personalised 2 extended standard sample · children’s ervices ersonalised xtended urriculum...

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Cumbria County Council

PersonalisedExtended

CurriculumStandard

An assessment tool for evaluating the quality of provision for students following an appropriate curriculum offer not delivered wholly within their school establishment and for measuring the impact of student outcomes.

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Children’s Services - Personalised Extended Curriculum Standard 2

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Contents

Foreword 5

Guidance 9How to use this Framework 11 The Moderation Process 13

The Framework 17Achievement of pupils 17 Quality of teaching 37Behaviour and safety of pupils 65 Quality of leadership and management 81 Appendices 115 Appendix One: Sample Proforma: Student Information, Code of Conduct, Course Contact 117 Profile, Induction, Learner Support Plan, Parent/Carer Consent Forms, Placement Cancellation Forms, Attendance and Registration Checklist, Health and Safety Checklist, Venue Health and Safety Checklist, Agreements: 14-19, between Learner, Parent/Carer, Provider/Employer, College, Provider, Block Work Experience- Employer Report, Learner’s Profile, Inividual FeedbackAppendix Two: Enterprise (skills, knowledge and attributes) 155Appendix Three: Healthy Eating 165 Appendix Four: Safeguarding Information and Guidance 169 Appendix Five: Types of Portfolio Evidence 173 Appendix Six: Individual Learning Plan 181Appendix Seven: The School Key Worker 191

Further Reading, Resources and Information 195

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2Children’s Services - Personalised Extended Curriculum Standard

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Foreword

Foreword

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Foreword The Personalised Extended Curriculum Standard is a self assessment tool to be used by Schools and Extended Curriculum Providers who deliver, in partnership, personalised programmes for young people at Key Stages 3, 4 and post 16. The original tool was designed as a framework based on the Ofsted inspection guidelines document ‘Framework for the inspection of schools in England from September 2005’. This is the second version of the tool which has been amended to meet criteria within ‘The Framework for School Inspection: Guidance and grade descriptors for inspecting schools in England under section 5 of the Education Act 2005, (as amended) from December 2012’.

It has been developed in response to feedback gathered from school colleagues who have expressed concerns about how extended provision is quality assured, and from provider colleagues who have expressed their concerns about the need for information sharing and the continued involvement of schools whenever a young person is placed on a personalised programme. There is a shared belief that young people benefit much more from their personalised programme when a school key worker and provider link colleague work closely together with the student to discuss and plan the programme, and that there is a clear process for the regular review and monitoring of the student placement. By ensuring that the student is at the heart of the process, through open and honest inclusion, there is a much stronger chance that the young person will engage with their personalised programme and will remain involved with their school community.

The importance of a joined up approach to Alternative Provision (AP) is a priority of the Department for Education, highlighted in the ‘Improving Alternative Provision’ report produced by Charlie Taylor, the government’s expert advisor on behaviour.

Key themes referred to throughout the report include:

• The commissioning role played by many schools, Pupil Referral Units (PRUs), AP Providers and Local Authorities (LAs), and the report is ‘critical of the flawed system that fails to provide suitable education and proper accountability for some of the most vulnerable children in the country’;

• The importance of acknowledging the circumstances that ‘many children who are referred to PRUs and AP Providers come from the most deprived backgrounds. They often come from chaotic homes in which problems such as drinking, drug taking, mental health issues, domestic violence and family breakdown are common;

• The report also states that ‘children in PRUs and AP Providers are twice as likely as the average pupil to qualify for free school meals. They are more likely to have had poor attendance in school and to be known to social services and to the police’;

• The best providers do a remarkable job with pupils who often have extremely challenging behaviour that mainstream schools have been unable to manage. They address Behavioural, Emotional, Social Difficulties (BESD), improve attendance, and help children to achieve academic success. These providers work in partnership with schools, the LA and PRUs to ensure their pupils get a suitably rigorous programme to prepare them for the next stage in their life.

