National Healthy Schools Program (Speech: 27/11/07)
Kevin's Speech at the Cafe Royal, London I’m very pleased to welcome everyone to the second National Healthy Schools Conference, and we’re here really to celebrate the significant achievement of the National Healthy Schools Programme to date. My colleague Dawn Primarolo from Department of Health has asked me to pass on her regrets that she cannot be at the conference. Unfortunately, pressing parliamentary business had to take precedence, but I know she shares my sentiment entirely, I was talking to her yesterday, when I say how successful the National Healthy Schools Programme has been so far. 9 out of 10 schools are now involved in the National Healthy Schools Programme, with half at full National Healthy School Status. That translates to about 3.7 million children and young people currently enjoying the benefits of a Healthy School.  It’s a terrific achievement which as I’ve said before, is down to your hard work – and all of our partners across the country – to make this programme a success.  In the current climate of sedentary life styles, it is crucial that schools encourage pupils to make healthy choices. Children now spend on average over 2 hours a day in front of the TV; about 4 in 5 children have access to a computer at home; and increasing numbers of young people are socializing from their desks through social networking websites.  So it isn’t surprising that obesity amongst children has risen significantly in recent years.   It’s a real problem, and it must be tackled. After the recent changes in government, departments have been reformed and drawn together to do just that. The new Department for Children, Schools and Families has put a spotlight on all children’s issues, not just a narrow focus on how well they do in school. And the new Government Public Service Agreements announced earlier this month demonstrate a new energy and commitment to children’s health and wellbeing.  These aims are not just a symbol of health and education working together – the government’s way of paying lip-service to this. They are a binding agreement across government.   They force us to talk to each other across Whitehall, between different departments. And they force us all to take a share in the accountability. Those political drivers reflect a truth: that health and education go hand in hand. With the advantage of information, a good education can lead to better health. And better health means more potential for learning and success.  To be honest it is not a new concept, healthy body, healthy mind. Because healthy – and unhealthy – habits are formed in our childhood, it is vital that schools give children the information and resources to make the right choices when it comes to health. We’ve seen some real successes over the last few years, with schools taking very healthy steps forward. School meals are a far cry from what they used to be, with huge investment in ingredients, training for catering staff, and school kitchens.   This is something I feel practically passionate about as my mother was a dinner lady in my own primary school, so I had to eat the school food.  And from 2008, all pupils who want to will be able to learn cookery skills, so they can cook healthy meals for themselves. Gone are the days I hope when students at university only know how to cook baked beans on toast…
And it’s not widely reported, but there has been a quiet revolution in school sport.  86 per cent of pupils are doing at least 2 hours of high quality PE and school sport in a typical week – up from an estimated 25% in 2002 achieving this. All maintained schools in England are now in one of 450 School Sport Partnerships, where schools work together in clusters to provide more sporting opportunities for pupils. And pupils are obviously enjoying it, because schools are getting more competitive: the percentage of pupils competing between schools is rising year on year – up 18% since 2003/04. So, again, I’m confident that, if we continue to give pupils these opportunities we’ll be able to beat the bulging obesity figures.  But the success of the National Healthy Schools programme marks a much broader shift in a healthy schools culture. Improvements have not just been, about, and that’s why your here today, canteen and the sports field, but to the whole school. The bedrock of the Every Child Matters programme has always been to improve and sustain all aspects of a child’s ability to succeed, not just a narrow focus on exam results – were all trying to make sure our children are healthy, happy, safe, and given the same opportunity to succeed as the next child. The National Healthy Schools programme does that by nurturing a child’s emotional wellbeing as well as their physical health, and making sure that they develop as individuals.  The four core themes that schools have to satisfy to qualify for Healthy Schools Status – Emotional Health and Wellbeing, Healthy Eating, Physical Activity, and PSHE – are a reflection of that rounded approach. All of those categories are interlinked – without good physical health you are unlikely to have a good sense of wellbeing; if you don’t eat healthily you’re unlikely to be physically healthy. Emotional health and wellbeing – the focus of this conference today – is absolutely essential to any individual’s success. Without it, we are unlikely to perform well in our lives, our jobs, and our personal relationships. Today is a very different environment to that of their parents or grandparents. New problems mean that children and young people need the skills and resilience to deal with conflict in new and changing contexts. The internet, for example, has opened up a new world of possibilities for us all, but unfortunately, in so doing, it has opened up possibilities for cyberbullies too. One of the things young people are telling us they’re most concerned about is their safety, with bullying being something that’s in particular of concern to them. We have recently published a package of guidance – including a document specifically on cyberbullying – which gives schools advice on how to deal with bullying in all its forms.
Getting the right information out to people about the risks they face is very important.  But we also have to give young people the skills, resources and confidence to be resilient, and to resolve conflict for themselves, in all aspects of their lives. The Social and Emotional Aspects of Learning Programme will help to give pupils those vital social and emotional skills. Following the SEAL programme’s success in primary schools, in October this year, I launched its extension into secondaries. It teaches pupils hard-edged skills, like recovering from disappointments and setbacks, managing anger and frustration, and standing up for your rights and those of others. I think it’s very important we mustn’t underestimate the value of developing these skills in pupils so they become second nature.  In an increasingly competitive job market, in an increasingly competitive world, employers are looking for bright, able individuals, who are passionate about what they do. Who, as well as having a good understanding of the job, can work in a team, find creative solutions to problems, and treat others with respect. And social and emotional skills don’t just stand pupils in good stead for getting a good job, but stand them in good stead throughout life, as responsible citizens, and in their personal relationships with others too. They are the key to positive emotional health and wellbeing. And the impact of developing these skills within a supportive school climate will extend beyond lessons to the corridors, the playground, and conversations between students and teachers, making school a happier place and a healthier place for everyone involved. Every young person has a right to a good education. And every young person has the right to feel safe, comfortable and secure as they pursue their education. To support schools in that endeavour, I’m delighted today that I’m able to launch the New Guidance for Schools on Developing Emotional Health and Wellbeing.  The new guidance gives teachers practical advice on how they can successfully meet the ‘Emotional Health’ criteria when working towards Healthy School Status.  But as schools work towards the criteria for Healthy Schools Status, I want them to think truly about the healthy behaviours they are instilling in their pupils as a way of life.  Healthy Schools Status is an accolade to be proud of. It’s not a case of certain boxes ticked and getting the badge. It’s not just about adding a couple of new dishes to the canteen menu. It’s about living healthy values, and setting a healthy example. A healthy school is a healthy learning environment, where pupils are rosy-cheeked, resilient, and ready to learn. And where school staff, also feel good about themselves and where they work. It is an environment which promotes excellent physical health, which promotes making the right choices, and being emotionally equipped for life’s challenges ahead. A healthy child has the best shot at achieving their full potential, which is what my department exists for. But most of all, they’re more likely to enjoy life as they do it.  I wish you well for the rest of the conference, and for future. Thank you.