Health & Wellbeing Policy

DRUMBRAE PRIMARY SCHOOL HEALTH AND WELLBEING POLICY

 

RATIONALE

Our Health and Wellbeing Programme at Drumbrae permeates the whole curriculum and will provide the opportunity for children to become successful learners, confident individuals, responsible citizens and effective contributors.

 

Children's individual needs and talents will be recognised and personal goals will be set and achieved. The children will be provided with a sound foundation on which to base a healthy lifestyle, personal safety, moral and ethical decisions and behaviour that respects the dignity of themselves and others.

Central to the programme are:

. Respect and care for self

. Respect and care for others

. A sense of social responsiblity

. A commitment to learning

. A sense of belonging

 

AIMS

At Drumbrae we aim to develop qualities of honesty, fairness, consideration and a sense of responsibility, self worth and achievement.

In order to achieve this we aim to:

. create and maintain a positive whole school climate and ethos where all feel valued, nutured, healthy, responsible, a sense of achievment, active, included, safe and secure.

. develop approaches to learning, teaching and assessment which enhance health, personal and social development.

. help all children achieve success through all aspects of learning.

. involve all parents and the wider community in the health and intellectual, emotional and social development of the children.

. develop life skills which enable them to participate effectively and safely in society.

 

METHODOLOGY

A Health Promoting School achieves success in six areas

 

 

 

Curriculum, Teaching and Learning                                               Links With Family and Community                        

                                                                                

HEALTH PROMOTING SCHOOL

 

 

Physical Enviroment                                                                               Role of Specialist Services

 

 

                                                                                           

 

                     Organisation, Ethos and Climate                              Health and Welfare of Staff

 

 

 

                                                                              

 

CURRICULUM, TEACHING AND LEARNING

There is a whole school understanding and sharing of the aims of health promotions. The school community work to improve the health lifestyle, knowledge, understanding, skills and attitudes of all. There is a commitment to maintaining status as a health promoting school in the school development plan and there are arrangements for assessing needs, monitoring, developing, planning and evaluating the curriculum, learning and teaching. There are good relationships within the school and self esteem and self worth of all members of the school community are promoted. Emotional, physical and social support needs of the children and their families are provided for and the children feel safe and secure in school.

 

The Health and Wellbeing Curriculum covers four aspects

 

Health Education

 

 

 

CURRICULUM

Physical Education                                   LEARNING &                       Personal & Social Education

                                                                 TEACHING

 

 

Home Economics

 

HEALTH EDUCATION

Three approaches to the teaching of health education need to be planned for

See appendices (4-10)

 

. Whole school (eg Health fortnight (App8),

. Road Safety Week (App9)

. Cross curricular eg.         P5 topic -The Human Body (App4),

                                          P6 Sex Education (App5)

                                          and P7 Reproduction (App6)

. Special focus eg. Keeping Myself Safe (App7), Risk Factory (App10)

 

PERSONAL AND SOCIAL DEVELOPMENT

Personal Development consists of: Self awareness and Self Esteem

Social Development consists of: Interpersonal Relationships and Independence and Interdependence 

 

 

 

 

 Examples of Pupils'

Development - Self

Awareness

Know themselves as unique individuals;   Acknowledge aptitudes and abilities;   Understand that they are continually developing and changing;   Recognise and express moods and feelings;

Identify their own values and attitudes;   Begin to have views of their own aptitudes and abilities;   Search for evidence about personal performances;   Begin to recognise a range of emotions and how they deal with them;

Having developed attitudes of self-respect through critical appreciation of self;   Begin to make realistic assessment of their abilities and aptitudes;   recognise that developing self-awareness may lead to an increase in self control;

 

 

Examples of Pupils'

Development

Self Esteem

 

 

Express positive thoughts about themselves and their abilities;   Cope with everyday situations;   Cope with moderate degrees of change;

