Annex 2
HOW THE
NATIONAL HEALTHY
SCHOOL STANDARD
WORKS
Key Areas
There are eight key areas:
— personal, social and health education
(PSHE);
— drug education (including tobacco
and alcohol);
— emotional health and well being (including
bullying);
— sex and relationship education.
How do you start?
Every Local Education Authority area has a local
programme co-ordinator. Their job is to work closely with schools
and make sure they get all the support they need. They start off
by helping to measure where the school's at, and helping it set
targets.
The school's unique priorities will be taken
into account. So will national priorities—for example, on
sex education and safety. And the programme co-ordinator will
be clear on which issues are most important locally.
How will we deliver the whole school approach?
By encouraging ownership of the whole school
community, including pupils, staff, parents, governors and partner
agencies.
Who gains?
The SchoolGetting involved will help meet literacy,
numeracy and attendance targets because healthy schools work can
improve performance in all areas of school achievement:
— Healthy motivated staff and children.
— An improved environment.
— Recognition of its achievements locally
as well as from Government.
— Involvement from the entire school
community including parents and governors.
— Greater support and professional
development for staff.
— Gain cross-working opportunities
to link with and complement other school based programmes.
— A broader, balanced curriculum with
links between subject areas that support and reinforce health
messages.
— Closer working relationships with
external partners.
The Children
— Gain information and skills to help
important life and health choices.
— Gain access to local support services,
such as sexual health and drug agencies.
— Have their achievements and successes
celebrated.
— Gain opportunities to be involved
and to have personal and social development valued.
— Gain more confidence and become more
motivated.
The Staff
— Working in a more collaborative and
motivated atmosphere.
— Will benefit from training and professional
development.
— Feedback and support from parents,
pupils and community partners.
How will we assess and accredit Eduaction and
Health Partnerships?
National Assessors have been appointed to accredit
local Education and Health Partnerships against the Standard.
The accreditation process comprises a support
phase and a formal phase. The support phase includes training
and seminars; whilst the formal phase involves a formal assessment
visit to the local programme undertaken by a team of independent
national assessors. On this basis, a local programme is deemed
to meet the Standard.
The national assessors to the local programme
co-ordinator propose recommendations for further development work.
These are followed up by action plans prepared by local programmes.
Annex 3
INQUIRY TERMS
OF REFERENCE
""The Committee will examine the co-ordination
betwen central goverment, local government, health authorities
and PCGs/PCTs in promoting and delivering public health.
In particular the Committee will examine the
organizational arrangements and will address:
— the inter-operation of Health Action
Zones, Employment Action Zones, Healthy Living Centres, Education
Action Zones, Health Improvement Programmes and Community Plans;
— the role of the Health Development
Agency;
— the role of PCGs and PCTs;
— the role and status of the Minister
for Public Health;
— the role of the Director of Public
Health; and
— the extent to which current public
health policy is reducing health inequalities""
The Committee will also study alternative models
of public health provision.
| 