This document offers a framework which will benefit all parties through evidencing:

• a shared consistency of approach from both the school and the provider;• a high level of quality assurance of the provision offered; and• opportunities for accreditation and recognition of skills development are fully explored and implemented wherever possible.

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The Personalised Extended Curriculum Standard will be awarded to those organisations who can demonstrate through the ‘show and tell’ method that their organisation is operating at either the ‘Established’ or ‘Enhanced’ level of practice. The awarding certificate of the Standard will indicate the level gained and will provide clear evidence of the high quality of provision being offered to all interested parties. The Standard will also contribute to other Quality Assurance and recognition marks, including Investors in People and the School Inclusion Charter mark.

This file includes a section of appendices which comprise of a variety of pro forma and guidance documentation to support the development of provider and school systems and practice wherever appropriate. The appendices are clearly identified on the grid at the end of each success criteria statement.

In order to successfully achieve the Personalised Extended Curriculum Standard providers and schools must demonstrate that strong links are in place to support the ongoing engagement of the young person with their personalised programme. It is of paramount importance that the young person remains in close contact with their school and feels a sense of belonging to their school and provider community. This can be supported through the role of the school key worker: a member of staff who works with the young person to source their placement(s), complete an individual learning plan and be actively involved in the monitoring and review of their progress. The key theme that runs through the whole of the framework is the relationship between the school, the provider and the young person – and where these links can be clearly evidenced the standards will be awarded.

The framework supports the Ofsted defined ‘elements of successful alternative provision’ which include:

• At its best, AP is timely, well-planned and not a last resort or a bolt on;• Students remain a full part of the school at all times and at no time are ‘out of sight, out of mind;• The provision compliments, not replicating or replacing, the school’s own curriculum;• The school or unit provides pastoral support to ensure that students are not isolated when at placements and can seek advice back at school when needed;• If the provision is accredited, the school or college is clear about the purpose of accreditation. The accreditation is not tokenistic; it is valued by the school,

recognised by future employers or colleges, and compliments rather than replicates the accreditation being gained in school.

Further information can be found in the Ofsted Alternative Provision document, published June 2011, reference no: 100233; Improving Alternative Provision, written by Charlie Taylor, published March 2012; and from the Department for Education website – www.education.gov.uk

N.B. Throughout the framework we have referred to ‘alternative curriculum’ as ‘extended curriculum’ to build on the inclusive and positive language used.

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Guidance How to use this framework

How

to use this framew

ork

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Guidance – How to use the framework

The table below illustrates the layout of the framework:

Achievement of pupils

Key judgement statement Emerging Established EnhancedEffectiveness of communication between partners, IAG, referral process, information sharing, progression and monitoring systems

Referrals are accepted by the provider on verbal agreement

Referrals are accepted by the provider with supporting documentation (Appendix1)

There is a clear referral process for each student with recorded documentation completed by the key worker and shared with the student and provider (Appendix1)

Success Criteria

Key area (1of 4)

Evaluation requirement Success criteria statements indicating level of development Reference to supporting appendices

The revised framework is based on the Ofsted ‘Framework for School Inspection: Guidance and grade descriptors for inspecting schools in England under section 5 of the Education Act 2005 (as amended), from December 2012’.

There are 4 key areas which are covered in the Framework:• Achievement of pupils• Quality of teaching• Behaviour and safety of pupils• Quality of leadership and management

Within these sections are a series of statements which provides guidance to schools, providers, inspectors and moderators on the key judgements that are made during the moderation process, and which directly link in with Ofsted key judgements for inspection.

