice
to others”; the ‘yellow capped buddies’ have a key role in this in the
playground while ‘Ginger the puppet’ is clearly a good influence on
· Achievement rewards systems which recognise diverse forms
of achievement and are valued by recipients.
A variety of reward systems are in place and valued by the pupils
who talked positively about them. There is a ‘well done’ board and
very good displays of photographs celebrating success and encouraging
achievement. Weekly assemblies are used to present certificates, Head
Teacher’s, Star Workers’ and Star Writers’ Awards. The ‘domino’ spot
awards for good behaviour and helping others are an innovative way of
encouraging positive behaviour.
· Supportive programmes for individuals and /or groups with
The school caters for a significant number of pupils with a diverse
range of needs. Individual needs are very well catered for at all
levels from nursery upwards through an individualised approach and
good teamwork of the school staff and other professionals. Support is
multi-agency a CSW based in the school; a well-equipped a spacious
support base, the ‘BISTRO’, is fully utilised. Regular SLG meetings
are held and IEP’s, PEP’s and RON’s are in place for a significant
number of pupils. Training for staff and pupils in sign language is
presently being undertaken to support one individual and help her
|3: Development of
Good Relations with Home & Community
· Effective parental consultation arrangements
There is an active and supportive PTA, whose fund-raising
activities for the purchase of new play equipment are much appreciated
by the school. The PTA responds to pupil requests through the Pupil
council. Parents are valued as active participants in the education of
their children and their opinions sought on proposed developments e.g.
a recent survey on travel plans.
· Regular communication
Parents are kept very well informed about that is happening in the
school through monthly newsletters, letters on specific events, a
developing web-site, Parents’ Evenings on specific topics and personal
contact e.g. at SLG’s. The parents interviewed all spoke positively
about the school, the level of support provided for pupil sand
communication between home and school.
· High quality Pupil reports
Good quality reports, with a positive, encouraging emphasis, are
provided in line with the HC model; opportunities for consultation on
progress are available at two formal consultation evenings.
The school is very active in fund-raising activities for a variety
of charities e.g. the recent ‘Kellogg’s Great Walk’ involving P7
pupils and staff.
|4: Provision of a
Wide Range of Stimulating Challenges for All Pupils
· Physical and mental challenge in the curriculum
North Wick Primary provides very good physical and mental challenge
in the curriculum for pupils of all abilities. The very good planning
and teaching of the school staff is complemented by input from
visiting teachers of PE, art and music and a fitness instructor.
Reading records are shred with parents to engage their support.
Opportunities are taken to widen the pupils’ experiences by such as
the Covenant Players and the Travelling Gallery Exhibition. The school
has a very good gym facility and this is well used by staff to give
all pupils a good level of physical activity; e.g. nursery pupils have
gym every day.
· High quality interaction in the classroom, playground and
elsewhere, involving physical and mental activity and play
The relationship and interaction between staff and pupils was seen
to be very good and has created a stimulating learning and teaching
environment where pupils are encouraged by praise and a positive
approach. Pupils were also seen to be very active in the
well-supervised playground and made use of available play equipment
such as skipping ropes and footballs.
· After school clubs and activities proven to meet pupil
needs and interests
Pupils are well provided for with a homework Club operating four
nights per week, a Games Club, football, netball and ceilidh dancing.
Pupils spoke positively about the activities on offer.
|5: Use of Every
Opportunity to Improve the Physical Environment of the School
· Provision to enable equal access and opportunity for
pupils with special needs and disabilities
Every effort is made to ensure accessibility for pupils with both
physical and learning needs. An individualised approach ensures that
pupils of all abilities, including significant needs, have the
opportunity to learn and develop to the best of their abilities.
Input from other services is integral to plans for meeting specific
needs and is identified through IEP’s, PEP and SLG’s.
· Provision of a safe, attractive environment including
staff and pupils social areas with facilities.
The school buildings and surroundings are kept in very good order
with good use made of bright colours e.g. murals in the dining room,
positive signage and displays of pupils’ work to enhance the inside
areas. A new library has also been developed. The school janitor and
cleaning staff are very positive e.g. in aiming to raise the Star
Level of the toilets under the ‘Loo of the Year’ scheme. Pupils are
also involved in improving the environment with a major tree planting
effort involving a labelled tree for every pupil, a wildflower garden
being planted and decorating the bus shelter.
