WHOLE SCHOOL FOOD POLICY

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1 The Ridgeway Community School recognises and values the contributions that parents, carers, governors and other members of the community can make. We will endeavour to encourage the wider community to understand the aims and vision of the school and to involve them wherever possible. Provision of information in other formats We will endeavour, wherever possible, to provide information in alternative formats when required or requested. Examples of this are by using , royal mail, enlarged print versions, audio tapes, translations, symbolled text. Adequate prior notice would be required through the school office. Accessibility to premises To continue to ensure that the school building and grounds are accessible to the extended school community, pupils, staff, governors, parents and community members. Aim WHOLE SCHOOL FOOD POLICY The aim of the Whole School Food Policy is to ensure that all aspects of food and nutrition in The Ridgeway Community School promote the health and wellbeing of pupils, Staff and visitors to our school. The school environments, attitudes of staff and pupils, as well as what the pupils/students learn in the classroom, have a major influence in their knowledge and understanding of health. If encouraged to enjoy healthy food and drink early on, it is much more likely that these positive behaviours will remain with a child throughout life. This policy will cover the following: School meals Non-school lunch packs Food provided at the school, other than school meals Healthy eating, as part of the curriculum Extra curriculum activities, such as cookery clubs, etc As a School we should provide; access to and promote healthy nutritious food and drink deliver clear and consistent messages about food, nutrition and healthy eating provide opportunities to learn about diet, nutrition, food safety and hygiene, food preparation and cooking, as well as where food comes from actively promote healthy food and drink as part of an enjoyable and balanced diet and restrict the availability and promotion of other options (where appropriate) actively promote a positive and healthy attitude towards nutrition which takes account of medical complexity and individual diversity 1

2 Food Provision: School Lunch provision Our aim is to work in partnership with the School Caterer and the School food provider, to as far as is possible ensure all meals served will meet the Government s new food based standards to ensure that pupils/ students are getting a nutritious balance meal and to provide a healthy nutritional meal for our pupils/students taking into account the wide variety of dietary and nutritional needs of our pupils/ students, as well as the pupils /students individual feeding difficulties i.e. pupils/students that require their food liquidised or finely chopped. The School and its caterer must meet the new nutritional standards for school meals (The Education Nutritional Standards and Requirements for School Food England Regulations 2007) and non-school meal food provided in school. The school through its caterer/food provider now must offer the following food groups as part of the school meal and from September 2008 the nutrient standards. Fruits and vegetables - these include fruit and vegetables in all forms (whether fresh, frozen, canned, dried or in the form of juice) Meat, fish and other nondairy sources of protein - these include meat (including ham and bacon) and fish (whether fresh, frozen, canned or dried); eggs; pulses; and beans (other than green beans) Manufactured meat products Not less than two portions per day per child, at least one of which should be salad or vegetables, and at least one of which should be fresh fruit, fruit tinned in juice or fruit salad (fresh or tinned in juice) A fruit-based dessert shall be available at least twice per week in primary schools A food from this group should be available on a daily basis Red meat shall be available twice per week in primary schools, and three times per week in secondary schools Fish shall be available once per week in primary schools and twice per week in secondary schools. Of that fish, oily fish shall be available at least once every three weeks For the purposes of lunches for registered pupils at primary schools, sources of protein in this group can include dairy sources of protein Manufactured meat products may be served occasionally as part of school lunches, provided that they: i. meet the legal minimum meat content levels set out in the Meat Products (England) Regulations Products not specifically covered by these legal minima must meet the same minimum meat content levels prescribed for burgers ii. are not "economy burgers" as described in the Meat Products (England) Regulations 2003; and iii. contain none of the following list of offal, except that mammalian large or small intestine may be used as a sausage skin (including chipolatas, frankfurters, salami, links and similar products): Brains, lungs, rectum, stomach, feet, oesophagus, spinal cord, testicles, large intestine, small intestine, spleen, udder. iv. A meat product (manufactured or homemade) from each of the four groups below may be provided no more than once per fortnight and also meets requirements set out in points i-iii. Group 1; burger, hamburger, chopped meat, corned meat; Group 2: sausage, sausage meat, link, 2