Evidence presented of overall effectiveness will also be evaluated, which will include:• The extent to which the education provided meets the needs of the range of pupils, and in particular, those who have a disability as defined by the Equality

Act 2010 and pupils who have special educational needs;• How well the provider and/or school promotes all pupils’ spiritual, moral, social and cultural development by providing positive experiences through planned

and coherent opportunities in the curriculum and interactions with teachers, other adults and the local community.Sample


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The Emerging, Established and Enhanced columns represent the stages of development of the provider and/or school. The provider and/or school will measure their current practice against the success criteria statements and will emerge with a ‘spiky profile’ which will clearly identify where there are areas of good or outstanding practice (as identified in the Established or Enhanced column) as well as identifying areas for development (Emerging column). Providers and schools which are already operating under other quality assurance frameworks i.e. Investors in People, will not need to repeat the evidence. The standard will only be awarded to those providers who are operating at an Established or Enhanced level. The Emerging column is for guidance only and will support the provider through evidencing areas for development.

Following each grid is a ‘progress notes’ page on which to make comments, write ideas, refer to other QA procedures already being followed etc.

Appendices - Overview

Within the Personalised Extended Curriculum Standard file is a section of Appendices. The appendices have been split into sections including information and pro forma which support the evaluation requirements of the framework. The information and pro forma are included as a set of good practice guidance documents which can be adopted, or compared and contrasted with the systems and practice already being carried out by the provider. The appendices include information and pro forma relating to –

• Standard pro forma relating to the students’ personalised programme (i.e. Student Information, Code of Conduct, Course Contact Profile, Induction, Learner Support Plan, Parent/Carer Consent Forms, Placement Cancellation Forms, Attendance and Registration Checklist, Health and Safety Checklist, Venue Health and Safety Checklist, Agreements: 14-19, between Learner, Parent/Carer, Provider/Employer, College, Provider, Block Work Experience - Employer Report, Learner’s Profile, Inividual Feedback);

• Enterprise Education (skills, knowledge and attributes); • Healthy Eating and Lifestyle Guidance• Safeguarding Information and Guidance; • Types of Portfolio evidence;• Individual Learning Plan;• The school key worker. The final section provides signposting information to further reading and resources which offer additional guidance for the Emerging provider, as well as a useful source of information for those providers and schools moving towards the Established and Enhanced practice.

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Guidance The Moderation Process

The M

oderation Process

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In order to successfully achieve the Standard, applicant organisations must demonstrate their practice to an independent moderator. It is recommended that the validation process is carried out by a moderation team who will work with providers and schools who have expressed an interest in working towards and successfully achieving the Personalised Extended Curriculum Standard. Organisations which decide to apply for the standard should be offered support throughout the whole process by a member of the moderation team. Applicants will identify to their moderator which level of the standard they wish to be accredited. The Standard will only be awarded at either established or enhanced levels. In order to achieve enhanced status the applicant organisation must demonstrate their enhanced practice across the whole framework.

The recommended Personalised Extended Curriculum Standards timeline:

• September: A letter is sent out to all providers and schools inviting them to express an interest in working towards the Standard.• Autumn Term: The moderation team will meet to look at applications and agree support allocations. The allocated team member will meet with the provider/

school lead to discuss the Standard process including: the layout of the file; how to evidence the framework with particular emphasis on the difference between ‘established’ and ‘enhanced’ status; and agree support dates and a date for moderation.

• Spring Term: Before the moderation visit the allocated team member will contact the provider/school lead to agree a moderation schedule, including time for looking at the evidence and systems and interviews with staff and students. The moderator will consider the evidence presented and feedback gathered during staff, student and, where appropriate, volunteer, interviews. A report will then be written up based on the evidence presented.

• Mid-Summer Term: The moderation team will meet to make a collective decision about awarding the Standard and at which level. Applicant organisations will be notified of the awarding decision by letter before the end of the summer term. Those applicants who have not fully met the standard applied for will be informed by letter with a plan of suggested actions and support from the team, which when successfully met will result in the appropriate level of Standard being awarded.

The recommended process is explained in more detail in the following pages.

The moderation visit: the assessor will moderate the areas identified by the support team member. The evidence will be considered through a ‘show and tell’ approach which will involve looking at files and records, and interviewing pre identified students, staff and, where appropriate, volunteers. The moderator will also look at information systems, student records and files and the venue(s) in which the learning sessions are delivered.

