Transforming Health Improvement in Schools Programme:Health Improvement Grant Financial & Operational Report and Evaluation Template

East Sussex Council County (ESCC) and the East Sussex School Health Service would like to celebrate and share the achievements and successes of the 188 schools and colleges that have participated in this programme to transform health improvement in East Sussex schools. We would like to capture the impact of all the fantastic work carried in your school and learn more about what you did, why you did it, what went well and what you would do differently if you were to do it again.

Completing this short evaluation form will help your school to meet the requirement of the health improvement grant agreement to complete a “financial report and operational report” on your school’s use of the grant. Schools are free to use this template or to supply the information in any other format they choose. Please see Czone for more information.

Further information and guidance to support effective evaluation of the process, impact and outcomes of your activity can be provided by the East Sussex School Health Service.

Your report should be completed by 31 st July 2018 and sent to: public.health@eastsussex.gov.uk AND kcft.schoolhealthplan@nhs.net

School/college name: Example Primary School

Contact name and role: Ann Example, Deputy Head Teacher

Contact email/phone: Email: A.Example@exampleschool.org.uk Phone: 01273 123456

A small number of schools have not previously submitted an evaluation report for the 2016/17 grant (£10,000). Please state which period this report and evaluation covers.

This Financial & Operational Report and Evaluation covers: Please tick or ‘X’

The 2017/18 (£7000) grant activity, plus any ongoing related benefits and impact from the initial 2016/17 activity already reported. X

Grant activity from 2016/17 (£10,000) – reported for the first time – and 2017/18 (£7000) grant activity.

Please indicate whether you have included any of the following in your evaluation report:

In this report I have included: Please tick or ‘X’

Photos of my school’s activities (e.g. cooking classes, the Daily Mile) XFeedback and quotes from children XTraining course evaluation formsFeedback and quotes from parents/carers XPhotos of purchases (e.g. gym equipment, playground markings) XReports from specific activities (e.g. the Golden Mile report)OtherPlease state……………………………….

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1. What needs did you identify in your school health profile and action plan?

Childhood obesity and healthy weightThree years pooled (2011/12 – 2013/14) National Child Measurement Programme (NCMP) data shows that the percentage of children in England who carry excess weight at Reception Year is 22.4%. This rises to 33.6% in Year 6 children.

Most children who attend Example Primary School live in the electoral wards A B and C. Ward level data identifies that 33.7% of Year 6 children in these wards are carrying excess weight. Although this is similar to the England average of 33.6%, this still means that around 1 in 3 children at our school are carrying excess weight at this age.

Ward data identifies that ward A (48%), ward B (36%), and ward C (42%) had a significantly higher percentage of children travelling to primary school in 2014 by car, taxi or van than the East Sussex average.

The Student Council also wanted more opportunities to scoot and bike to school.

Emotional health and wellbeingWard level data highlights that ward A (33.4 per 1000) and ward B (29.3 per 1000) have a significantly higher rate of children and young people aged 0-18 years accessing the CAMHS service than the East Sussex average.

Parents and carers have told us they would like more information and support available for emotional and mental wellbeing with the school.

Health Related Behaviour Survey 2017Key findings from the Health Related Behaviour Survey data for Example Primary School highlighted that:

19% of Year 6 pupils walked, cycled or scooted to school; 29% of Year 6 ate 5 portions of fruit and vegetables a day; 60% of Year 6 pupils who have been bullied at or near school in the

last 12 months, and; 33% of Year 6 pupils who think their school deals with bullying well.

2. What did you do to address obesity in your school?

New playground markings were installed to support our ‘daily mile’ initiative. These markings allowed the children to see how far they have run and how far they have to run to complete mile. Every class does the daily mile every day.

A new bike and scooter rack was installed over the Christmas holidays. We wrote to all parents to ensure they were aware and courage their children to use it. We provided further details about the benefits of active travel to school.

Our school also participated in Beat the Street East Sussex. Our children, parents and staff really enjoyed it. We came third in the school competition in 2017.

We trained 15 Year 5 pupils to be play leaders and playground friends to promote active play at break and lunch times.