3 Starchy foods (also see additional requirement on deep frying below) - these include all bread (e.g. chapattis), pasta, noodles, rice, potatoes, sweet potatoes, yams, millet and cornmeal Deep fried products Milk and dairy foods - includes milk, cheese, yoghurt (including frozen and drinking yoghurt), fromage frais, and custard Drinks Water Salt and condiments Confectionery and savoury snacks Food Allergies chipolata, luncheon meat. Group 3: Individual meat pie, meat pudding, Melton Mowbray pie, game pie, Scottish (or Scotch) pie, pasty or pastie, bridie, sausage roll. Group 4: Any other shaped or coated meat product. A food from this group should be available on a daily basis Fat or oil shall not be used in the cooking process of starchy foods on more than three days in any week On every day that a fat or oil is used in the cooking process of starchy foods, a starchy food for which fat or oil is not used in the cooking process should also be available In addition, bread should be available on a daily basis Meals should not contain more than two deep fried products in a single week. This includes products which are deep-fried in the manufacturing process. A food from this group should be available on a daily basis. The only drinks available should be: plain water (still or fizzy); milk (skimmed or semi-skimmed); pure fruit juices; yoghurt or milk drinks (with less than 5% added sugar); drinks made form combinations of those in bullet points 1 to 4 on this list (e.g. smoothies); low calorie hot chocolate; tea; and coffee NB - Artificial sweeteners could be used only in yoghurt and milk drinks, or combinations containing yoghurt or milk There should be easy access to free, fresh drinking water. Table salt should not be made available. If made available, condiments should be available only in sachets. Confectionery, chocolate and chocolate-coated products (excluding cocoa powder used in chocolate cakes, or low calorie hot drinking chocolate) shall not be available throughout the lunch time. The only savoury snacks available should be seeds with no added salt or sugar. Individual care plans are created for pupils with food allergies. These document symptoms and adverse reactions, actions to be taken in an emergency, and emergency contact details. School caterers are made aware of any food allergies/food intolerance and requests for special diets are submitted according to an agreed process. 3

4 The school caterer will endeavour to avoid all allergy trigger as far as reasonably practicable, however it is not possible to ensure that all foods have been produced in a guaranteed nut free environment. Peanuts and Nut Allergies We advise that due to the high risk of allergic reactions, peanuts and peanut butter should not be used in school. The school and its caterer will introduce school meal themes days/weeks, such as: Bringing in the harvest Potato day Bonfire night Chinese new year International themes Historical themes Farm day, etc Taster days Curriculum theme days Healthier Lunchboxes The school recognises the benefits of a well balanced hot school meal for children, in the middle of the day, and would recommend to parents that this as the best option. However, should parents decide to send in a packed lunch from home, please note the following recommended guidelines set out by the British Nutrition Foundation. A child s lunch should include only the following: A portion of starchy food, e.g. wholegrain bap/bread, sesame seed pitta bread, plain crackers, pasta or rice salad Fresh fruit and vegetables, e.g. apple/orange/banana, cherry tomatoes, carrots sticks, mini fruit chunks, etc A portion of milk or dairy food, e.g. cheese, plain/fruit yoghurt, etc. Small portion of lean meat, fish or alternative, e.g. two slices of ham, chicken, beef, Quorn, cheese, tuna, egg or hummus, etc. A drink - fruit juice (not fizzy or diluted squash), water (not flavoured), milk (not flavoured) Food products prepared and stored in ambient temperatures, can after a period of between two to four hours, have increased levels of bacteria in them, which may be harmful to your child. Although the school provides ambient storage facilities, the school cannot take legal responsibility for foods prepared at home and then brought into school. In addition, the school requests that parents do not include the following items in packed lunches: Sweets, chocolate, etc. Crisps or any packet savoury snacks high in salt and fat Fizzy drinks/sugary drinks Sweet cakes, e.g. sugary cakes, doughnuts, etc. Sweet nut bars, etc. Foods containing salted nuts, etc. Parents who have difficulty following these guidelines are requested to contact the school. 4

5 Healthy Snacks/ Breaks /Healthy Tuck shop The School Food Trust recommends in its report that the following mandatory standards should apply to all food sold in schools throughout the day: there should be easy access at all times to free, fresh, preferably chilled drinking water in schools the only other drinks available should be bottled water (still or sparkling), milk (skimmed or semi-skimmed), pure fruit juices, yoghurt and milk drinks (with less than 5% added sugar), drinks made from combinations of these (e.g., smoothies, low-calorie hot chocolate, tea and coffee). Artificial sweeteners can be used in yoghurt and milk drinks every school should have a whole-school food and nutrition policy, preferably reflected in its Single School Plan. Pupils/students are to be offered a choice of healthy drinks and snacks during breaks throughout the school day taking into account the wide variety of dietary and nutritional needs of our pupils/ students, as well as the pupils /students individual feeding difficulties i.e. pupils/students that require their food liquidised, finely chopped. A variety of foods are to be offered to the students to encourage informed choice. In addition there are some pupils/students within our school that require additional high calorie intake at regular intervals throughout the school day. These should be catered for within their individual class in partnership with their parents/carers and following advice from their individual doctor or nutritionist. Consumables should be stored in a hygienic area at a safe temperature. All consumables should be prepared and handled according to food hygiene guidelines. Informal Risk assessments Risk assessments should be undertaken to establish potential hazards and identify the controls which can be put in place to ensure safety of pupils/ students and staff (not necessarily written down) Food for Celebrations We feel it is acceptable for students to be able to share their celebration of their birthday and other occasions with their friends. It is acceptable for students to enjoy Birthday cake with the class. Special diets are to be taken into consideration; the students own class teacher is to use his/her discretion in this matter. Food for encouragement Some students will show a good response when rewarded with food items, these food items should ideally be of a healthy nature, however this should be left to the discretion of the students own class teacher, in consultation with parents. Food Promotion within the School The promotion of food within the School should ideally show healthy options as well as the normal choices offered. Teachers and Class Staff to follow healthy eating guidelines in delivering the curriculum and in the provision of tuck and snacks. To ensure all aspects of the Whole School Food Policy apply as appropriate to children who are enteral fed. 5

