Cambridge Primary School

Getting Started

The initial interest in promoting health practices and creating a healthy school environment was initiated by a review of existing practices. It became evident that there was more to be done in the area of SSE. There was a strong belief that a positive work environment has a significant impact on learning in this school. The surveys were distributed to the community, parents, students and teachers. This information required working parties to interpret, draft and relate ‘School Health Policies and Practices to Teaching and Learning, Supportive Environment and Community Partnerships’.

The focus on health promotion in the school and its community interest led to the inclusion of "Health Promotion " in the School Partnership Agreement 1998-2000.

Planning

From the information shared, working parties drafted the School Development Strategy Plan, which included a mission statement, goals and outcome targets specific for promoting health.

In 1998 the school learned that nationally there was a focus on health promotion in schools. We became aware of the opportunities through our involvement in conferences, workshops and meetings.

At Cambridge, parent and community meetings were held, views were shared and exchanged and eventually collaborations were born between the community, teachers and students. Together we developed a shared vision.

"At Cambridge there was a belief that through collaboration with parents, staff, students and the wider community, this school will promote a safe and healthy environment for people to work and play."

A ‘Vision’ was agreed upon for the school to promote health and the specific planned goals included…

1. To improve the nutritional behaviours
2. To review Occupational Health and Safety issues
3. To maintain and further improve existing supportive school environment initiatives

These goals were then expanded detailing objectives, strategies, support, resources, budget responsibility, coordination, indications of success and a timeline for achievements.

A prioritising of issues and tasks led to a focus on ‘professional development for teachers’ prior to the commencement of 1999 February school year. This professional development included the "Skills for Growing Program" and saw links begin to emerge with the Partnership Agreement. Assistance for funding was made to the Lions Club within the Hobart area. A 3-year plan was constructed, including strong links with ASSR target outcomes.

Key Results

Our major achievements during our first year have been (1999)

• Catering for the needs of students in this school in Health Education through use of the ‘Skills for Growing Program".
• Improvements were made in the nutritional behaviours of students and staff (e.g. canteen accreditation is under way and there has been improved access to fresh drinking water).
• Development of ‘Relief Teacher folders’ for improved communication.
• Trial of ‘Playground Behaviour folders’ was undertaken to monitor and ensure that a consistent approach was implemented in the area of behaviour management.
• Developed Health Promoting Schools policies.
  
• Successful’ Sunsmart Program’ was implemented which was initiated and owned by students.
  
• Embarked on Stress Management techniques for staff (personal health).

Recommendations for 2000:

• Ongoing catering for the needs of students through Health Education, personal and social development using the ‘Skills for Growing Program’.
  
• P.D. Day — setting up a supportive classroom environment from day 1.
  
• Continuing to improve the physical environment.
  
• Maintain and improve existing Supportive Environment initiatives.
  
• Support Canteen committee in canteen accreditation.
  
• Survey all school staff re Occupational Health and Safety needs e.g. classroom temperature, playground ‘danger’ zones, slippery steps etc., needle surveillance, provision of more shade areas, pine bark top-ups, first aid training, policy development etc.
  
• Staff meetings to be held in a different classroom each week (5 mins. showcase of host teacher).
  
• Continue to provide stress management techniques for staff members.
  
• Review staff use of ‘Skills for Growing Program’.

Peter Jeffries
Cambridge Primary School