|
Working in Partnership
Guidelines for Schools
and External Contributors
Healthy Schools
in
South Yorkshire
A Good Practice Guide
Developed by the Barnsley,
Doncaster & Rotherham
Education and Health Partnership
Updated September 2004
Contents
Schools and
External Contributors 'Working in Partnership': Rationale
Guidelines
Planning checklist
Healthy Schools
in South Yorkshire Quality Assurance Mark
Schools
and External Contributors 'Working in Partnership': Rationale
The National Healthy Schools
Standard adopts a whole school approach to education and
health improvement, providing support to local schools on
becoming healthier places for the whole school community
to work and learn.
This support encourages effective
partnership working with external contributors who contribute
to the school in a range of contexts.
The following guidelines
have been developed to help schools and external contributors
work together in partnership.
These guidelines:
•
give guidance on the role
of the contributor within the classroom environment
•
ensure quality input, which
enhances the work of the classroom teacher
•
ensure best practice to
safeguard school and external contributor partnership
working
Healthy Schools in South
Yorkshire would like to encourage external contributors
and schools to adopt these 'Working in Partnership' guidelines.
Guidelines
N.B It is recommended
that the teacher should be present at all times and is responsible
for the lesson content and other issues such as safety,
discipline and behaviour of the pupils.
It is the responsibility
of schools to determine whether a CRB (Police) check is
needed when using external contributors.
External
contributors should always be used as part of an integrated
programme. Good visitors can contribute a great deal to
a schools educational provision but do not, on their own,
constitute a comprehensive programme. They should
not act as a substitute teacher but enhance the overall
educational experience for young people. The input must
add rather than detract, must educate rather than sensationalise
or create propaganda, and must add a dimension
, which
the teacher alone cannot deliver. It must also fit within
the stated aims and objectives of the PSHE programme of
the school and any school policies.
In order to make the session
run as smoothly as possible, the teacher should bear in
mind the following points:
•
The planning checklist should have
been used in advance.
•
Who will meet the external contributor
and bring them to the correct location?
•
The teacher may need to assist the
external contributor in a variety of ways and this should
be agreed with the external contributor beforehand e.g.
asking appropriate questions, organising the pupils into
groups etc.
•
The organisation of the room should
be decided beforehand, making sure the necessary equipment
is available.
•
Who will thank the visitor and help
them to find the exit?
•
Ensure the pupils' views are included
in an evaluation.
It is important to remember
that although the main focus of the lesson is based upon
the input of the visitor, the teacher is still responsible
for the lesson and the learning, which results.
Working within professional boundaries
External contributors need
to be aware that their roles, responsibilities and boundaries,
when taking part in curriculum activities, may differ from
other roles and responsibilities that they have in the community.
When working in a classroom situation, the external contributor
should work to the professional boundaries of teachers e.g.
around issues of confidentiality. These may be different
from boundaries where, for example, a school nurse is holding
a confidential advice and/or information session for individual
pupils or where a counsellor or youth worker is providing
one-to-one support.
Developing effective partnerships
between external contributors and the school
It is important for external
contributors to be briefed on the purpose and context of
the visit and be introduced to relevant aspects of school
policy and organisation. Use a planning checklist to ensure
that both parties are satisfied about what is expected from
an external contribution.
Planning checklist
To be completed by
school and external contributor jointly prior to the input.
Name
and contact details of agency
|
Cost
of input |
Resources/equipment
needed. Room layout |
Does
this input add a dimension, which the teacher alone
cannot deliver?
|
Yes/No
|
Is
there evidence that this contribution is of good quality?
Has it been used before
& evaluated well, or nationally or locally recommended?
|
|
Does
this input fit into the stated aims and objectives
of the PSHE programme?
|
|
Have
the learning outcomes for this input been identified?
|
|
Have
confidentiality issues in line with school policy
been agreed?
|
|
Is
the role of the teacher clear? See guidelines
|
|
Has
the method of evaluation and feedback been agreed?
|
|
Is
the external contributor aware of the needs of the
pupils such as their ability, age, gender, ethnicity
and background?
|
|
Does
the external contributor know who will meet them?
|
|
Is
it clear what you need to do if the groups have to
be split, bearing in mind it is recommended that a
staff member should be with pupils in all groups at
all times?
|
|
Healthy Schools in
South Yorkshire Quality Assurance Mark for External Contributors
Healthy Schools in South
Yorkshire would like to invite external contributors who
provide quality input into the school curriculum to apply
for the Healthy Schools in South Yorkshire Quality Assurance
Mark.
