HPS Vision: - Health Promoting Schoolshps.tki.org.nz/content/download/1279/6105/file/HPS...

HPS FACILITATORS TOOLKIT

ContentsHPS Vision:..................................................................................................................... 3HPS Mission:................................................................................................................... 3HPS Values:.................................................................................................................... 3Key Components:...........................................................................................................4Nga Mātāpono- HPS Principles........................................................................................5HPS Brochure................................................................................................................. 7Overview........................................................................................................................ 8

Flow chart of facilitation..............................................................................................8Scoping........................................................................................................................... 9Identifying priority school communities..........................................................................9Preparation for first meeting........................................................................................10

Profiling Your School..................................................................................................10Top Tips..................................................................................................................... 10HPS lens over what schools already do.....................................................................12Stages of Inquiry Cycle Rubrics-reflective questions for facilitators..........................13

Talking to Schools-Where Should You Start?................................................................17Effective techniques you can use to recruit schools include:....................................17

HPS FACILITATORS TOOLKIT|

Communicating......................................................................................................17Positioning..............................................................................................................17Incentivising...........................................................................................................17

What are the basic messages?..................................................................................18Effective messages you can use to recruit school communities include:..................18

Stressing the benefits to the school community....................................................18Stressing the possible impact of the programme on key issues; HPS can.............18

Engaging school communities - video case studies......................................................19COMPLIANCE WITH GENERAL LEGISLATION..................................................................23

THE DATA AND EVIDENCE GATHERED BY SCHOOLS.................................................23The inquiry process......................................................................................................30Prioritised level of support............................................................................................31

HPS Level of Integration Rubric.................................................................................31Database and reporting................................................................................................38

Local, provider and national data and evidence........................................................38Evidence of HPS impact................................................................................................39

The Purpose of the HPS planning tool is to;...............................................................39The purpose of the HPS database is to;.....................................................................39

Completing the template..............................................................................................40Objectives, Activity and Outcomes............................................................................40Objectives must:.......................................................................................................40Words to start activity statements............................................................................41Words to start outcome statements….......................................................................41

Partners and initiatives.................................................................................................42Northern Region........................................................................................................42

Examples of effective practice.....................................................................................44


HPS National Strategic Framework

HPS Vision:Kia tū rangatira ai te whānau i roto i ngā ao katoa

Whānau standing in any world confidently

E tū rangatira ana te Whānau, i roto i ngā āhuatanga katoa o te Ao

HPS Mission:Kia hāpaitia, kia hikitia te rangatiratanga o ngā whānau, ka ora ai te iwi

To enhance Whānau well-being through evidence informed practice, with a focus on reducing inequities in health and educational outcomes

Mā te hāpai i ngā tikanga mātauranga e ora ai te whānau, e ōrite hoki te oranga me te mātauranga o te Iwi whānui

HPS Values:Te Tiriti o Waitangi - partnership, participation, protection

Whanaungatanga - strengthening relationships

Kotahitanga - partnership in learning, reciprocity

Rangatiratanga - uplifting, growing, leadership


Key Components:• A bi-cultural partnership between Māori & Pakeha

• An explicit focus on Māori, Pasifikā and vulnerable Whānau/families and or those experiencing the greatest inequities in the school community

• Underpinned by a theory of change

• An inquiry based approach (action research) where reflection and new learning constantly informs and refines the direction

• inquiry and actions in relation to:

• school community policies

• the school’s physical, social and cultural environment

• individual and school community knowledge, skills, attitudes and behaviours as well as their strengths and gaps

• family/Whānau and community links

• health, education and service contexts

• the HPS workforce working in partnership with schools, health and social services in a community “hub” approach

• The values drive practice at every level of HPS delivery.


Nga Mātāpono- HPS PrinciplesPrinciple Explanation

Te Tiriti o Waitangi principle

Active commitment to the Treaty of Waitangi Strengthened capacity to support Māori needs and

aspirations through HPS Effective HPS bi-cultural frameworks/practice Indigenous evidence/knowledge informing practice

Rangatiratanga School community owned and driven Uphold self determination Embrace partnership and diversity Obtain informed school community consent Enhances learning outcomes of students Effective HPS leadership, frameworks and practice Student voice and leadership

Manaakitanga Equity and social justice Places the disempowered first Involves democratic processes Focus on prevention Developing safe and supportive infrastructure aimed at

improving staff, student, parent and Whānau well being Act efficiently and with integrity Supports strengths-based processes and practices within

school communities Whānaungatanga

Participation, leadership and empowerment of staff, students, parents/Whānau and the wider school community

Respect collective and individual rights Equity and social justice Places the disempowered first Involves democratic processes School community owned and driven Uphold self determination Embrace partnership and diversity Obtain informed community consent Regularly celebrate successes Increased cross-agency support and collaboration in

schools Student voice and leadership

Kaitiakitanga Developing safe and supportive infrastructure aimed at improving staff, student, parent and Whānau well being. Act efficiently and with integrity

Supports strengths-based processes and practices within school communities

Connects, coordinates and integrates the whole school


Principle Explanationcommunity to enhance the environment

Wairuatanga Connects, coordinates and integrates the whole school community to enhance the environment