During the moderation it would be very helpful, and make best use of time, for the following information to be available:

• Organisational policies and procedures;• Annual reports;• Membership of Charity Commission (as appropriate);• Evidence of Board of Governors/ Trustees/ Senior Leadership Team/ Supervisory Board;• Management structure;• Insurance certificates;• Staff personnel files including CRB, staff development, supervision and qualification records;• Evidence of other QA standards – e.g. IIP;

The Moderation Process

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• Funding records including charitable funds, grants, budget records etc;• Costings for delivery of provision;• Evidence of work with other agencies, local initiatives, FE, HE, WBL, IAG providers;• Organisational development plan including evidence of student feedback;• Information storing system;• Health and safety of the premises i.e. signage, fire safety equipment, PPE, equipment maintenance etc;• Qualification records including awarding body centre status, student registration and claim details, awarding body conditions;• Student records files including evidence of pastoral support;• Student portfolios with a range of evidence and assessment methods and tools;• Evidence of information sharing systems between partners.

Moderation Interviews: the moderation visit will include a planned timetable of interviews with staff, students and, where appropriate, volunteers. These interviews will be informal and will provide the moderator with the opportunity to find out more about the ethos and culture of the organisation. The moderator will not interview all students and staff but a pre identified and agreed cross section of those working within the organisation. The interviews will be part of a supportive process and are not intended to ‘catch out’ the applicant, but to enable the moderator to build a more rounded picture of the applicant organisation. All students, staff and volunteers who are approached for interview must be asked for their agreement to participate and should be provided with guidelines about the process before the interviews take place.

A timetable for the day will be agreed by all parties before the moderation which will be adhered to as closely as possible.

Following moderation: after all organisational moderations have taken place the team will meet to present and discuss their findings. Successful applicant organisations will be informed in writing to confirm that they have achieved their Standard status at the level applied for. If any of the applicants do not meet all of the criteria for the ‘established’ or ‘enhanced’ level they will be contacted by their team contact with a list of recommended actions to enable the organisation to achieve their Standard. A mini re-moderation date, based on the recommendations only, will be agreed from where a decision to award the Standard will be reached.

Awarding the Standard: the successful applicants will be issued with a certificate for display on their premises and will be entitled to use the Personalised Extended Curriculum Standard logo on their paperwork and documents. It is important that a robust moderation process is in place, and that moderation team members are qualified and competent to make judgement decisions based on the evidence presented. The moderation process should be documented, with key decisions and actions recorded, and must stand up to scrutiny from a third party or where decisions are appealed against.

It is also recommended that a re-moderation timeline is put into place which is communicated to all applicant organisations. Concerns about deterioration in the quality of provision must be raised by the commissioning school, PRU or AP provider with a member of the moderation team so that concerns can be addressed quickly, and actioned as appropriate.

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The Framework Achievement of Pupils

Achievem

ent of Pupils

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Progress Notes

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Achievement of pupilsWhen evaluating the achievements of pupils, moderators consider how well:

Key judgement statement Emerging Established Enhanced1. Effectiveness of communication between partners, IAG, referral process, information sharing, progression and monitoring systems

• Referrals are accepted by the provider on verbal agreement

• There is some informal exchange of student prior attainment information between the school and provider; provider uses the information supplied to plan provision for the student

• The provider reports students’ progress to the school’s key contact to an agreed schedule. Student progress is monitored through ad hoc visits by school key worker

• Referrals are accepted by the provider with supporting documentation including medical support needs as appropriate (Appendix1)

• Schools supply accurate information to providers on student’s prior attainment and progress. This is recorded on the individual learning plan (ILP); provider uses the information effectively to provide appropriate provision (Appendix6)

• School has made the provider aware of the cultural background on the student at the point of referral (Appendix1)

