Case Study

School Case Study 

This case study aims to evidence the impact of the My Health, My School Survey on the setting’s health and wellbeing work.  

     Which health priority does the case study
     impact on?

    Teenage Pregnancy & Sexual Health (PSHE)

    Emotional Wellbeing and Mental Health (EWMH)   

 

     Context…Why was this focus chosen? What was it like before?

  • The school regularly participates in the annual My Health, My School Survey (MHMSS) for years 5 and 6. This helps inform future planning and development work in PSHE, Health and Wellbeing in school.
  • Data from the annual survey has been used to help form appraisal and performance management targets for staff and the findings from the survey have also been used to inform the whole school improvement plan.
  • The PSHE/Healthy Schools Coordinator found out from pupil discussion and the My Health, My School Survey that the upper KS2 children were not as confident about Sex & Relationships Education (SRE) in school as they were about other areas of PSHE and that they felt they were not given enough information.
  • Pupils liked outside agencies visiting – for example the NSPCC – but did not think we did enough in school to cover SRE.
  • They also thought younger children needed more information.
  • SRE at the time was taught in summer term 2 - to years 5 & 6 only. Other year groups did cover work on feelings and relationships through SEAL and also the science units linked to their bodies and living and growing.
  • The PSHE/Healthy Schools Coordinator reported all MHMSS findings to the governing body and they were added to the annual Governors' report.
  • The Head teacher and Coordinator decided that improving SRE and putting a spiral curriculum in place throughout school was an appropriate appraisal/performance management target for the key members of staff involved.

     Actions…Please describe the steps you took? What was new?

  • My Health, My School Survey was delivered to all year 5 & 6 pupils, collated and then analysed together.
  • Findings from the survey were shared with senior staff, staff and governors.
  • An action plan was created by the Coordinator. The action plan was shared with other stakeholders, such as KS2 teachers who would be teaching the units.
  • Parents were invited to attend consultation sessions around SRE and to view resources.
  • The Coordinator attended training run by Health and Wellbeing service – Delivering SRE with confidence.
  • Resources purchased – Channel 4 Living and Growing (revised).
  • Staff attended two staff meetings about SRE and the Coordinator cascaded work from the training course.
  • New resources shared and discussions took place about the different units from Living and Growing – units were put in place throughout KS2.
  • KS1 curriculum added naming body parts to their work in science.
  • Year 5/6 teacher trialled units with children in upper KS2 and received feedback.
  • PSHE/Healthy Schools Coordinator added new units to PSHE and school long-term topic plans.
  • SRE was taught across the year – and not just after SATs!
  • Staff feedback to the Coordinator.

     Impact…What difference was made and what has changed? Please include qualitative and/or quantitative
     data here and state where the data has come from.

  • Staff, children and parents all gave positive feedback about improved SRE teaching in school.
  • MHMSS data could be seen working in action and making a positive impact.
  • As a school we will be measuring improvement in the responses to questions related to SRE in the next MHMS survey.

     Reflection… What worked well?

  • Having robust data from the MHMSS as a baseline.
  • The children felt that their voice had been heard.
  • Attending a course then being given time to share and discuss with all staff from both key stages in staff meeting time.
  • Having SRE as an appraisal target meant it was a real focus and time was given in school to do the work around SRE properly.
  • All staff engaged really well and felt that they had a voice – discussions highlighted Child Protection issues, which were also discussed.
  • Governors were engaged.
  • Parents felt involved – in the second year of the process more parents came to the meeting and were very positive about resources/delivery.

     What would you do differently? Any advice to other schools? Did you face any barriers or challenges?

  • Have some in house training from the Health & Wellbeing Service and ask them to model an SRE lesson, then work with the staff involved planning the next lessons.
  • Involve as many stakeholders as you can and make everything open and clear – people are nervous of SRE!
  • Ensure MHMSS becomes embedded into the school’s timetable and calendar.
  • Pre-book the ICT suite for a week in summer term for groups of children to have access to the survey to complete.
  • Ensure class teachers are confident carrying out the survey.
  • Coordinator to plan introductory lesson around the survey so that children see example questions and look at previous data from the survey so that they have a clearer understanding of why we use the MHMSS.
  • Some parents were anxious about the units about puberty and menstruation starting at the end of year 4 – I would have separate lower KS2 and upper KS2 meetings if I did it again.
  • In future involve the school nursing team in the meetings.

     Next steps…How will you ensure the difference is sustainable?

  • SRE is embedded into the school’s two year long-term curriculum plan, which is regularly reviewed.
  • As part of PSHE/Healthy Schools work in school this will be monitored by school coordinator.
  • Make sure the MHMSS is embedded into the school calendar and the results are used to check children are happier with SRE provision.
  • MHMSS findings are reported annually to both staff and the Governing Body.
  • Include Year 6/School Council in looking at the data collected from the MHMSS and present an assembly to the whole school about what the findings/results.