Developing safe and supportive infrastructure aimed at improving staff, student, parent and Whānau well being. Act efficiently and with integrity

Kotahitanga School community owned and driven Uphold self determination Embrace partnership and diversity Obtain informed community consent Connects, coordinates and integrates the whole school

community to enhance the environmentMana Participation, leadership and empowerment of staff,

students, parents/Whānau and the wider school community Respect collective and individual rights Regularly celebrate successes Confident students with health enhancing values, attitudes

and behaviours Student voice and leadership

Tika Supports strengths-based processes and practices within school communities

Set realistic measurable goals, built on accurate data and scientific research/evidence

Have necessary information/knowledge and resources Developing safe and supportive infrastructure aimed at

improving staff, student, parent and Whānau well being. Act efficiently and with integrity

Continual improvement is embraced through sound monitoring, evaluation and reflection processes

Be competent and critically aware School community owned and driven Uphold self determination Embrace partnership and diversity Obtain informed community consent Focus on prevention

Whakawhitiwhiti korero

School community owned and driven Uphold self determination Embrace partnership and diversity Obtain informed community consent Regularly celebrate successes Consistent and effective regional/local communications


HPS Brochure


OverviewFlow chart of facilitation

Identify priority school communities with greatest inequities

Talking to Schools - First meeting(s)Understanding their context

Process

Scope school communities in your area

C. Level of

support

HPS Facilitator Guide-Flow Diagram

A. Scoping

Rubric to prioritise level of supportProvide a needs based service that delivers 3 levels of support depending on the needs identified in the school community

B. Inquiry Cycle

Preparation for first meeting

Level 1 in-depth support = significant school change 1.0 FTE

supporting 8-10 school equating to 150 hours per school per year

(includes travel, prep and delivery)

Level 3- light touch1.0 FTE supporting up to 40 schools – touching base once or twice a term equating to 40 hours per school per year (includes travel, prep and delivery)

Level 2 –mid level support 1.0 FTE supporting 16 – 20 schools (each school getting around 75 hours per school per year (includes travel, prep and delivery)


ScopingEach service provider will need to scope the school communities in their area in order to identify those communities that are experiencing the greatest inequity in health, education and social outcomes. The type of evidence they could use to inform their decisions should include:

Health and wellbeing data Population data. The could include ethnic composition, rates of rheumatic fever,

immunization rates etc Education data. This could include decile, achievement data, ERO reports Rurality/isolation Access to services Strengths of the school community i.e. their existing ability to meet the health

and wellbeing needs of their community

Identifying priority school communitiesThe scoping exercise will allow you to identify the school communities with the greatest needs in your area, who currently do not have in place the systems, processes or resources to meet those needs.


Preparation for first meetingProfiling Your SchoolIn order to priortise your resources and prepare for your first meeting with a school it is important to gather and analyse all available data. This will help you to identify what kind of support is needed in a school community. It also shows that you are a respectful professional. You have taken the time to explore the community’s particular environment and needs before coming to the meeting and so have the basis for an informed discussion.

Top TipsUseful data to collect when profiling schools includes:

Data What Where you can find itContact details

1. School name & address,

2. School website address

3. Principal’s name and contact detail

4. School PHN and or SWIS contact details

1-2 http://www.minedu.govt.nz/Parents/AllAges/SchoolSearch.aspx

School community Population

1. Number of pupils enrolled

2. Ethnic composition

3. Next ERO

http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports


http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports

http://www.minedu.govt.nz/Parents/AllAges/SchoolSearch.aspx

Review: 1,2,3, years?

4. Māori , Pasifikā and special needs populations in your region

5. NCEA attainment6. Boards of

trustees7. Truancy8. Standown,

suspensions, exclusions and expulsions

9. Student engagement

10.National standards attainment

11.Health data for the local school community held in Public Health units, primary health organisations, other agencies

12.Health and wellbeing programmes the school is involved in –info

http://www.educationcounts.govt.nz/statistics/Māori _educationhttp://www.educationcounts.govt.nz/statistics/Pasifikā_educationhttp://www.educationcounts.govt.nz/statistics/special_education/ongoing_and_reviewable_resourcing_scheme_orrshttp://www.educationcounts.govt.nz/statistics/schooling/ncea-attainmenthttp://www.educationcounts.govt.nz/statistics/schooling/board_of_trusteesw.educationcounts.govt.nz/indicators/main/student-engagement-participation/1935http://www.educationcounts.govt.nz/indicators/main/student-engagement-participation/80346http://www.educationcounts.govt.nz/__data/assets/pdf_file/0005/28895/student-engagement-2007_V_3.pdfhttp://www.educationcounts.govt.nz/publications/schooling/110941