We launched a gardening and cookery club for Year 3-4 pupils and parents. We grew some vegetables and taught children and their parents to make

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healthy pasta dishes and vegetable kebabs from scratch.

We worked with our school food provider to support our healthy eating activities. We were able to introduce a salad bar which is available every day. We have adjusted our lunch menu to include more healthy options. We have a wider variety of vegetables available and chips are now only served on Wednesdays.

We ran a lunch box audit and shared details of healthy lunch boxes at parent’s evenings. We created a sugar display which highlights the negative impact of sugar on health and how much sugar is in popular drinks we found in lunch boxes.

We also made use of the free e-learning from the British Nutrition Foundation for primary schools. This enhanced our knowledge and supported our healthy eating activities.

3. What did you do to address emotional health and wellbeing in your school?

We embedded learning about emotional and mental wellbeing within our PSHE curriculum. We wanted a new scheme of work (SoW) that was going to support our targeted nurture work.

One teaching assistant was trained to run nurture groups for identified pupils.

We had an issue with a small group of boys in year 5 who regularly fell out with each other. We trained them to be play leaders and playground friends.

4. What activities or interventions did you put in place to address other priorities?

PSHE and Relationships were also a priority for our school. This was included in the new PSHE SoW and two staff attending training.

5. Please provide a list of how you spent your grant

Activity / area / item of expenditureAdd further rows as required

Amount (£) of 2016/17 ESCC grant used (£10,000)

Amount (£) of 2018/19 ESCC grant used (£7,000)

Amount (£) from other sources

Source of other funding

complete for each year as applicable

Playground Markings – design and installation

£750

Bike and scoot rack – purchase and installation

£500 £500 Friends of Example Primary Schools association

Play leader training and tabards £300

New PSHE scheme of work £3000

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Salad bar contribution £250 £250 School food provider

Nurture training £1182.00

Cookery and gardening club £800 Supermarket scheme

PSHE SoW training £300

PSHE SoW RSE training £300

Grant and evaluation administration costs

£500

6. What was the impact (outcomes and results) for children and young people, families and staff?

Please describe how you know whether your activities were effective (e.g. use of validated measures, surveys, pupil voice feedback, teacher observation, etc.)

It’s acknowledged that you may only be able to report on short or medium term impacts at this stage.

a) Impact of activities to address childhood obesity:

Daily MileWe recorded our daily mile completion times for Year 6 pupils in term 2 and the beginning of term 5 (see appendices for recording sheet). Nearly every child (95%) has shown improvement.

We asked for some comments about the Daily Mile from our pupils:

Reception child: “I love the daily mile, I get fit! I’ve got better and fitter now because I can run more.”

Reception child: “I like the daily mile, I know it can help me to live longer, it gives me energy and makes me fitter.”

Year 1 child: “I do like the daily mile, first it was a bit hard but it’s getting easier. I am getting stronger and sometimes I do it with my parents after school too.”

Year 1 child: “I like the daily mile it keeps me fit; I am so much fitter now than I was.”

Year 2 child: “It’s good, it means I can do lots of exercise in the day. I’m getting healthier because I’m running more.”

Parents have also commented on the impact of the Daily Mile:

“My child now sleeps better at night since the Daily Mile has been introduced at school.”

‘’Both my children continue the daily mile at weekends and school holidays’’

Play leaders and Playground friendsWe are particularly pleased with both the physical, emotional and behavioural benefits of training Year 5s to be play leaders and playground friends. This was a simple and very cost effective activity. Not only are all children enjoying fun and active play and lunch times we have also noticed improved behaviour. Incidents in the playground are at an all-time low, concentration levels have improved and playground friends and play leaders have learnt strategies to help themselves and others.

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After our gardening and cookery club for Years 3 and 4 was attended by a number of students and parents over the spring and summer term we asked 19 attendees to completed a short evaluation that we created with the support of the School Health Service (see appendices). This highlighted that parents and students enjoyed the sessions, learnt some new skills, improved their cookery and gardening knowledge and to a lesser extent make changes to their diet.

