Select Committee on Health Appendices to the Minutes of Evidence

Annex 2


Key Areas

  There are eight key areas:

    —  personal, social and health education (PSHE);

    —  citizenship;

    —  drug education (including tobacco and alcohol);

    —  emotional health and well being (including bullying);

    —  healthy eating;

    —  physical activity;

    —  safety; and

    —  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


  ""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.

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