Text of the 2006 Healthy Schools Validation report:

This school has been validated to the National Healthy Schools Standard [Enhanced Status] because it has met all of the whole school elements. The following are particular strengths within the whole school elements.

• The health and well being development plan is impressive and, as the upper school manager is a member of SMT and the prep school manager is on the prep school management group, the work has been fully supported by the school management. All the staff has had many different opportunities to receive training in specific aspects of PSHE.
• Alton Convent School is independent and need not adhere to DfES guidance yet it demonstrates good practice by developing a range of relevant policies. In some instances, the guidance used is/now out of date and it would be beneficial if the school were to use the most recent documents when reviewing these policies.
• Schemes of work for both the upper school and prep school are comprehensive, address a range of learning styles and include the use of a wide range of resources. Planning ensures that there are cross curricular links with many other areas of the curriculum.
• All the teaching staff has been involved in thinking skills training and all prep school staff has received training in circle time. Small class sizes ensure that pupils are treated as individuals and, especially in the upper school, there are opportunities to gain practical experience by moving out into the community. Peer support for learning is encouraged in a variety of ways and risk assessment is part of the curriculum offered in both parts of the school.
• This school is welcoming with attractive grounds and buildings which are well maintained. Healthy living has had a very high profile and there are plans for this to continue alongside the extensive programme of activities which support pupil's spiritual, cultural, moral and social development. It is a joy to visit this school.
• The small class size helps to ensure that pupils gain the individual attention they need and in the prep school the house system provides a mechanism equivalent to a school council, run by house captains. Opportunities for feedback from the pupils are many and they are encouraged to take responsibility for different aspects of school life.
• The pastoral care of pupils at the school is of high quality. There is a specific head of pastoral care for the prep school and a school counsellor has been appointed to work with senior pupils. Links with support agencies are good though different from many other schools as this is an independent school and takes pupils from a very wide geographical area.
• The whole ethos of the school is based on caring and this extends to staff as well as pupils. The small staff room is pleasantly furnished though, as in many schools, available space is a limiting factor.
• Continuing professional development has a high profile and systems are in place to ensure staff has the support needed. This extends to sharing good practice with other schools as well as staff attending training sessions. The annual Away Day offers opportunities for selected staff to feedback ideas and suggestions for changes to systems or to the work environment.
• Assessment is integral to teaching in the school and pupils are used to self assessing their performance and target setting. Achievements are celebrated in a variety of ways and the newsletter keeps all parents informed.

The school has developed all four themed areas of enhanced status.

In PSHE the school has achieved all of the targets set out in their action plan. Pupils' personal and social development is of a high standard and the PHSE curriculum contributes to this. Both the prep school and senior school have PSMHE co-ordinators and the new prep school scheme of work is built on QCA guidance. Teaching is monitored and pupils are involved in its evaluation. The policies are good though, when reviewed, it would be beneficial to use more up to date DfES guidance. Involving external agencies such as the police is integral to the planned programme and staff have many opportunities to ensure their continuing professional development. The school has made significant progress in ensuring that all pupils across the age range have an opportunity to feedback on many different aspects of school life. Good practice includes:

• using the PSHE framework when reviewing the prep school scheme of work
• monitoring the teaching of PSMHE as well as assessing and evaluating outcomes
• responding to national priorities such as Healthy Food in Schools
• using the Way Ahead group to help gain the views of staff on school development
• ensuring staff development in aspects of PSHE has a high profile.

An area the school has identified for further development is:

• to investigate more up to date guidance on both sex and relationship education and drugs from the DfES and use this when reviewing the relevant policies.

In healthy eating the school has achieved all of the targets set out in their action plan. Over the past eighteen months the school has raised the profile of healthy eating with not just pupils but also the staff. A food policy has been developed which involved wide consultation and a cookbook has been published through collecting healthy recipes. Lunch time menus have been re-vamped with full support of the catering staff and a good selection of healthier options is now available. Having unsuccessfully tried healthier options within the senior school vending machine, it is about to be removed. Curriculum work on healthy eating is integrated into the prep school SOW and, within the senior school curriculum, it is spread across several subject areas. Unfortunately, there are no facilities on site for pupils to cook food but it is prepared on site and both food preparation and cooking is part of any D of E expedition. Drinking water is freely available on site and a new dispenser has been installed in the staff room.

Other good practice includes:

• the provision of fruit at break times for KS 1 pupils
• KS2 pupils being expected to bring only healthy snacks to school for break
• school menus being displayed to give time for choices to be considered and taster portions being available
• the tuck shop trolley including healthier options
• smoothie making and tasting linked with raising funds for the annual visit to Lourdes
• involving Year 3 pupils in the Sainsbury's fruit tasting and food workshops.
• using a packed lunch and snacks questionnaire with the senior school.

The school intends to maintain this focus on healthier eating and has several ideas for taking the work forward into the coming year.

In physical activity the school has achieved all of the targets set out in the action plan. The newly developed physical activity policy sets the context for the wide range of opportunities available to pupils both through the curriculum and as extra curricular clubs including an equestrian club. Skilled parents help to run several of these clubs and pupils commented favourably on the range of activities available to them. The site facilities are extensive and are supplemented by use of Alton swimming pool and leisure centre. There is a multi-gym on site, well used by older girls and staff, and after a taster session aerobics was so popular it has now been introduced into the curriculum and as a lunchtime club.

Good practice includes:

• enhanced extra-curricular opportunities at lunchtime to ensure those who travel by school bus can be involved
• aerobics being established as a lunchtime club
• encouraging skilled parents to support some of the clubs including the equestrian club/team
• actively seeking a male head of PE for the prep school to enhance provision for the boys
• installing a multi-gym which is well used by senior girls and the staff.

In emotional health and well-being the school has achieved all of the targets set out in their action plan. The pastoral system is exemplary extending to staff as well as pupils and, being a Catholic school, faith values underpin its functioning. The house system now provides the opportunity for pupils to have a greater voice in the life of the school and to celebrate success with their house peers as well as with a wider audience in assemblies or on presentation day. Introducing circle time in KS 1 was so beneficial that it has been extended to KS2 earlier than planned and the possibility of its use in the senior school is being investigated. The PSMHE programme supports the school in helping to build self-esteem and confidence so pupils develqp self-assurance.

Areas of particular good practice include:

• all prep school staff receiving training in circle time
• responding to pupils as individuals and valuing their contributions in a wide range of ways
• having a head of pastoral care in the prep school who is approachable and available for one to one support if needed
• appointing a counsellor for the senior girls
• all pupils from Year 6 upwards having the opportunity to go on an annual retreat.

The school is particularly to be congratulated on the enthusiastic and energetic way it has approached involvement in the healthy schools process. It was introduced to the school by two teachers committed to improving healthy opportunities for all pupils and this has had the full backing of the senior management team. During the process the staff has also been able to benefit from some of the developments. The establishment of a Parents' Forum was a courageous move which I am sure will reap benefits in the future.

Recommendations for future development include:

• to continue with the good practice developed to date
• to ensure all guidance used during policy and curriculum review is the most recent
• to consider introducing circle time into the senior school
• to include aspects of citizenship, the environment, or safety when working towards future re-validation.

The school has an extensive healthy living action plan taking activity forward well into the future. It is clear that this work has become an integral and important part of the way the school will progress.

It was a privilege to carry out this validation at Alton Convent School with its wide range of pupils from under three years old to nineteen. The underlying principles of the National Healthy School Standard fit closely with the schobl vision and the aims and the values that underpin this faith school ensure that many facets of healthy schools work are fundamental to school functioning.