The sugar display has had quite an impact. Because it’s in the school reception lots of parents and visitors see it. Many parents have commented that they had no idea of the amount of sugar there was in fruit juice and that they had thought it was always a really healthy option.

We monitored the impact of our healthy eating activities by conducting a lunch box audit across Years 3 and 4. We wrote to all parents and shared the Change4life Lunch Box tips resource. We conducted our lunch box audit again in Term 5 and noticed much healthier lunch boxes. There were increases in healthier items and reduction in chocolate, cakes and biscuits.

Food Percentage decrease or increase?

Brown bread 54.%Fruit 22.%Salad and Veg 17.%Water 6.%Chocolate -14.%Cake/biscuits -14.%White bread -49.%

It’s difficult to understand the long term impact of our initiatives but we hope that the proportion of Year 6 pupils that are overweight and obese will reduce from next year.

b) Impact of activities to address: emotional health and wellbeing:

All year groups are enjoying the PSHE lessons. They like the opportunity to be calm in preparation for the session.

We trialled the use of the WHO-5 questionnaire with our small Year 6 class

(appendices) This shows that 60% of pupils reported an increase in wellbeing from term 2 to term 6.

The use nurture has built relationships between home and school with more open conversations and discussions regarding parenting and support available.

Attendance and behaviour has also improved with over 98% of children being support through our nurture group. This is having a significant difference on our overall attendance figures.

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c) Impact of activities to address other priorities:

The PSHE SoW supports our health and wellbeing activities. The PSHE lead and deputy head attended two training days on the scheme of the work and an RSE specific session. This was then cascaded through an inset day training session. 18 staff attended the session. 90% of staff attending felt the new SOW improved our PSHE provision. 80% felt very confident to deliver the SOW.

Parent feedback from term 6 included: “I’m really pleased my child is learning about relationships in Year

5.”

“Both my children have enjoyed the calming activities; they use them at home before bedtime.”

7. What key learning points would you share with other schools? (e.g. your tips for successful delivery & resources you would recommend)

Get parents involved and tell them what you’re planning. Ask them how they would like to contribute.

Make use of the free Change4Life resources from the School Zone website

The oral health and sleep sessions from the School Health Service were really informative. We will certainly use these next year.

Get advice from the PSHE Hub; the peer-to-peer advice is really helpful. We are really pleased with our new scheme of work and this was based on the recommendations from colleagues who attended the PSHE Hub.

Some of the most effective things were the free activities such as the Daily Mile, lunch box audit and improving our school food offer with the our food provider.

8. How have the activities helped to meet Ofsted requirements or your school’s priorities?

Our school was recently rated ‘good’ overall and the judgement for ‘Personal development, behaviour and welfare’ was ‘outstanding’.

Our PSHE and nurture work was praised and the report highlighted that ‘pupils enjoy the range of physical and activity opportunities available – the play leaders initiative is valued by older students who help young children’

9. What will you do next?Are there other unmet needs in relation to obesity or emotional health and wellbeing that you have identified through this process?

We will continue with all of our activities. We are already planning a cereal display which will highlight the amount of sugar in our most popular breakfast cereals.

We are also considering some additional PE and Gymnastics CPD so all teachers are confident to deliver high quality and inclusive PE.

We will be embedding our health improvement action plan as part of the overall school development plan. Embedding these activities has already improved behaviour within our schools so we hope to continue to improve attainment and academic achievement.

10. If appropriate, A parent wanted to support our health improvement activities by setting up

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please provide a case study and/or quote from a staff member, student or family member:(please don’t include names of children or family members)

a walking to school group.

We shared a letter with all parents on their behalf and a number of parents wanted to support this idea. We now have two groups of parents that supervise and share the responsibility of the walk and scoot to school. There are 7 parents who take it turns to supervise the total of 11 pupils from Years 3-6. Parents have said they enjoy the 2-3 mile walk in the morning and teachers have noticed that the children are calmer in the morning and ready to learn.

Since term three the group have collectively walked 144 miles.