• All students have negotiated performance targets with input from student, school and provider. These are recorded on an student’s ILP and monitored on a regular basis (Appendix6)

• Each student has a formal (generic) learning agreement that has been agreed and signed by the student and provider (Appendix6)

• Thereisaclearreferralprocessforeachstudent with recorded documentation, including medical support needs (as appropriate) completed by the key worker and shared with the student and provider (Appendix1)

• Schoolsuppliesaccurateinformationtoprovider on student’s’ prior attainment and progress, giving additional information on preferred learning styles and resource needs. All recorded on the ILP. Provider uses the information supplied to provide appropriate support and resources and to set challenging work and expectations (Appendix6)

• Informationregardingtheculturalbackgroundof a student is provided by the school and discussed with the provider, student and parent/carer at the point of referral (Appendix1)

• Performancetargets,includingaccreditedoutcomes, are negotiated with student, school and provider. Clear and challenging targets are agreed and recorded on an student’s ILP and are monitored on an agreed basis (Appendix6)

• Schoolliaisesregularlywiththeprovidertoseek accurate information about all aspects of the placement in order to inform parents fully about their children’s progress (Appendix1)

Success Criteria

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Progress Notes

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Achievement of pupilsWhen evaluating the achievements of pupils, moderators consider how well (continued):

Key judgement statement Emerging Established Enhanced1.Effectiveness of communication between partners evidencing IAG, referral process, information sharing, progression and monitoring systems …cont

2. Storage of information • Some information is shared with the provider to enable effective support for the student

• There are informal agreements around information sharing

• The student key worker is an active and supportive presence through regular visits to the placement

• Personal information is stored in a confidential, secure environment accessible only to key identified personnel. Information is shared only for the purpose for which it is intended and with the informed consent of the student

• Opportunities for accreditation are identified and are recorded. Progress to achieve accreditation is reviewed regularly (Appendix6)

• School, provider and young person agree how maths and English will be delivered as part of the personalised programme which is recorded on the ILP

• Written information is received from the school to enable the provider to support the emotional development of the student appropriately (Appendix1)

• Students are aware that their information has been shared with the provider

• The student key worker meets with the student and provider on a regular basis to maintain the link and sense of belonging to the school community

• Personal information is stored in a confidential, secure environment accessible only to key identified personnel. Information is shared only for the purpose for which it is intended and with the informed consent of the student

• Opportunitiesforaccreditationareidentifiedandare recorded. Progress to achieve accreditation is reviewed regularly (Appendix6)

• School,providerandyoungpersonagreehowmaths and English will be delivered as part of the personalised programme which is recorded on the ILP

• Schoolssupplywritteninformationonstudentsto ensure that providers are able to respond to emotional development needs of the student, with updates as appropriate (Appendix1)

• Studentswillbeawareof,andagreetotheirinformation being shared

• Thereisanetworkofsupportincludingthestudent, parent/carer, school key worker, agency and provider to support for the student, strengthen the link with the school community and to access appropriate resources

• Personalinformationisstoredinaconfidential,secure environment accessible only to key identified personnel. Information is shared only for the purpose for which it is intended and with the informed consent of the student

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced3. Disabled pupils and those who have special educational needs have achieved since joining the provider

4. Pupils learn the quality of their work in a range of subjects and the progress they have made since joining the provider

• Additional learning needs and local support resources are identified by the school who share the information with the provider (Appendix1)

• During the placement the provider informs school of additional learning needs (A1)

• Performance targets are negotiated verbally between student, school and the provider

• An informal learning agreement is in place for each student agreed by the provider and the school

• The students understand what their learning goals are and how they are to work towards them

• Additional learning needs and local support resources are identified by the school. Information is shared with the provider to enable them to source and /or put into place the support requirements, all of which are recorded on the ILP. (Appendix1, Appendix6)

• During the placement the provider informs the school of emerging additional learning needs which is recorded in the ILP (Appendix 6)