See for example: http://www.ptengland.school.nz/index.php?mid=1,68


http://www.ptengland.school.nz/index.php?mid=1,68

http://www.educationcounts.govt.nz/publications/schooling/110941

http://www.educationcounts.govt.nz/__data/assets/pdf_file/0005/28895/student-engagement-2007_V_3.pdf

http://www.educationcounts.govt.nz/__data/assets/pdf_file/0005/28895/student-engagement-2007_V_3.pdf

http://www.educationcounts.govt.nz/indicators/main/student-engagement-participation/80346

http://www.educationcounts.govt.nz/indicators/main/student-engagement-participation/80346

http://www.educationcounts.govt.nz/statistics/schooling/board_of_trustees

http://www.educationcounts.govt.nz/statistics/schooling/ncea-attainment

http://www.educationcounts.govt.nz/statistics/special_education/ongoing_and_reviewable_resourcing_scheme_orrs

http://www.educationcounts.govt.nz/statistics/special_education/ongoing_and_reviewable_resourcing_scheme_orrs

http://www.educationcounts.govt.nz/statistics/pasifika_education

http://www.educationcounts.govt.nz/statistics/maori_education

from above other agencies /school website

13.School’s charter maybe on the school website

HPS lens over what schools already do


Stages of Inquiry Cycle Rubrics-reflective questions for facilitatorsStage of HPS inquiry

Description in HPS National Strategic Framework

Reflective questions Tools Activities?

Engagement Establishing schools as a ‘partner in learning’

What data/evidence do I have about health/wellbeing and educational outcomes in this school community?What kind of data/evidence does the school community collect?What does the data/evidence tell us about health and education/wellbeing outcomes for the school community?Are there any inequities? (particularly for Māori , Pasifikā and vulnerable groups)Who are the groups experiencing the greatest inequities?Why are these groups experiencing the greatest inequities?What are the health and wellbeing factors that contribute to these inequities?What strengths exist in your school community to improve outcomes for priority groups?What other initiatives, agencies and services are working with the school community to improve outcomes for priority groups?


Stage of HPS inquiry



Are there targets or actions for these priority groups in the schools charter?Does the school community see the value HPS can add to support the school in achieving their outcomes?

Inquiry Needs assessment with whole school community to identify health/wellbeing priorities and contributing factors

What mechanisms are in place that enable the whole school community to collaboratively identify needs and actions?What is working well, for whom and why?Who are experiencing the greatest inequities in educational outcomes? What are the contributing factors?Of these contributing factors which relate to health and wellbeing?Of these health and wellbeing factors which have the biggest impact/should be/have you prioritized for action?What strengths in the school community can we/have you utilized to address these priorities/needs?What other agencies/services/programmes need to be/have you connected to the school community to help us achieve these priorities/needs?





Planning Actions and outcomes are co-constructed with the school community

Do the actions align with the identified need/priority and objectives?Are the actions consistent with evidence-based best practice?Are the roles and responsibilities clear?Is there alignment between planned outcomes and HPS short, medium, long term outcomes?What evidence could be used to demonstrate whether these outcomes have been achieved?Is the action plan included as part of the school’s charter?How will the action plan be included as part of the school’s cycle of self review?How will the progress towards outcomes be monitored and reported?

Action Differentiated support to build on school community capability and capacity

What support does each action require?Are the actions being implemented as they were intended?Are the actions achieving the expected outcomes?What is working well and why? What isn’t working and might need to be





adapted?

Transformation

Evaluation, reflection, review and sharing

What outcomes have actually been achieved? What lessons can be learned?How will this be captured in the school charter?Did any further areas of need arise during this process?How will this journey be shared with the school community?How will this journey be shared across other school communities?What is the next step?


Talking to Schools-Where Should You Start?When contacting schools it is essential to get buy-in from as many individuals as possible. The Principal will be vital to the success of the programme in a school, but they can be hard to contact.

Deputy/Assistant Principals/Principals Secretary/Office person may therefore be useful as go-betweens, at least initially as can the teaching staff. The role of school board of trustees and parents (perhaps via the PTA), should not be underestimated – both of these groups, and pupils themselves, can lobby for healthy schools activity to be included in a school’s charter plans.

Effective techniques you can use to recruit schools include:Communicating• Talking to key personnel little and often, using messages that clearly demonstrate

a knowledge and understanding of the school’s priorities and needs• Acknowledging what is already going well- strengths in the school community• Reaching Principals via cluster group meetings and consulting them about their

charters and annual plans/targets in relation to Māori , Pasifikā and those with special education needs

• Ensuring personal communication among the school community (through local inter-agency meetings)

• Persuading third parties to recruit for you eg the school nurse, other schools or partner organisations

• Sharing data with partners and the School• Being prepared to listen and offer a pragmatic, targeted intervention

Positioning• Timing your approach to coincide with the school’s planning (inquiry) cycle• Timing your approach to coincide with new members of the senior management

team (SMT) joining the school• Timing your approach to coincide with a school being put into (or leaving) special

measures, provided you can persuade them of the real benefits of the programme

Incentivising• Offering incentives to get involved, such as help and support with planning,

monitoring and evaluation of actions, accessing resources • Making use of local health and wellbeing strategies and initiatives to support the

school community to improve outcomes• Going in with an activity in mind linked to a particular school’s priorities e.g. grief

and loss/resiliency


What are the basic messages?It is important to stress that HPS is a resource offering support for the school community, not an agency coming to inspect standards. HPS should extend and enhance the work a school is already doing and, in particular, build on existing good practice and a school’s strengths.Whoever you are addressing, be consistent in your use of language; use the 2 page brochure and the presentation accompanying the video to help promote key messages.