Our new Bike and Scoot pack: this has increased the number of children scooting and cycling to school.

One of our new playground markings for the Daily Mile.

Have you included any photographs as part of this case study? Yes No

Please attach high resolution copies to your email, where possible. Further guidance on use of images is available on Czone.

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Your views on the impact of the Transforming Health Improvement in Schools Programme within your school

As a result of our participation in this programme to transform health improvement in my school:

Mark your response with an ‘X’CommentsStrongly

disagreeDisagree Neutral Agree Strongly

agree N/A

Healthy EatingThe school’s leadership and management team have actively supported healthy eating initiatives.

XThe Head Teacher has been very supportive and ensured that all the school team support this initiative

The school has reviewed and updated its healthy eating policy. X We did this in 2015 when we first started

using Phunky Foods.The school has embedded up-to-date content on healthy eating within the curriculum.

XAs part of our the ‘healthy me’ section in our PSHE scheme of work, the continuation of Phunky foods

Teachers and school staff have increased their knowledge, skills and confidence about healthy eating.

XWe used the British Nutrition Foundation e-learning

The school has new resources to support the teaching and learning of healthy eating.

These are now part of the PSHE scheme of work.

The school’s culture and environment has been improved to enable more effective promotion of healthy eating.

XThe sugar display has had a big impact, but we could do more and change the display more often.

Pupils have been able to influence, contribute to and have a voice on healthy eating activities/initiatives.

XThe student council has fed back on the activities. We will ask them what they would like to learn about next year.

Parents and carers are actively involved in healthy eating initiatives. X

Parents have been provided with information at parents evening and findings of our lunch box audit were shared with them.

The school has been recording, assessing and celebrating achievement in healthy eating activities/initiatives.

X We haven’t developed a recording mechanism for healthy eating. We are considering getting stickers for children who

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As a result of our participation in this programme to transform health improvement in my school:

Mark your response with an ‘X’CommentsStrongly

disagreeDisagree Neutral Agree Strongly

agree N/A

try new types of fruit and vegetables.The school has supported targeted pupils and families to participate in healthy eating activities/initiatives.

XWe have offered Year 3 & 4 parents and pupils our gardening and cookery club. This was open to all.

Pupils have increased knowledge of healthy eating. X

Pupils have increased access to healthy food at school. X

Pupils have increased their consumption of fruit and vegetables. X

Pupils have reduced their intake of drinks high in sugar. X This is clear from lunch box audits.

Pupils have increased cookery skills.X Some of our Year 3/4 pupils have been able

to develop new cookery skills.Pupils have increased knowledge about gardening and growing food. X Particularly those who attended the

gardening and cookery club.School staff have increased knowledge of healthy eating. X

School staff have increased skills in cookery teaching. X Gardening and cookery club was run by PTA

and volunteers.

Physical activityThe school’s leadership and management team have actively supported physical activity initiatives. X

Our Head Teacher occasionally takes part in the Daily Mile and our governors were keen to ensure we show our participation on the daily mile map.

The school has reviewed and updated its physical activity policy. X We reviewed the policy to ensure it covers

the daily mile.The school has embedded physical activity within the curriculum. X

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As a result of our participation in this programme to transform health improvement in my school:

Mark your response with an ‘X’CommentsStrongly

disagreeDisagree Neutral Agree Strongly

agree N/A

School teachers and staff have increased knowledge, skills and confidence to teach physical activity.

XWe have a greater understanding of the benefits of physical activity and how to encourage pupils to get involved.

The school has new resources to support the teaching and learning of physical activity. X We didn’t need any new resources.

The school’s culture and environment has been improved to promote physical activity. X

Pupils have been able to influence, contribute to and have a voice on physical activity activities/initiatives.

XThe student council will continue to influence our activities.

Parents and carers are actively involved in physical activity initiatives. X

This is something we could improve on. However we are pleased with our parent-led walk to school initiative.

The school has been recording, assessing and celebrating achievement in physical activity activities/initiatives.

XWe are planning a celebration event and this will include celebrating the success of the play leaders and playground friends.