• The students understand their learning goals and what they need to do in order to succeed (ILP) (Appendix6)

• There is good documentation in place and held within the providers Information System for all students which provides detail about the general timetable, learning agreement, Individual Learning Plan (ILP), performance targets, progress milestones, attendance records and contact detail (Appendix1, Appendix6)

• Additionallearningneedsandlocalsupportresources are identified by the school. Information is shared with the provider to enable them to source and /or put into place the support requirements, all of which are recorded on the ILP. The provider has through enhanced knowledge of learner’s needs accessed appropriate resources through the agency partnerships. (Appendix1,Appendix6)

• Duringtheplacementidentifiedand/oremergingadditional learning needs are discussed and actioned as appropriate during the review process. Actions and support needs are recorded on the ILP (Appendix1, appendix 6)

• Studentshaveaclearunderstandingoftheirlearning goals which have been negotiated between student, provider and school and regularly evaluated; the outcomes are then are recorded in the ILP (Appendix6)

• Comprehensivedocumentationisinplacefor each student which includes all elements of established plus evidence that the student has ownership of the programme e.g. through a student voice survey. All evidence has been shared with all parties and evaluations have been used effectively to improve the programme (Appendix1,Appendix6)

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced5. Pupils make progress relative to their starting points

• Students produce a portfolio evidencing the activities they have undertaken whilst on placement

• Students have access to some limited accreditation opportunities

• Accredited outcomes are explored and agreed with each student

• All students produce a portfolio which includes a range of evidence of activities and accredited outcomes (Appendix1, Appendix5)

• There is a wide range of opportunities for students to access accreditation as a result of their placement

• Accredited outcomes are explored and agreed with each student

• Allstudentsproduceaportfoliowhichincludes a range of evidence, differentiated as appropriate, of activities and accredited outcomes. Evidence is wide and varied and includes photographs, witness statements, observation records etc

• Thereiseffectiveworkingpracticebetweenstudent, parent/carer, school key worker and provider to keep student engaged and challenged. The outcomes of progress are recorded using relevant pro forma (Appendix1,Appendix5)

• Theyoungpersonisworkingtowardsoutcomeswhich are accredited through recognised awarding bodies. Accredited outcomes are reviewed and recorded against student progress and are reflected in the school exam system.

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced6. Pupils develop a range of skills, including reading, writing, communication and mathematical skills, and how well these are applied across the curriculum, including the development of vocational and work place skills

7. The standards attained by pupils by the time they leave the provider, including reading, writing and mathematics, have progressed

• Workplace skills are actively promoted through all aspects of the placement

• Workplace skills are discussed between the student, provider and school at the start of and throughout the time span of the placement (Appendix2)

• General workplace skills are developed through the placement i.e. attendance, time keeping, dress style, practical activities (Appendix2)

• Workplace skills are discussed between student, school and provider and are recorded on the ILP. The development of workplace skills are reviewed regularly and recorded on monitoring pro forma and the ILP (Appendix2, Appendix6)

• Provider information is available outlining the types of activities delivered which will support the acquisition of workplace skills

• Accredited outcomes, including delivery arrangements for maths and English, are negotiated and identified on the ILP.

• The provider and the school use a variety of methods to evaluate the quality of the provision at the end of each academic year (Appendix6)

• Sectorspecificworkplaceskillsaredevelopedand delivered throughout the students’ placement (Appendix2)

• Theacquisitionofworkplaceskillsisincorporated into targets and learning goals. Achievements are recorded on the ILP and placement monitoring pro forma (Appendix2,Appendix6)

• Schooland/orstudentinformsproviderofanyworkplace skills that need to be particularly targeted (Appendix1)

• Thereisdifferentiatedinformationavailableabout workplace skills that can be accessed in the placement

• Theproviderparticipatesinlocalenterpriseeducation initiatives and can demonstrate working with local industry/businesses.