Effective messages you can use to recruit school communities include:Stressing the benefits to the school community The agenda is set by the school in terms of focus, targets and activities The HPS inquiry cycle builds on what schools already do The HPS inquiry Cycle strengthens schools’ existing planning, delivery, review and

reporting processes HPS facilitators support school communities to implement actions and retain

successful practices that meet their communities’ health/wellbeing prioritised needs

Participation benefits whole school planning and school improvement across all areas

Opportunities to work with health and wellbeing professionals in your community Participation benefits the students, staff’ and whanau’s emotional health and

wellbeing HPS can raise the profile of a school in the community

Stressing the possible impact of the programme on key issues; HPS can Help improve school community presence/participation, engagement and

achievement of outcomes through quality relationships Increase partnership and collaboration between health, education and social

services in the school community Increase collaborative planning and provision of health, education and social

services for those at risk in the school community Improve outcomes for those experiencing the greatest inequities Improve the school communities’ access to health, education and social services Improve health and wellbeing behavioural policies, attitudes and practices in areas

such as reducing bullying and truancy Improve and lower staff absence rates


Inform health and wellbeing provision and work with families during extended school activities

Help allay parental concerns over current health/wellbeing issues highlighted by the media, such as rheumatic fever and obesity


Engaging school communities - video case studiesCategory of School Notes about the

categoryPossible barriers to involvement in HPS

Key messages and ways to promote HPS

Suggestions

A. Highly effective low decile primary

Health and wellbeing inquiry process already integrated into school culture and charter

Already have highly effective HPS process in placePressure from initiative overloadPressure to achieve academic results

HPS involves a school community working together to identify their strengths and address the health and wellbeing priorities of students, staff and whānauHPS can support and strengthen processes the school already has in place to ensure sustainability

Face to face meeting. Secure Principals support and board Use video and HPS hand out to ensure schools understand the benefits of HPSInclude on HPS newsletter mailing listInvite staff to join HPS online mailing listLow level support required Touching base once or twice a term/as agreed equating to 40 hours per school per year (includes travel, prep and delivery)

B. Low decile primary school - some needs

May be target schools where there are some inequities in health, wellbeing and educational outcomes within their school communityMay be receiving

May feel that the time is not right as there are too many conflicting priorities/interventions May feel school does not need HPSMay feel the school is already involved in HPS

As aboveHPS facilitators support school communities to implement actions and retain successful practices that meet their communities’ health/wellbeing

Face to face meeting. Secure Principals support and board Use video and HPS hand out to ensure schools understand the benefits of HPSInclude on HPS


Category of School Notes about the category

Possible barriers to involvement in HPS


Suggestions

education/health interventionsEngagement between the school, students and their whanau could be improvedMay have some low levels of educational achievement (National Standards)amongst some groups

processes/activitiesMay feel they know bestMay want to maintain control over school community

prioritised needs. The impact of HPS is measured in terms of improvement in:* Equity* Whānau (family)

wellbeing* Educational outcomes in school communitiesHPS can deliver improved outcomes for the whole school communityHPS can be a tool for managing change Use additional resources e.g. external agenciesUse other local schools as mentors/ambassadorsEncourage schools to work in clusters

newsletter mailing listInvite staff to join HPS on-line mailing listMedium level support required.Each school gets around 75 hours per school per year (includes travel, prep and delivery)

C. Low decile primary school high needs

May be target schools where there are significant inequities in health, wellbeing and educational outcomes within their school communityMay be receiving

All the aboveIneffective leadershipConflict within or between members of the school communityLack of collaboration between health, education and social

As aboveUse all avenues of communication

Face to face meeting. Secure Principals support and boardUse video and HPS hand out to ensure schools understand the benefits of HPSInclude on HPS





Suggestions

education/health interventionsMay have high turnover in staff/students and whanau/health, education and social service providersMay have significant school community health and wellbeing issuesMay have high rates of student suspension and exclusion.Lack of engagement between the school, students and their whanauMay have low levels of educational achievement (National Standards)

services operating in the school communityHard to make whole school decisions

newsletter mailing listInvite staff to join HPS on-line mailing listSchool will require intensive support e.g. 150 hours per school per year (includes travel, prep and delivery)

D. Hard to reach school/area school

Across the spectrum. Can range from low-high levels of needSome may be high-achievingMay be target schools where there are significant inequities in

All the above including; unreliable internet/road/phone accessAlready involved in cluster initiatives with other hard to reach schools

As above As aboveIf they may commit later offer schools a limited service or more creative routeRespect their workload: ( single teacher schools still have all the





Suggestions

health, wellbeing and educational outcomes within their school community

compliance paperwork of large schools) keep the amount of paperwork to a minimumRange of support required


COMPLIANCE WITH GENERAL LEGISLATIONTHE DATA AND EVIDENCE GATHERED BY SCHOOLS

SOURCE EVIDENCE

A1.3 COMPLIANCE WITH GENERAL LEGISLATION SOURCE: National Administration Guideline 6 – National Education GuidelinesNational Administration Guideline 6Each Board of Trustees is also expected to comply with all general legislation concerning requirements such as attendance, the length of the school day, and the length of the school year.

attendance the length of the

school day length of the

school year.

