Policies and systems have been developed to reflect the needs of all pupils and to respond to the range of issues raised around PSHE; SRE; Drug, Alcohol & Tobacco Education.

Staff are well informed and are confidently able to respond to the range of issues that pupils raise around PSHE; SRE; Drug, Alcohol & Tobacco Education.

The involvement of other professionals is imaginative and enriches the school’s provision and ability to respond to pupils’ needs around PSHE; SRE; Drug, Alcohol & Tobacco Education.

Pupils are well equipped to assess safety risks and make safer choices in a variety of situations, taking responsibility (as age appropriate) for their safety and the safety of others.

PSHE; SRE; Drug, Alcohol & Tobacco Education policies are up to date, relevant and developed through wide consultation.

The school uses a wide range of professionals from other agencies to deliver a well coordinated programme for PSHE; SRE; Drug, Alcohol & Tobacco Education.

Staff are motivated to access training and develop initiatives to meet the PSHE; SRE; Drug, Alcohol & Tobacco Education needs of their pupils.

Pupils are equipped to identify safety risks and make safer choices in a variety of situations.

There is a planned programme for PSHE; SRE; Drug, Alcohol & Tobacco Education which is monitored and evaluated.

The school involves professionals from other agencies to support teaching.

Staff access relevant training and show commitment to the delivery of PSHE; SRE; Drug, Alcohol & Tobacco Education.

Pupils are aware of risks to safety in a variety of situations.

Planning for PSHE; SRE; Drug, Alcohol & Tobacco Education lacks cohesion and does not address the needs of all children.

There is limited and ad-hoc use of support offered by other agencies to deliver the PSHE; SRE; Drug, Alcohol & Tobacco Education Curriculum.

Not all staff are committed to the delivery of a full PSHE; SRE; Drug, Alcohol & Tobacco Education curriculum.

Pupils are not aware of risks to safety or how to make safer choices.

The school’s policy is fully implemented and monitoring and evaluation indicates that it is having a significant positive impact on the choices pupils make.

All staff are committed to promoting an ethos which embeds healthy eating within the school, informed by good consultation with pupils, parents, and the school meals service.

Healthy eating is promoted widely across the curriculum.

Pupils have a secure knowledge of nutrition and can plan and prepare healthy meals, safely (age / development appropriate).

The school is implementing a whole school policy promoting a healthy and balanced diet throughout the school day.

There is strong leadership in promoting healthy eating throughout the school day and this is informed by good consultation with pupils, parents, and the school meals service.

Healthy eating and food safety is promoted across a range of areas of the curriculum.

Pupils have planned opportunities to learn about different types of food in the context of a balanced diet.

The school has an agreed approach to promoting a healthy diet throughout the school day.

Healthy eating and food safety is promoted through some areas of the curriculum.

The need to develop a consistent approach to healthy, dietary provision is acknowledged by the SMT.

Limited guidance is given to pupils to help them to make healthy choices. The menu options offered in the school do not always promote a healthy diet.

Developing a consistent approach to healthy eating and food safety is not considered a priority by the SMT and there is little consultation with stakeholders.

Policies and systems are up to date, relevant and developed through wide consultation, reflecting the needs of all pupils building confidence and removing barriers to participation.

Clear leadership and management ensure that the impact of the physical activity policy is monitored and evaluated. Staff are well trained and identify their own ongoing professional development needs and are supported in achieving these. Risks to safety are routinely assessed.

Physical activity is an integral part of the curriculum and is enriched by a wide range of after school clubs/activities.

Opportunities to involve parents/carers in the provision and planning of physical activities are actively sought.

Policies are up to date, relevant and developed through wide consultation.

Good leadership ensures that all pupils participate in a broad range of physical activities; barriers to participation are identified and strategies for improvement are in place. A good range of staff training is available and accessed appropriately. Risks to safety are assessed.

All pupils have opportunities to participate in a broad range of physical activity and this is supplemented by some involvement of external sports coordinators or coaches.

Parents/carers views are often sought on the provision for physical activity and their views are valued.

There is a planned programme for physical activity that is monitored and evaluated.

There is a coordinated approach to physical activity that ensures the minimum requirements are met. Staff training needs are identified and where possible addressed. Risks to safety are considered.

Curricular opportunities offer pupils an appropriate range of physical activities with limited extra curricular opportunities. Parents/carers are sometimes consulted about new initiatives.

Planning for physical activity lacks cohesion and does not address the needs of all children.

Provision for physical activity lacks coordination and there is inconsistent provision. There are limited training opportunities for staff. Risks to safety are not considered.

Curricular provision is not as good as it could be and does not address the needs of all pupils and may not offer extra curricular opportunities.

The views of parents/carers are rarely sought and few opportunities exist for them to contribute to improving provision.

There is a culture and ethos that positively promotes emotional health and wellbeing and which combats stigma & discrimination

All staff are committed to developing and promoting an ethos which values the emotional health and wellbeing of all members of the school community and this is backed up by well developed and appropriately trained pastoral support for pupils.

The curriculum provides well designed and innovative opportunities for pupils to explore and understand their feelings.

There is a clear policy on bullying which is owned, understood and implemented by the whole school community.

The value of promoting emotional health and wellbeing and tackling any signs of stigma and discrimination is well understood and accepted by the school community.

There is strong leadership in promoting emotional health and well being throughout the school and this is supported by an effective pastoral support system for pupils with staff who have received appropriate training.

The curriculum provides a range of opportunities for pupils to explore and understand their feelings.

Reported incidents of bullying are few. Incidents are dealt with promptly and effectively

Signs of stigma and discrimination are tackled as soon as they occur and there are some strategies to promote emotional health and wellbeing.

Emotional health and wellbeing is promoted through a well managed pastoral support system and staff have received some training for this role.

The curriculum provides some opportunities for pupils to explore and understand their feelings.

There is a policy on bullying which is implemented consistently.

Signs of stigma and discrimination are usually tackled effectively but there are few strategies to promote emotional health and wellbeing.

The SMT give insufficient value to the need to develop a whole school approach to emotional health and wellbeing and there may be over reliance on individual staff. Pastoral support systems may be narrowly focused and staff may not have received appropriate training.

The curriculum provides a limited range of opportunities for pupils to explore and understand their feelings.

There is a policy on bullying but it is not implemented consistently and is not valued by the school community.