This aims to:
•
Provide quality assurance
to schools when selecting visitors
•
Raise the profile of
the work of key organisations
To achieve the Healthy Schools
in South Yorkshire Quality Assurance Mark the input will
be observed by a Healthy Schools Consultant for one session.
Assessment will be based on the list of evidence below
•
Input observation completed
by Healthy Schools Consultant
•
Pupil evaluation
•
Class teacher evaluation
•
Self evaluation
When the process has been
successfully completed a letter and a certificate of recognition
will be sent, confirming that the input has been awarded
the Healthy Schools in South Yorkshire Quality Assurance
Mark. This will entitle you to use the National Healthy
Schools Logo on the relevant programme of study.
Conditions:
The award will need to be
reviewed if the content of the input changes in any way
or if there are changes in National or Local Guidance or
legislation, which affect the input.
The certificate of recognition
will identify a specific individual delivering a programme
of materials. If a number of different individuals
deliver the materials schools will need to complete and
check further evaluations carefully and contact Healthy
Schools teams who will give feedback to organisations and
individual deliverers.
Input
observation to be completed by Healthy Schools Consultant
|
|
Yes/No
|
Comments
|
Is
the input well structured and planned?
|
|
|
Does
the visitor have a good knowledge of content of what
they are delivering? |
|
|
Are
the intended learning outcomes clear?
|
|
|
Is
pupil participation maximised?
|
|
|
If
grouping is used within the input, is it done effectively
e.g. pair work, small group whole class? |
|
|
If
resources are used are they appropriate and up-to
date?
|
|
|
If
discussion is used is it managed effectively?
|
|
|
Did
the visitor respond appropriately to spontaneous issues
raised? |
|
|
If
questions were asked were they answered honestly and
accurately and in appropriate depth? |
|
|
Did
the visitor establish appropriate rapport with the
class and provide a safe learning environment? |
|
|
P.T.O.
Checklist
for Healthy Schools Quality Assurance
|
Name of individual
and organisation
|
|
Yes/No
|
Comments
|
Positive
input observation
|
|
|
Positive
evaluations/feedback
|
|
|
Recommendation
|
|
Date
|
Healthy
Schools Consultant
|
|
Review
Date (if required)
|
|
LEA
|
|
  External
contributor and organisation .
1.
How well did the input meet its learning objective(s)?
Fully
Partly
Not at all
2.
Was the content of the input appropriate to the ability
of all pupils?
Fully
Partly
Not at all
Please comment
 
3.
Wa
s your role clear to you before and during this input?
YES / NO
4.
On a scale of 1 to 10 indicate how well do you think
the visitor delivered the input?
1
2
3
4
5
6
7
8
9
10
 LOW
HIGH
5.
Please indicate with a tick the words or phrases that
best describe the visitor.
Had
a clear voice
Was easily understood
Was
approachable
Was interesting
Used
appropriate pace
Good
interaction with pupils
 Please
add further comments:
6.
Did you think the resources used were:
Of good quality
Appropriate for the age group
Appropriate to the content of the input
7.
Would you recommend this input to others?
YES / NO
8.
Do you think there is anyway that the input can be
improved?
 Please
comment :
Teacher
...................
School
...................
Date
...................
 
 Name
of Organisation:
 School:
 Date
of Input:
•
How do you feel the input
went? Please circle.
Very well
Fairly
well
Not at all well
 Comments:
•
In your opinion how did
the majority of pupils respond? Please tick.
Showed
lots of interest
Quietly
interested
Not
interested
•
Did you feel you had sufficient
time in which to deliver your input?
YES / NO
•
How effective were the resources
you used? Please circle.
Very effective
Fairly effective
Not at all effective
 Comments:
•
Would you change or improve anything
for the next time you will deliver this input?
YES / NO
 Comments:
•
Was the teacher appropriately supportive
during the input?
YES / NO
 Comments:
WHAT
DID YOU THINK?
Pupil evaluation
•
Today's visitor was called:.......................
• Today's
visitor was from :........................
3.
 4.
  5.
6.
•
On the whole, how much did you enjoy
today's visitor?
  Not
a lot
Quite a lot
A lot
(Please circle a number)
Thank you
for filling in this form. Please hand it to your
teacher.
Healthy Schools
in
South
Yorkshire
This
is to certify tha t
Individual/organisation/materials
?
--------------------------------------------------------------------------------------
Has been awarded
the
Healthy Schools in South
Yorkshire Quality Assurance Mark
for input into the school
curriculum, having fulfilled all of the necessary requirements.
Signed-----------------------------Date-------------
(on behalf
of Healthy Schools in South Yorkshire)
Scheme:....................
|