A1.4 ASSISTANCE FOR BOARDS – INTERVENTIONSSOURCE: ss.78H–78T Education Act 1989Education Circular 2001/22 Education Standards Act 2001

The legislation gives a range of powers to the Minister of Education or the Secretary for Education. These include the power to require a school to provide the Secretary with specified information, or to develop and implement an actionplan.


SOURCE EVIDENCE

A2.1 IMPLEMENTATION OF NATIONAL EDUCATION GUIDELINES AND SELF -REVIEWSOURCE: National Administration Guideline 2 – National Education GuidelinesNational Administration Guideline 2Each Board of Trustees with the principal and teaching staff is required to:(a) Develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, National Standards, assessment and staff professional development;(b) Maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement; and(c) Report to students and their parents on the achievement of individual students, and to the school’s community on the achievement of students as a whole and of groups (identified through NAG 1(c) above) including the achievement of Māori students against the plans and targets referred to in 1 vabove.

Strategic plan Self review

policies, plans and programmes

Evaluation of student achievement

Reports on student achievement to the school community

Report on Māori and Pasifikā and Special needs student achievement

National Administration Guideline 2AWhere a school has students enrolled in years 1–8, the board of trustees, with the principal and teaching staff, is required to use National Standards to:(a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year;(b) report school-level data in the board’s annual report on National Standards under three headings:(i) school strengths and identified areas for improvement;(ii) the basis for identifying areas for improvement; and(iii) planned actions for lifting achievement.9c0 report in the board’s annual report on:(i) the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifikā and by gender (where this does not breach an individual‟s privacy); and(ii) how students are progressing against the standards as well as how they are achieving.

Report to students and their parents on the student’s progress and achievement in relation to National Standards

Report school-level data in the board’s annual report

Report in the board’s annual report


SOURCE EVIDENCE

A2.3 EXISTENCE AND AMENDMENT OF CHARTERSOURCE: s61 Education Act 1989s61. School charter(1) Every Board must, for each school it administers, prepare and maintain a school charter.(2) The purpose of a school charter is to establish the mission, aims, objectives, directions, and targets of the Board that will give effect to the Government’s national education guidelines and the Board’s priorities, and provide a base against which the Board’ actual performance can later be assessed.

Charter mission, aims, objectives, directions, and targets

(3) A school charter must contain the following sections:(a) A section that includes –(i) The aim of developing, for the school, policies and practices thatreflect New Zealand’s cultural diversity and the unique position of the Māori culture; and(ii) The aim of ensuring that all reasonable steps are taken to provide instruction in tikanga Māori (Māori culture) and te reo Māori (the Māori language) for full-time students whose parents ask for it:(b) A long-term strategic planning section that –(i) Establishes the Board’s aims and purposes; and(ii) Establishes for the next 3 to 5 years the Board’s aims, objectives,directions, and priorities for intended student outcomes, the school’s performance, and use of resources; and(iii) Includes any aims or objectives that designate the school’s special characteristics or its special character (within the meaning of this Act):(c) An annually updated section that –(i) Establishes for the relevant year the Board’s aims, directions,objectives, priorities, and targets relating to intended student outcomes, the school’s performance, and use of resources; and(ii) Sets targets for the key activities and achievement of objectives for the year.(4) A school charter must include the Board’s aims, objectives, directions, priorities, and targets in the following categories:(a) Student achievement including the assessment of students against any national standard published under

Charterinclude the Board’s aims, objectives, directions, priorities, and targets in the following categories:(a) Student achievement including the assessment of students against any national standard published under section 60A(i)(ba).(b) The Board’s activities aimed at meeting both general government policy objectives for all schools, being policy objectives set out or referred to in national education guidelines, and specific policy objectives applying to that school:(c) The management of the


SOURCE EVIDENCE

section 60A(i)(ba).(b) The Board’s activities aimed at meeting both general government policy objectives for all schools, being policy objectives set out or referred to in national education guidelines, and specific policy objectives applying to that school:(c) The management of the school’s and Board’s capability, resources, assets, and liabilities, including its human resources, finances, property, and other ownership matters:(d) Other matters of interest to the public that the Minister may determine.(5) A school charter must –(a) Contain all annual or long-term plans the Board is required to have or has prepared for its own purposes; or(b) Contain a summary of each plan or a reference to it.

school’s and Board’s capability, resources, assets, and liabilities, including its human resources, finances, property, and other ownership matters:(d) Other matters of interest to the public that the Minister may determine.Also includes:school, policies and practices that reflect New

Zealand’s cultural diversity and the unique position of the Māori culture

tikanga Māori (Māori culture) and te reo Māori (the Māori language

long-term strategic planning section

An annually updated section


SOURCE EVIDENCE

s62. Procedural requirements of preparing or updating school charter(1) The Board must provide the Secretary with a copy of its first school charter and every updated or amended school charter.(2) A school charter must be prepared and updated annually in accordance with national administration guidelines.(3) A Board must amend its school charter as soon as practicable after it becomes aware of any information contained in the charter that is false or misleading in a material particular.s63B. Board must make copies of school charter availableOnce a school charter or updated school charter takes effect, the Board must make the charter available.