Planning and Delivery of a Coherent Health Promotion Strategy
· PSE and cross curricular programmes fulfil national
The detailed PSE programme and curricular plans fulfil national
requirements; there is also a big commitment to make physical activity
available to all both within the curriculum and through
· Programmes take account of local needs to support pupils
achieve personal health targets
Very good multi-agency partnerships e.g. through SLG’s are in place
to support individuals, including setting health targets. The CSW has
a key role in working with families e.g. in co-operation with the
school nurse to encourage ‘positive parenting’ and with pupils in a
social skills group with brain gym activities.
· Developmental groups include pupils, parents and
Pupils, parents, staff and partner professionals are all involved
in development groups such as PTA, SNAG and Pupil Council;
collaborative planning and partnerships are central to the school’s
· School has effective links with key groups
The school has developed a wide range of contacts and partnerships
to enhance the education and support for the children e.g. school
nurse, police, Fitness Instructor, Educational Psychologist, Autism
service, Home Start, Social Work, Speech and Language therapist and
mental health specialists.
Arrangements for Assessment that Involve
Pupils Reviewing their
Health Education Needs & Their Levels of Understanding
· Health review built-in to regular guidance/PSE interviews
Promotion of a healthy lifestyle is covered by both the school’s
health education programme and topics within the science and
environmental studies curriculum; individuals are supported in this by
one to one contact with support staff.
· Assessment arrangements provide good quality feedback to
pupils parents and teachers
Assessment arrangements and target setting are in place with pupils
involved in self-assessment of their lifestyles through their Personal
Learning Planners; target setting includes ‘healthy targets’ and is
well understood by pupils. Opportunity is provided in these Planners
for staff and parental comment.
|8: Active Promotion
of the Health and Well-Being of School Staff
· Health and safety policy and practice meet required
There is a clear health and safety policy that meets all
requirements. Staff are very aware of their role in supporting each
other and a ‘mutually supportive and close working atmosphere was
· Regular health promoting activities made available
Staff are encouraged to participate in all appropriate in-service
training. There is a staff social committee with the annual summer
barbeque a good way of rounding of the year; a Keep Fit class is held
each Wednesday with badminton on Thursdays. Commendably, staff can be
awarded ‘stickers’ for a contribution ‘above and beyond the call of
|9: Staff Awareness
of Their Professional Roles in Health Related Issues
· School QA procedures demonstrate high levels of expertise
The Development Plan (and staff comment) shows a good awareness of
health related issues in the whole school community and includes
strategies to address identified needs through strong partnership
Nutrition Reflects & Supports the HPS Ethos
· School Nutrition Action Group affects positive change
The school has a SNAG that has introduced a Breakfast Club, issued
guidelines on packed lunches, identified healthy choices for the tuck
shop and ended ‘fizzy drinks’ in school. The well-supported Breakfast
Club has a very impressive range of healthy options available; the
games and exercises on offer are also clearly very popular with pupils
and make for an excellent start to the day.
· School catering promotes healthy eating/drinking
Free fruit is provided in nursery and infant
classes and is eaten in classes. School meals are based on the HC
menus and are well-presented; the dining room staff have an
encouraging approach to persuade the pupils to try new foods and to
make healthy choices.
· School tuck-shop promotes healthy eating/drinking
The school has a tuck shop that sells flavoured water; some
commented that it would be better if it was chilled. Drinking water is
available to pupils in classes.
Overview of School :
North Wick Primary School serves a catchment area that includes a
significant number of pupils/families with significant need. The school
has a very positive, inclusive approach and is succeeding in creating a
safe and supportive environment for pupils of all abilities and needs. The
very good leadership of the Head Teacher encourages a spirit of
co-operation and partnership working in a child-centred approach; there is
very much a sense of ‘doing everything as a team’ with full consultation
on all developments. Pupils are part of this caring partnership and were
observed to take their opportunities of peer support seriously. The
learning and teaching approach includes high expectations of positive
behaviour and offers challenge for all pupils with a variety of
multi-agency support in place for those who need it.
Partners interviewed on visit:
Head Teacher, Depute Head Teacher, class teachers, SfL teacher and
auxiliaries, CSW, dining staff, classroom assistants, parents, janitor,
HPS development recommendations:
· Discuss at Pupil Council the
possibility widening the healthy choices available in the Tuck Shop.
· The Highland Council should look to
support North Wick Primary School in its proposal to establish
facilities for a ‘Nurture Group’; this could act as a pilot scheme for
the whole Highland area.
Additional information/best practice etc:
· The very good documentation, planning
and strategies for health promotion are delivered through strong,
multi-agency partnership working and in a positive, supportive manner.
· The school is very much pupil centred
and inclusive with a high level of support provided to meet individual
needs with incentives available to all pupils to help them achieve
their full potential
Colin Ferguson 1 June, 2005