Healthy Lifestyle Guidelines

Rationale

The school’s PSHCE policy forms the broad framework for specific healthy life styles issues such as healthy eating and physical activity. At Ashlands, we support not only the children’s academic achievement, but also their physical, emotional and social development. We believe that a happy, healthy, safe and caring environment is a precursor to raising achievement and attainment. Encouraging healthy choices around food and physical activities contributes to this. We share the national concern around food and malnutrition including obesity. We acknowledge the expectation expressed in the Every Child Matters framework that we promote the consumption of five portions of fruit and vegetables a day and help to reduce obesity.  We think it is important to have whole school commitment towards this. These guidelines expand some of the broad aims of the PSHCE policy with its emphasis on developing life skills and developing healthy lifestyles.


Aims

To provide everyone with a framework for a healthy life.

To provide the opportunity for the whole school community, including parents as partners to be involved in decisions about healthy life styles through school.

To provide an environment that promotes healthy eating and models healthy food choices.

To provide an environment that promotes physical activity and models different types of physical activity.

To develop self awareness and self esteem in pupils so that they want to keep healthy.

To promote positive attitudes to wanting to take responsibility for being active and keeping healthy.


Objectives

School to ensure these aims are achieved by:

  • Using class, key stage and the school council to engage pupils in the review and development of healthy food choices and physical activity choices within school.
  • Engaging parents in task groups and through questionnaires to review healthy food choices and physical activity choices within school.
  • Working alongside outside agencies to help raise parental understanding about health eating, the effect on children’s behaviour and attainment and provide access to information about healthy packed lunches.
  • Working with outside agencies to provide guidelines for parents about acceptable packed lunches egg. Drinks which do not contain sugar, low fat and low salt items and increased inclusion of fruit and vegetables.
  • Engaging school catering providers who meet the school’s expectations and national guidelines of providing healthy options.
  • Ensuring access across the school day to drinking water.
  • Providing pupils with the opportunity to learn about and experience a wide range of foods including the preparation and tasting of fruit and vegetable.
  • Creating a pleasant eating environment that encourages the positive social interaction of pupils.
  • Handling concerns about suspected poor diet with sensitivity; providing access to specialist support where there is a concern about a pupil’s health that staff may suspect may be related to poor diet (e.g. Via the school nurse)
  • Providing information about nutrition and physical activity through subjects such as science, design technology, P.E and PSHCE.

Teaching and the curriculum

Through Science, P.E., PSHSE and Design Technology the children learn about nutrition and healthy food choices and the relationship between diet and physical activity and the importance of both. A range of teaching approaches are used within these subjects.

Food stuffs are often used for the demonstration of concepts and to make the content of lessons relevant and engaging to pupils e.g. understanding fractions in Maths, money management, drawing up tables to record surveys related to food, physical and activities, reversible and irreversible changes in science.

Assessment of pupils’ skills and understanding

Children’s understanding is assessed through end of unit assessments, as with other areas of the curriculum.

Occasional monitoring of the increase of healthy choices by pupils and the use of surveys will indicate whether their understanding is being put into practice.

Roles and Responsibilities of those involved

All school based staff and adults working within the school will:

Model the consumption of healthy choices (NB chocolate is not forbidden but there needs to be a balance with the choice of healthier options);

Be able to justify their choice of high calorie foods e.g. In the case of those having higher than average energy consumption and use this to help pupils understand that a balanced diet may differ from person to person;

Model the participation of physical activity; through for example, sharing the kinds of physical activity they take part in.

School Meal Providers will:

Conform to the government’s guidelines on the provision of school meals and the school governors’ expectations;

Display healthier options prominently e.g. at the beginning of the food available for school dinners;

Consider consultation and feedback with pupils, through the school council, of their healthy eating preferences;

Help to contribute to a welcoming eating environment that promotes healthy lifestyles; act as consultants for the School’s National Healthy School Task Group and any sub committees related to healthy eating e.g. a school council/governor task group.

Senior Management will:

Consider the organisation and systems for school meal provision in order to provide a welcoming eating environment that encourages the positive social interaction of pupils and promotes healthy lifestyles;

Employ school meal providers who promote healthy eating in line with the governments’ guidelines;

The school dining environment

Where a choice of food is made available to pupils, the healthy options will be displayed prominently and in a manner that will encourage them as first choice over less healthy alternatives.

Drinks provided will be water or no-added sugar juice.

Policy review

The objectives in the policy will be used to evaluate its effectiveness. Occasional surveys of pupils’ food choices will contribute to the pricy. Pupils and parents will be involved through questionnaires and school council discussion.

These guidelines will be reviewed alongside the PSHCE policy including Drugs Education and Sex and Relationships Education.

 

Guidelines written: July 2006

K Raine, PSHCE Co-ordinator.