School charter updates

A4 MEETING PROCEDURES/AVAILABILITY OFINFORMATIONs46A. Availability of agendas and reports –s51. Right of public to inspect or receive copies of minutes of meeting –

Board agendas, meeting minutes and reports including self review plans and reports

A5 COMMUNITY CONSULTATIONA5.1 CONSULTATION ABOUT HEALTH CURRICULUMSOURCE: s60B Education Act 1989S60B. Consultation about treatment of health curriculum(1) The Board of every state school must, at least once in every 2 years, and after consultation with the school community, adopt a statement on the delivery of the health curriculum.

Consultation with the community on the health curriculum

A5.2 DEFINITION OF CONSULTATIONIn Wellington International Airport Ltd v Air New Zealand [1993] 1 NZLR 671 it was stated that:‘If the party having the power to make a decision after consultation holds meetings with the parties it is required to consult, provides those parties with relevant information and with such further information as they request, enters the meetings with an open mind, takes due notice of what is said, and waits until they have had their say before making a decision, then the decision is properly described as having been made after consultation.’


SOURCE EVIDENCE

A7.3 IMMUNISATION RECORDSR5. Primary schools to require information regarding immunisation status –R9. Primary schools to maintain immunisation registers –

Immunisation records

A7.6 ENROLMENT RECORDSSOURCE: s77A Education Act 1989; NZ Gazette 1 October 2007,page 2903 – Rules for StudentEnrolment Records; MOE Circular 2007/12 (or any notices in substitution)s77A. Enrolment records(1) The principal of a registered school must ensure that an enrolment record in such form and containing such information as may be specified under subsection (3) is kept for each student who is enrolled at the school.

Enrolment records

A8 STUDENT ATTENDANCEA8.1 REGISTERS OF ATTENDANCESOURCE: r3–5, r8, r13 Education (School Attendance) Regulations 1951r3. The head teacher of every school shall be responsible for the accurate keeping of an admission register and a register of daily attendance for all the pupils attending his school. The registers referred to in this regulation shall be supplied by the chief executive of the Ministry of Education and shall be in a form approved by the chief executive of the Ministry of Education.

Student attendance

s17C. Effect of suspension on school register(1) The name of a student younger than 16 who has been suspended from a school under section 14 or excluded from a school under section 15 (1) (c) must stay on the school’s register until the earliest of the following day…s18. Notice requirements for stand-downs, suspensions, exclusions, and expulsions(1) Immediately after a student is stood-down under section 14, the principal must tell the Secretary etc

Stand-downs, suspensions, exclusions, and expulsions


The inquiry process


Prioritised level of supportHPS Level of Integration Rubric The HPS level of integration describes the degree to which HPS inquiry processes are embedded in school community

processes. School communities will have different levels of capability and capacity, and may demonstrate different levels of integration

across key HPS areas. By understanding these differences, the HPS workforce can target their support. School communities that already address the health and wellbeing priorities of students, staff and whanau as part of their inquiry based planning and review cycles, will only require a low level of support. School communities that are working towards addressing the health and wellbeing priorities of students, staff and whanau as part of their practice will require more intensive support


Level 1: EngageMay be numerous key health and wellbeing issues

identified for improvement. The school community may be using the HPS inquiry cycle for

the first time to identify and prioritise health/wellbeing issues and actions.

High level of support needed

level 2: ImplementThe school community has used the HPS inquiry cycle to make some improvements in key health

and wellbeing areas. The school community continues to use the HPS inquiry cycle to address health/wellbeing priorities . Strategies to improve

key health and wellbeing issues may have been trialed and impact shared and are included in the

Charter.Medium level of support needed

Level 3: EmbedHPS is evident in all aspects of school life including the Charter, planning and review processes. The school communitymay have achieved this with/

without HPS support.Low level of support needed

Key HPS areas: Level 1: Engage(High level of support needed)

Level 2: Implement(Medium level of support needed)

Level 3: Embed(Low level of support needed)

Plans and charter

Health and wellbeing inquiry may not be included in schools self-review cyclesTargets and plans to improve student achievement may not reflect health and wellbeing priorities

Health and wellbeing inquiry may not be included in schools self-review cyclesTargets and plans to improve student achievement may not reflect health and wellbeing prioritiesThere is a focus on achievement, challenge/opportunity in relation to Māori , Pasifikā, learners from low-socio-economic backgrounds and learners with special education needs.

Health and wellbeing inquiry integrated into schools self-review cyclesAnnual targets and plans to improve student achievement reflect health and wellbeing prioritiesSchool has systems in place to identify what the change priorities are and whyThere is a sharp focus on achievement, challenge/opportunity in relation to Māori , Pasifikā, learners from low-socio-economic backgrounds and learners with special education needs.





