There are eight key areas:
personal, social and health education
drug education (including tobacco
emotional health and well being (including
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
The school's unique priorities will be taken
into account. So will national prioritiesfor 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
Getting 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
Closer working relationships with
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
Gain opportunities to be involved
and to have personal and social development valued;
Gain more confidence and become more
Working in a more collaborative and
Will benefit from training and professional
Feedback and support from parents,
pupils and community partners.
How will we assess and accredit Education and
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.