Be positive about themselves and their social and cultural backgrounds;   Demonstrate the confidence to tackle situations that they find unfamiliar;   Approach new challenges and difficulties with confidence;   Recognise that their perception of self is affected by responses from others;

Understanding the importance of valuing self;   Demonstrate enterprise and initiative to appropriate situations;   Recognise that making mistakes can provide opportunities for learning;   Have the confidence to retain a reasoned position;

 

Examples of Pupils'

Inter personal

relationships

 

Be aware that each person has a number of roles;   Demonstrate an awareness of family relationships;   Communicate and interact with known persons;   Begin to identify those values which are important to the home, school and community;   Demonstrate respect and tolerance towards others;

Adopt different roles within groups;   Demonstrate an awareness that specific factors such as gender can affect interpersonal relationships;   Communicate and interact with growing confidence within a wider circle of people;   Express their own views on values which are important to the home, school and community;   Demonstrate respect and tolerance for those whose opinions differ from their own;

Reflect on and evaluate their own roles and those of others;   Identify the different kinds of relationships that exists between the sexes;   Communicate and interact by selecting and using effectively a range of interpersonal skills in a variety of situations;   Reflect upon, evaluate and express their opinion about values held by the school and community;   Evaluate and demonstrate the acquisition of positive attitudes to others;   Examine attitudes which have, in the past, led to unfulfilled potential in individuals or tension between the sexes;

 

Examples of Pupils'

Development

Independence &

Interdependence

 

Carry out simple tasks independently;   Show willingness to tackle problems;   Know when it is appropriate to seek help;   Set personal goals;   Demonstrate ability to co-operate;   Demonstrate ability to select from several choices and discuss reasons for the choice made;   Identify some of the implications of their actions;   Recognise the need for rules at all stages

Carry out a range of tasks on their own and in a group;   Discuss more than one strategy for coping with or tackling problems;   Ask for advice and independently act on it;   Show ability to set realistic goals for self and others;   Accept that others needs may be more urgent than their own;   Demonstrate their ability to select from an increasing range of choices and to discuss the reasons for the choices made;   Take increasing responsibility for their own actions;

Carry out complex tasks with appropriate help from others;   Apply a problem - tackling process in relevant situations;   Initiate, organise and complete tasks involving others;   Set and review personal goals at regular or appropriate times;   Assist others to achieve their goals and enlist the help of others to achieve their own goals;   Demonstrate the ability to select from an increasing number of complex choices and discuss the process used in the decision making;   Take increasing responsibility for self-discipline showing insight in planning and organising;

 

 

RESPONSIBILITIES OF STAFF

 

The Head Teacher will:-

 

. discuss and agree target setting with each class teacher at the end of the session.

. monitor and evaluate the Health and Wellbeing programme.

. ensure that staff development needs are met.

 

All Staff will:-

 

. exemplify high moral principals and virtues in order to elicit these from the children.

. establish considerate and supportive relationships with the children and actively listen to their ideas, thoughts and opinions.

 

Teaching Staff will:-

 

. plan, implement, assess and evaluate the health and wellbeing programme.

. reflect on the children's development needs in order to provide appropriate support for learning.

. work co-operatively with children to set targets and reflect on progress.

. liaise with parents, nurseries, secondary schools, colleagues and partnership services when appropriate.

 

ASSESSMENT

"Approaches to learning and teaching must include a view of assessment which encourages learners to recognise the process of their own learning through: reviewing progress, setting their own targets, negotiating their own pathways and recording their own achievment".

 

Progression must be characterised by:

 

. the ability and growing confidence to handle increasingly complex tasks

. depth of conceptual understanding

. more reasoned approaches to problems

. a more focused sense of purpose

. increasing understanding of and commitment to social, ethical and moral issues

. the development of personal responsibilities for learning

 

An important element in this process is discernment, that is the exercise of sensitive professional judgement by the teacher.

 

Using Focussed assessment techniques children will regularly set realistic goals and discuss progress with staff.

 

 

 

Policy drawn up: March 2008