Student achievement

May have low levels of educational achievement (national standards)May have significant inequities in achievement outcomes

May have low levels of educational achievement (national standards)May have significant inequities in achievement outcomes

Strong levels of educational achievement (national standards) for all learnersMāori achieve education success as Māori Māori , Pasifikā and students with special education needs experience accelerated learning and are among the high achieversSchool gathers, analysis and evaluates reliable data to determine the impact on equitable student outcomesLearners have high expectations of themselves

Student engagement

May have high rates of student suspension and exclusionStudents may feel disengaged from learning

May have high rates of student suspension and exclusionStudents may feel disengaged from learning

Students feel a genuine sense of belonging and believe their identity, language and culture is valued, seen as advantageous and reflected in what and how they learnThe knowledge and experience that learners bring from home, whanau and community is valued.





Family/whanau engagement

May have a lack of engagement between the school, students and their whanau

May have a lack of engagement between the school, students and their whanau

Parents, families and whanau are well informed, confident, engaged and influential Powerful and reciprocal partnerships that are deeply rooted in the principle of AkoExpectations across school and family/whanau increasedEffective co-construction processes to ensure community voice is clearly reflected in planning and reportingSpace to develop the capability of parents

Individual and school community knowledge, skills, attitudes and behaviours

May have significant school community health/wellbeing issuesLearning opportunities for the school community may not link to health and wellbeing priorities

May have significant school community health/wellbeing issuesLearning opportunities for the school community may not link to health and wellbeing priorities

School community have regular and appropriate learning opportunities in relation to health and wellbeing prioritiesLeadership is involved in embedding learning and change for Māori , as well as Pasifikā, learners from low socioeconomic backgrounds, and learners with special education needs.





Physical, social and cultural environment

May have high rates of turnover in staff and studentsStudents, staff and families/whanau may not be part of school decision making processesProtection from biological, physical and chemical threats may be needed (see table 1 below)

May continue to have high rates of turnover in staff and studentsStudents, staff and families/whanau may not be part of school decision making processesProtection from biological, physical and chemical threats may be needed (see table 1 below)

The school has developed a welcoming and inclusive environment for parents, families and whanau to engage in their children’s learningStudents, staff and families/whanau are involved in the schools decision making processesThe schools physical, social and cultural environment is safe and conducive to learning/working and the health and wellbeing of staff, students, families and whanauEquity and excellence is promoted for Māori and Pasifka learners and learners from low socio-economic backgrounds and learners with special education needsIdentity and culture of every child is recognised





Health, education and social services context

May be receiving health/education interventions, programmes and servicesMay have high turnover of external support from servicesPartnership and collaboration across health, education and social services may need strengthening

May be continuing to receive health/education interventions, programmes and servicesMay continue to have high turnover of external support from servicesPartnership and collaboration across health, education and social services may need further strengthening

Effective partnerships and collaboration across health, education and social sectors evidentHealth/education interventions are relevant and appropriate to the priorities identified by the school community

School policies School policies may need reviewing School policies may need reviewing School community involved in regular review of school policies School policies reflect supportive processes, practices and environments conducive to learning and health/wellbeing

Note: priority = health/wellbeing issue that have been identified and prioritized by the SCHOOL COMMUNITY.


http://www.who.int/school_youth_health/media/en/physical_sch_environment.pdf

http://www.who.int/school_youth_health/media/en/sch_childfriendly_03.pdf


http://www.who.int/school_youth_health/media/en/sch_childfriendly_03.pdf

http://www.who.int/school_youth_health/media/en/physical_sch_environment.pdf

Database and reportingLocal, provider and national data and evidenceThe nationally consistent HPS planning tool enables facilitators to document the HPS journey in each school setting. The planning tool also gathers nationally consistent data and evidence that is synthesised and recorded on the HPS national database twice a year. The diagram below( figure 1)explains the process and people involved.

Local, Provider and National Data and Evidence

Local HPS Facilitator working with Complete, review & update HPS school community planning template with school

community

Level Who Activity

HPS Provider HPS Manager(s) Synthesis of all school planning templates for their area to complete the HPS national database twice a year

HPS National Leadership Service HPS National Leadership Service Synthesis of all HPS providers’ Analysis Team HPS database entries twice a year

Ministry of Health has valid and reliable HPS evidence and data about:• which schools are implementing an HPS approach• each school’s HPS pathway and progress• the impact and outcomes achieved by HPS

Feed

back

to

HPS

staff

Feed

back

to

HPS

prov

ider

s

Figure 1: Gathering of HPS data and evidence


Evidence of HPS impactThe national database gathers the following data, demonstrating that HPS is contributing to the following outcomes in a school community.