The school has supported targeted pupils and families to participate in physical activity programmes.

XWe will be providing all pupils with a certificate if they have been running the daily mile.

Pupils have increased knowledge of the benefits of physical activity / active play. X

Some pupils were reluctant to do the daily mile but the majority of them an identify and discuss the benefits of the initiative

School staff have increased knowledge of the benefits of physical activity / active play. X

School staff have increased the variety of physical activity / active play opportunities with the school.

XPlay leaders have ensured more activities are available at break and lunch times.

The school environment has been improved to increase opportunities physical activity / active play.

X

The school has increased the support available for targeted pupils to participate in physical activity.

XPlay leaders.

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As a result of our participation in this programme to transform health improvement in my school:

Mark your response with an ‘X’CommentsStrongly

disagreeDisagree Neutral Agree Strongly

agree N/A

The school has increased opportunities for pupils to walk, cycle, and scoot to school. X

Parents walking to schools group (see case study)

Pupils are more active during the school day. X

Emotional health and wellbeingThe school’s leadership/management team has actively supported activities/initiatives to promote emotional health and wellbeing.

XThe School Improvement Plan includes our initiatives to promote wellbeing.

The school has reviewed and updated its policies relating to promotion of emotional health and wellbeing.

XWe updated our policies to ensure nurture groups and new PSHE SOW were included.

The school has embedded the teaching and learning about emotional health and wellbeing within the curriculum.

XPSHE scheme of work

Teachers and school staff have increased knowledge, skills and confidence to promote emotional health and wellbeing.

XPSHE scheme of work

The school has new resources to support the teaching and learning of emotional health and wellbeing.

XPSHE scheme of work

The school’s culture and environment has been improved to support emotional health and wellbeing.

X

Pupils have been able to influence, contribute to and have a voice on initiatives to promote emotional health and wellbeing.

X

Parents and carers are actively involved in initiatives to promote emotional health and wellbeing. X

The use of nurture has built relationships between home and school with more open conversations and discussions regarding parenting and support available.

The school has been recording, assessing X Assessment is included in nurture groups and 11

As a result of our participation in this programme to transform health improvement in my school:

Mark your response with an ‘X’CommentsStrongly

disagreeDisagree Neutral Agree Strongly

agree N/A

and celebrating achievement in initiatives to promote emotional health and wellbeing.

PSHE.

The school has support targeted pupils and families to participate in activities/initiatives that promote emotional health and wellbeing.

XNurture provision is valued by families.

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Your views on the support provided by the East Sussex School Health Service (SHS) for this project

We’d be grateful if you’d provide us with your honest feedback about the quality and effectiveness of the support provided to you by the East Sussex School Health Service as part of this project.

Mark your response with an ‘X’

Poor Satisfac-tory Good Excellent N/A

1. Please rate the quality of support, advice and guidance from the SHS to help you to:

a) develop your school health profile X

c) carry our your whole-school review X

e) identify activities and interventions to meet your school’s priorities

X

g) develop an action plan and expenditure proposal X

i) evaluate your grant-funded activity X

2. Please rate the OVERALL quality of support, advice and guidance provided to you by the SHS for the Grant project:

X

3. Please rate the timeliness of the Grant support offer from the SHS: X

4. Please provide any comments about the support provided by the SHS for this Grant project: (e.g. what has gone well and what could be improved)

We already knew what we wanted to implement so didn’t need too much support on this. Making use of the support and evaluation tools available to complete the evaluation was really helpful.

5. Please provide any further comments or feedback about the grant and the Transforming Health Improvement in Schools project as a whole: (e.g. what has gone well and what could be improved)

The paper work was daunting at first and put me off starting this project. However this funding has been invaluable to kick start health and wellbeing activities. We hope to continue a range of activities as we have seen improvement in concentration, behaviour and attendance.

Please complete this form by 31 st July 2018 and return it to:public.health@eastsussex.gov.uk AND kcft.schoolhealthplan@nhs.netPlease tick below if you can confirm the following:

The information in this report can be shared with an organisation ESCC intends to engage to undertake an overall evaluation of the programme across East Sussex.

