Statement of Health Promoting Aims of the School
Health promoting statement embedded in the school
The aims were
reviewed in June 2005; they clearly embody health promoting statements
and promote a positive and inclusive learning environment. E.g. Aim 6
“To promote health and well-being for all pupils and staff.”
Policy and documentation which demonstrates a
coherent strategy towards health promotion
contains a range of documents that illustrate a broad and coherent
strategy towards health promotion. This includes detailed policies,
School and Nursery brochures and the School Development Plan (Projects
2 and 4).
Development of Good Relations within School & Active Promotion of
Self-Esteem of Whole School Community
An effective pupil council
The school has an effective pupil council,
comprising pupils from all classes, with very good staff support. They
have well-structured agendas and members are encouraged to communicate
directly with the classes they represent. The pupil council helped
plan and design the impressive redecoration of the pupil toilets and
are currently discussing plans for a large mural and changes in the
tuck shop. Pupils are encouraged to put forward their ideas and these
are implemented whenever possible.
Specific strategies promoted and monitored in Ethos
and Learning and Teaching policies and guidelines.
A very positive ethos
is promoted throughout the school by staff working closely together
and with other partners such as MAASK (‘Morning and after school klub’).
The Golden Rules and playground rules encourage consideration for
others; parents are encouraged to become involved and are kept fully
informed. Strategies also include the involvement of pupils in groups
such as the Pupil Council and as JRSO’s and a wide range of individual
duties in class and around the school; pupils, with staff
encouragement/monitoring, respond very positively to these
Achievement rewards systems which recognise diverse
forms of achievement and are valued by recipients.
A variety of reward systems such as
stickers, house points, Star Writers and ‘Special Person of the Week’
are in place and valued by the pupils who particularly like the
assemblies where the awards are presented. As well as recognising
attainment and effort, sporting and musical success, good behaviour,
helping others and good citizenship are also recognised. Displays of
photographs and a trophy shelf are also prominent.
Supportive programmes for individuals and /or groups
with particular needs.
The school is a
targeted New Community School with additional resources to help meet
additional needs. These are very well catered for at all levels from
nursery upwards through close partnership working between the class
teachers, the Support for Learning teacher and auxiliaries and other
services; IEP’s, multi-agency SLG’s are held regularly; a Children’s
Service Worker links with families alto complement the work of the
school. The school also hosts an impressive pre and after-school care
system through the MAASK project; this provides a breakfast club and
after-school club and caters for pupils from other schools as well as
South School; some pupils are referred to MAASK by SLG’s.
Development of Good Relations with Home & Community
Effective parental consultation arrangements
The school has a very
good, illustrated brochure. There is an active and supportive School
Board and PSA; the PSA is particularly effective in fund raising and
runs events such as the well-supported Christmas Fayre and Valentine’s
Disco. Parents are also involved as helpers in the school e.g. in
running the Book Fair for the benefit of all pupils. In addition to
regular Parents’ Evenings other themed Open Evenings are held.
Parents are kept very
well informed about that is happening in the school through regular
newsletters, letters on specific events, a parents’ notice board and
personal contact. Congratulations notes are sent home to recognise
good progress, good helper, etc. Use is also made of the local
web-site and newspaper. Further contact is made through the Pulteneytown
Peoples Project of which the Head Teacher is a director.
High quality Pupil reports
reports are provided in line with the HC model, with opportunities for
consultation on progress on two formal consultation evenings each
session. The reports are positive and encouraging with next steps
clearly identified; parents are given the opportunity to respond to
of a Wide Range of Stimulating Challenges for All Pupils
Physical and mental challenge in the curriculum
School provides very good physical and mental challenge in the
curriculum for pupils of all abilities with appropriate support
provided as required; close team work was evident in all classes
visited with teachers, auxiliaries and classroom assistants all
helping to meet individual needs of the children. The school is
involved in the Highland Reading project with support from the
literacy support officers since improving attainment in reading is one
of the main focuses for this session. There is also input from
visiting teachers of PE, art and music and the Active Schools
Co-ordinator to complement the high quality work of the school staff.
The curriculum is enhanced by environmental field work such as ‘river
dipping’ with the HC ranger and visits from such groups as the ‘Jack
in the Box’ puppet theatre and events such as the Fun Maths Roadshow
and the Caithness Music Festival. The school is also involved in a
community heritage project to develop new iron gates in the harbour
area; pupils are producing some excellent artwork based on local
themes that will be incorporated in to the design. The school choir is
particularly successful and will be singing at a community concert
with Michelle MacManus this week; this follows on from their
participation in community VE day celebrations.
High quality interaction in the classroom, playground
and elsewhere, involving physical and mental activity and play
The relationship and
interaction between staff and pupils is very good and has created a
very encouraging learning and teaching environment. Pupils were
observed to be fully involved in their work at levels appropriate to
their age and ability during visits to the nursery, infant and upper
primary classes. The flexibility of staff and willingness to put in
extra effort on behalf of the pupils is a real strength. Very good
opportunities for play were available both in the extensive outside
play areas and in the school; very good supervision encouraged pupils
to be active and to make best use of the play equipment.
After school clubs and activities proven to meet
pupil needs and interests
involved in a range of extra curricular activities such as football,
netball, scrabble and chess clubs.MAASK provides a range of after
school activities, supported homework provision and healthy snacks.
Pupils are enthusiastic about the choices on offer. Additional holiday
clubs also run.
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
All areas are
accessible to children with disabilities. An inclusive approach caters
for all pupils; pupils are referred to SLG meetings when necessary to
enable a multi-disciplinary team to assess their needs. Close
partnership working and links with families are very effective in
ensuring all pupils are included in the school in an appropriate way.