1. Presence/participation attendance/presence/participation of someone or something that wasn’t there before

2. Engagement school community members feeling that their ideas and needs are accepted/valued - as they have identified their needs, priorities and solutions as a basis for action

3. Achievement through quality relationships between the community; including agencies where appropriate

4. Whānau wellbeing-whānau/communities identified their own needs and solutions and these have been acted upon and achieved

The Purpose of the HPS planning tool is to;1. Document the HPS approach in each school by describing:

each school’s HPS planning, inquiry pathway and progress the on-going impact and outcomes achieved through HPS activities

2. Provide nationally consistent processes and measures 3. Provide nationally consistent data and evidence that will be stored on the

HPS national database

The purpose of the HPS database is to;Provide valid and reliable HPS evidence and data at a national, regional and local level. This will enable the Ministry of Health and providers to make HPS decisions, monitor HPS progress and evaluate achievement of HPS outcomes. The HPS National database will enable the Ministry of Health and providers to quickly access accurate and valid information about;

● which schools are implementing an HPS approach● each school’s HPS pathway and progress● the impact and outcomes achieved by HPS

Completing the templateObjectives, Activity and Outcomes

Objectives = Statements that express the impacts or changes we hope to have in target populations

Activity = Statements that express what is done in a programme...


Outcomes = Statements that express what has been achieved for the participants of the programme

Objectives must: Specify the aspects of the complex social concepts that you will address in your

work

Guide the development and review of program activities

Tell you what you will need to track and measure

Focus attention on what you hope to achieve and therefore guide staff implementing the program


Words to start activity statements... Present

Review

Establish and maintain

Co-ordinate

Develop

Promote

Contribute

Support and enable

Deliver

Prepare

Engage and support

Facilitate

Design

Conduct

Words to start outcome statements…increased decreased suitableImproved reduced effectivemore less adequategreater efficient bettersustainable enhanced extended


Universal

Partners and initiativesNorthern Region Level of programmes, services and resources

Health, Education and Social Service Organisation in School Communities

B4 School Checks Oral Health Services

School physhologists

Speech Language Therapy

School based health services

Well Child Hearing and Vision PHNs

Seasons Quitline EDEN Group Special Education

Green Prescription (RSTs)

RTLBs RTMs Grief Counsellors

CYFS Community Services

Strengthening Families

Kari Centre

Aukati Kai Paipa – smoking cessation

Rubicon Youthline Rape Crisis

NZ AIDS Foundation - Auckland

PFLAG – Parents for Lesbian, Agender and Gay Children

Womens Refuge Skylight – grief support

Police Youth Aid Alt Ed and decile 1-3 year 9 assessments

Child Adolescent Mental Health Services

Youth Speciality Services

Disability Services Outreach and Specialist Services

Health Promoting Schools

SWIS PHOs Healthy Housing Schemes

Fonterra – Milk in School

HEHA Secondary school nurses

Active Families (RSTs)

Kickstart Breakfast Programmes (Fonterra, Sanitariam)

Family Violence Coordinators

Fruit in Schools Pacific Health Services

Duffy Books Child Protection Network

WINZ – Integrated Case Management

ADANZ

Parents as First Teachers (MOE)

Whanau Ora providers

5 + A Day resources (United Fresh)

Friends for Life Diabetes Projects Trust

Project K – FYD

Travelwise (Councils)

Kiwi Sport (Sport NZ and RSTs)

McCains Vege Patch

CAYAD


Individual

Targeted

Level of programmes, services and resources

Health, Education and Social Service Organisation in School Communities

ALAC Kids Can / Kiwi Can / Kiwi Kids Can

Peace Foundation (Cool Schools)

Peer Sexuality Support Programme

Sexwise (THETA) Family Planning Yr Choice AttitudeEnviroschools HSC (Smokefree

schools)McDonalds Sports Vouchers

HIPPY

He Kakano Local Iwi Safe Kids (St Johns) Safe KidsHeart Foundation (Heart Start, Healthy Heart Award/Tohu Manawa Ora, Jump Rope)

Local government (Lets Go, Travelwise, Roadsafe, Walking School Bus, Feet First, Sustainable Transport)

Mental Health Foundation (Mentally Healthy Schools, FEAT)

Injury Prevention (Councils and ACC)

Youth Action Plans Cancer Society (Sunsmart Schools Accreditation Programme, Relay for Life, Canteen)

NZ Police (DARE/KOS/Kia Kaha/FADE)

Māori providers (Rheumatic fever, Tamariki Ora)

Food for Thought Church based youth work

YMCA Positive Behaviour for Learning

Garden to Table COMET Education Trust

Life Education Trust Students Against Drunk Driving

Student Achievement Model – MOE

OSCAR Cool Bananas GSE

Department of Internal Affairs

Truancy Services Smokefree Coordinators

Roots of Empathy – Auckland

Family works Paper for trees Ki O Rahi (Salvation Army, Ko Kiri Hauora, RSTs)

Seasons for Growth

Families Commission

Olympic Academy NZ Health Teachers Swimsafe

NZ Drug Foundation

Incredible Years Programme (MOE)

Crime Prevention Through Environmental Design

Public Health Units/DHBs (health promotion, MO, health protection etc)

Safer Communities Waka Ama Netsafe NZ Fire ServiceMāori Women’s Welfare League

Footsteps to Feeling Safe – Bernados (Justice and CYFS approved)

Applied Theatre Consultants


Examples of effective practice


HPS Vision: - Health Promoting Schoolshps.tki.org.nz/content/download/1279/6105/file/HPS...

Documents

Transcript of HPS Vision: - Health Promoting Schoolshps.tki.org.nz/content/download/1279/6105/file/HPS...