Consent has been obtained from parents and pupils for use of any images supplied.

If a case study has been supplied this can be used by ESCC for reports and promotion of the programme.

I am happy to be contacted to discuss the work of the school by ESCC press officers

Name: Ann Example Role / job title: Deputy Head TeacherSignature:

(mark with an ‘X’ or add electronic signature where possible) Date: 03/07/201813

APPENDICES

Our sugar display in reception is very popular with parents and visitors

Our fruit and vegetable salad bar which is used by children and school staff

Two of our play leaders (consent for use of the photographs has been obtained).

Year 5 daily mile recording sheet

Pupil ID Term 2Time

Mins and sec

Term 5Time

Improvement

01 9:54 9:05 Yes02 9:37 9:30 Yes03 10:10 10:10 No difference04 11:00 10:50 Yes05 9:00 8:57 Yes06 9:57 9:50 Yes07 9:11 9:03 Yes08 12:00 11:30 Yes09 11:01 11:00 No01 10:03 9:55 Yes11 10:24 10:03 Yes12 10:15 10:07 Yes13 10:18 10:16 Yes14 10:05 10:01 Yes15 9:59 9:50 Yes16 9:48 9:45 Yes17 11:47 11:27 Yes18 11:45 11:16 Yes19 11:50 11:10 Yes20 11:54 11:15 Yes21 11:42 11:30 Yes

Year 3 and 4 gardening and cookery activities evaluation

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Evaluation of gardening and cookery club with 19 pupils and their parents.

1917

15 15 1412

2 2 31 22 1

35

Gardening club evaluationTotally agree Neither agree / disagree Totally disagree

Through our gardening and cookery project the children had engaging real life experiences (planting, growing, harvesting and cooking) which we hope will foster a life-long interest in nature, the garden and healthy eating”

QUOTES from pupils:

“I learnt how much plants have to be cared for before the get to my plate. We should be grateful”.

“I learnt that there are many more varieties of the same plant like a tomato than I ever imagined”.

“Gardening is an important skill to have because it means you can grow your own food which is fresher, tastier and can be cheaper than the shops”.

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Cookery class evaluationTotally agree Neither agree / disagree Totally disagree

Quotes from parents:

“It was really fun and I learnt a lot. I will stop buying jars of pasta sauce which are full of sugar’’

“It was great to know other parents also struggle to get their kids to eat vegetables… I now have some ideas to ‘hide’ them in their lunches and dinners!’’

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Emotional and mental wellbeing evaluation

We have used the WHO-5 short questionnaires to monitor wellbeing in Year 6

The WHO-5 is a short questionnaire that can be reported by children and young people and administered in a variety of settings.

Schools can administer this test using hard copies of the questionnaire and collecting results, perhaps in an anonymous collection box.

The suggested interval for repeating the measure is three times per year.

Scoring and interpretation;

The WHO-5 consists of five statements, which respondents rate according to the scale below (in relation to the past two weeks).

All of the time = 5 Most of the time = 4 More than half of the time = 3 Less than half of the time = 2 Some of the time = 1 At no time = 0.

Scoring:

The raw score is calculated by totalling the figures of the five answers. The raw score ranges from 0 to 25, 0 representing worst possible and 25 representing best possible quality of life.

To obtain a percentage score ranging from 0 to 100, the raw score is multiplied by 4. A percentage score of 0 represents worst possible, whereas a score of 100 represents best possible quality of life.

Monitoring change:

In order to monitor possible changes in wellbeing, the percentage score is used. A 10% difference indicates a significant change (ref. John Ware, 1995).

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Findings for Example Primary School, Year 6Pupil ID

Term 2% score

Term 4% score

Term 6% score

Significant change/ increase from T2-T6

A 46 70 72 Yes

B 52 71 73 Yes

C 76 72 70 No

D 31 46 60 Yes

E 55 70 72 Yes

F 40 28 45 No

G 60 60 65 No

H 70 75 70 No

I 60 80 82 Yes

J 71 91 93 Yes

K 19 50 56 Yes