The school has developed a range of support facilities e.g. study
units and quiet areas to cater for needs.
Provision of a safe, attractive environment including
staff and pupils social areas with facilities.
buildings and surroundings are kept in very good order with good use
made of bright colours and displays of pupils’ work to enhance all
inside areas. The Pupil Council led the design and re-decoration of
pupils’ toilets and main hall with the assistance of a talented artist
on the support staff; their art work has been incorporated in to
impressive murals. The staff facilities have also been upgraded and
provide a comfortable and welcoming environment; a staff work base
provides a good quiet area for preparation. The school grounds are
extensive with good tarred and grass areas; these are also kept in
very good condition with a wide choice of play equipment available;
new goal nets are soon to be provided and the PC is discussing buying
more equipment. The pupils’ participation in the planning and the
incorporation of their work in to the re-decoration and displays has
led to them taking a real pride in the school. The nursery has a good
enclosed play area where they enjoy their outdoor play.
Partnership Planning and Delivery of a Coherent Health Promotion
PSE and cross curricular programmes fulfil national
The PSE programme and Circle Time
activities encourage respect for others and good citizenship while the
Health Programme fully meets national requirements. There is input
from the school nurse and other professionals e.g. through ‘Safe
Highlander’ as required in the delivery of the programme.
Programmes take account of local needs to support
pupils achieve personal health targets
programme and circle time address health targets; free fruit is
provided in the nursery and P1-2 class in the afternoon. Nursery have
physical exercise every day and there is a commitment to make physical
activity available to all both within the curriculum and through
extra-curricular activities; staff have had training for ‘Class Moves’
the Active Schools Co-ordinator carries out fitness testing with P7.
The school nurse and CSW run a group for P7 girls covering such topics
as friendship, healthy living and per pressure as well as preparing
them for transition to the High School. Throughout the school posters
and pupils work on health themes encourage a high awareness of health.
Daily tooth brushing is carried out in the nursery and at the
Developmental groups include pupils, parents and
parents, staff and partner professionals are all involved in
development groups such as School Board, Parent Staff Association,
SNAG and Pupil Council. Close partnership working is a key strength of
School has effective links with key groups
The school has
developed a wide range of contacts and partnerships over a number of
years to meet the needs of the community. In addition to the
multi-disciplinary SLG and SNAG groups a range of services such as the
CSW, nurse, Educational Psychologist and Speech and Language Therapist
and the MAASK team are brought in to support pupils and parents. Links
with the Heritage Centre and the wider community are very strong and
give pupils the opportunity to learn about their local environment,
culture and history.
Systematic Arrangements for Assessment that Involve
Reviewing their Health Education Needs & Their Levels of Understanding
Health review built-in to regular guidance/PSE
Pupils are very aware of what is
meant by a healthy lifestyle through their PSE, health education,
environmental topics, circle time, support groups and assemblies. Food
diaries are also used to develop this awareness.
Assessment arrangements provide good quality feedback
to pupils parents and teachers
arrangements and target setting are in place with pupils involved in
self-assessment of their lifestyles through their food diaries and
fitness testing in P7. Some have taken part in Save a Life training.
IEP’s, review meetings and individual reports from the Support for
Learning teacher all inform parents.
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 and actively seek training to meet pupil needs
e.g. all staff have had training from the Ed. Psych. on promoting
positive behaviour and training in SPELL by Autism Outreach Worker.
Regular health promoting activities made available
Staff are fully
involved in planning with weekly staff meetings being held in addition
to CAT time. Staff work very closely as a mutually supportive team; a
number of social activities also help bond the staff very effectively.
Awareness of Their Professional Roles in Health Related Issues
School QA procedures demonstrate high levels of
expertise and awareness
Plan, audit and review section, shows good awareness of health related
issues in the school community and includes strategies to address
identified needs. Staff awareness of their role is very high and risk
assessments are displayed throughout the school and nursery.
Nutrition Reflects & Supports the HPS Ethos
School Nutrition Action Group affects positive change
The SNAG group
discussed healthy eating options with the nurse; a competition was run
to design mural for wall; duties now incorporated in the Pupil
School catering promotes healthy eating/drinking
Free fruit is
provided in nursery and infant class. School meals are based on the HC
menus; the cook and supervising staff encourage the pupils to try new
foods and stickers are awarded to recognise healthy eating.
School tuck-shop promotes healthy eating/drinking
. A healthy
snack bar is provided during the morning break. It is operated by P7
pupils. Drinking water is available in all areas of the school.
School: South Primary School,
Wick provides an interesting and varied curriculum, with a real commitment
to being inclusive and catering for pupils of all abilities. It has a very
positive and encouraging learning environment with pupils benefiting from
taking on responsibilities. The school staff are very open to new ideas,
flexible in their approach and, under the strong and encouraging
leadership of the Head Teacher, are always seeking to improve levels of
achievement. Very good partnerships have developed with other services
through the NCS approach and parents are encouraged to be actively
involved in the school. Pupils, parents and staff all feel a strong sense
of belonging to the school.
interviewed on visit:
Head Teacher, class and
support teachers, classroom assistants and SEN auxiliaries, school cook,
Nurse, Ed. Psychologist, nursery staff, Salvation Army Chaplain, parents
information/best practice etc:
The school has
established very close partnerships with a range of other services to meet
the complex needs of many members of the school community in a
well-structured and inclusive manner.
Very good use has
been made of the talents of pupils and staff working together to enhance
the appearance of the building and create a warm and welcoming atmosphere
in the school.