• Reading,writing,communicationandmathematical skills are embedded into provider activities as well as delivered as individual subject areas in negotiation with the school or placing agency.

• Theproviderandtheschooluseavarietyofmethods to evaluate the quality of the provision at relevant times in the year; the outcomes are used effectively to plan improvement actions (Appendix6).

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced8. The provider celebrates pupils’ successes.

• There is limited evidence that some student achievement is celebrated

• Provider & school colleagues liaise to ensure that pupils’ successes are celebrated through existing school reward arrangements.

• Provider liaises with school colleagues to organise social activities to celebrate achievement

• Good news stories are shared with the parents / carers.

• Studentachievementiscelebratedthrougharange of different activities, by both provider and school i.e. end of term party, display of student work, in house certificate awards, with key personnel invited to share in the celebration

• Socialactivitiesarearrangedatregularintervals throughout the placement to celebrate achievement, supported by the school and provider

• Goodnewsstoriesaresharedwiththeschool,parents / carers and other agencies working with the young person

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced9. The provider promotes all pupils’ spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with tutors, teachers, other adults and the local community

• Students are encouraged to consider the needs of their community

• Providers deliver sessions in the community and on behalf of the community

• Student ideas for community support are encouraged and recorded in their portfolio (Appendix6)

• Provider and student record involvement in community development activities for their portfolio (Appendix1,Appendix6)

• Providerworkscloselywithschoolsonactivitieswhich have a positive impact on the community and the life of the student

• Studentsareencouragedtodevelopideasofways to contribute to the community which are recognised and recorded in the ILP, for accredited outcomes and in progress reviews (Appendix6)

• Studentsareactivelyinvolvedinactivitiesandtake responsibility for recording evidence of this involvement (Appendix1, Appendix6)

• Studentsareencouragedtoconsidertheneedsof different types of communities and how they can contribute

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced10. The provider promotes the health and well being of the pupil and their perception of the health and well being of others

• Healthy lifestyle is referred to through the activities delivered

• Healthy lifestyle and safe practice information is displayed

• Where catering and/or vending facilities exist, there is a healthy food option available (Appendix3)

• Healthy lifestyle and safe practice information is displayed, some of which is available in a range of formats (Appendix3)

• Provider promotes safe practice and healthy lifestyle through a range of activities and learning opportunities (Appendix 3)

• Provider staff are able to identify a source of support when necessary and share their concerns with the student key worker

• Wherecateringand/orvendingfacilitiesexist,anyfood provided is in line with healthy eating guidelines (Appendix3)

• Healthylifestyleandsafepracticeinformationisdisplayed in session rooms and social areas and leaflets/posters etc are available in a range of formats (Appendix3)

• Providerspromotesafepracticeandhealthylifestylethrough a range of activities and learning opportunities (Appendix3)

• Enrichmentactivitiesaredeliverede.g.tohelpyoungpeople become more aware of their own personal confidentiality and emotional development (i.e. sharing info on social networking sites etc

• Whereappropriateschoolsandproviderswillsignpostto or work alongside other agencies to encourage students to adopt safe practices and healthy lifestyles

• Specialistagenciesarebroughtintodelivertrainingand information sessions around healthy living and safe practice for staff and students i.e. drug and alcohol awareness, healthy eating etc

Success Criteria

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Progress Notes

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Key judgement statement Emerging Established Enhanced10. The provider promotes the health and well being of the pupil and their perception of the health and well being of others (continued)

• Students understand how they should behave on placement: these expectations are agreed between student, parent/carer, school and provider on the learning agreement (Appendix1)

• Providerandschoolworkwithstudentstoensuretheyunderstand how they should behave on placement: these expectations are agreed between student, parent/carer, school and provider on the learning agreement (Appendix1)

• Studentsunderstandhowtheirbehaviourimpactson their community. Provider works closely with the student, parent/carer, school key worker and agency colleagues to address any behavioural issues which are having a negative effect on the community.

Success Criteria

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Progress Notes

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