6 Gastrostomy Feeding Some pupils at school will be fed via a gastrostomy tube into their stomachs, rather than eating orally. These feeds will have been prescribed by a dietician, and only these prescribed feeds should be administered via the gastrostomy tube. A feeding regime will be available for all of these students and should be consulted prior to administration of the feed. Only trained staff members should give feeds in this manner, the health team will provide initial training and monitor to ensure competency. Water/drinks Fresh good quality water free of charge should be available at all times for pupils/students, staff, and visitors within the school. If tap water is used, these should be supplied directly from the mains and clearly labelled as suitable for drinking. The area must be hygienic, with sinks that are clean and empty. Disposable cups should be readily available, or pupils/students and staff should have their own cups which should be washed in hot soapy water after each use. Pupils/students and staff should be permitted access to fresh good quality water at all times, ensuring that nobody is denied access to water by reason of any disability. A choice of healthy drinks should be available for the pupils/students during their break times. The pupils/students should be encouraged to indicate their preference at all times. Dining Room environment The school will work in partnership with the school caterer to ensure the dining environment should be: clean, hygienic and welcoming it should provide a stimulating environment to encourage healthy eating and drinking Increase the social interaction of pupils, e.g. eating together and developing social skills Reduce noise and litter Lead to better behaviour by pupils during lunchtime The dining environment should be respected as a disturbance free environment to reduce behavioural difficulties After School clubs During after school activities it is the responsibility of the staff involved to ensure the Pupils/Students have access to a choice of water/ drinks and a healthy snack when appropriate. The staff should ensure that the food/ drinks are stored hygienically at the correct temperature and that all food is handled hygienically according to food hygiene advice. Informal Risk assessments Risk assessments should be undertaken to establish potential hazards and identify the controls which can be put in place to ensure safety of pupils/ students and staff (not necessarily written down) School fundraising activities All staff / parents / volunteers responsible for handling of food as part of fundraising activities should ideally hold a current Basic Food Hygiene certificate, and ensure that all food and drink is stored hygienically at the correct temperature and handled according to Food Hygiene directives. Informal Risk assessments Risk assessments should be undertaken to establish 6

7 potential hazards and identify the controls which can be put in place to ensure safety of pupils/ students and staff (not necessarily written down) Out of School activities It is the responsibility of all staff and where possible pupils / students, to be aware of health and safety issues in relation to all school outings. Informal Risk assessments Risk assessments should be undertaken to establish potential hazards and identify the controls which can be put in place to ensure safety of pupils/ students and staff (not necessarily written down) Pupils Up-to-date records of pupil s/students medical and dietary needs are maintained and class staff as well as catering staff are aware and kept updated with regards to individual requirements. Staff It is advised that at least one member of staff within each class should hold a current Basic Food Hygiene certificate. All staff should understand what a balanced and healthy meal means. Advice on Assisted Feeding / Drinking for Carers (Schools) Mealtimes are one of the most important times of the day for Socialising and Communicating. It is important that the students should be given undivided attention whilst eating. Eating and drinking should be fun. Be prepared with all you need e.g. spoons, cup, tissues. Before you start Sit the student in a good comfortable position upright position is best, with support to keep turn, neck, and head in a straight line. This decreases the risk of choking Take one course at a time to the student Take your time at mealtimes. Do not rush. Give the student your undivided attention Sit at eye level to look directly at child s face Encourage independence and offer choices whenever possible Further advice on positioning is available from the Physiotherapist or Occupational therapist. Utensils and Procedures Use a flat, plastic spoon, not metal. Start with a small amount of food 1/8 to ¼ tsp. Do not overload the spoon. (Advice on spoons and other utensils is available from the Speech and Language Therapist and Occupational Therapist). The child should open their mouth as the spoon approaches. Do not force food into their mouth. Put spoon on tongue at about mid-tongue with slight downward pressure. Lips should close around the spoon. Bring spoon out along the tongue; do NOT scrape food off the roof of the mouth or the teeth. 7

8 If child needs help closing lips, place one finger between lower lip and chin to help guide jaw to close, or press up gently directly under chin bone (this helps to stabilize the jaw). Do not scrape food off chin with every bite, just occasionally. Scraping interrupts the routine. You can clean off the face at the end of the meal. Dab the mouth clean. Use a soft cloth or tissue in a blotting action which stimulates swallowing. Avoid mixing all the food together, keep flavours separate. Do not mix liquid and pieces in the same bite. Food that has been lost from the student s mouth should be ignored and cleaned up at the end of the meal. Developing drinking skills Liquid moves more quickly than solid food and it is often more difficult for children with cerebral palsy and other conditions to drink than eat. Adequate fluid intake is a major factor in the management of constipation and its importance cannot be overemphasized. Drinks should be offered more regularly, particularly during hot weather. Please remember: Check whether the student is Safe to take drinks orally information should be in the class file. Ensure a good position for drinking is maintained (the head should NOT be tipped back) Ensure that you have an appropriate cup e.g. soft, small, and flexible. Spouted cups may not be helpful, as they often lead to biting or increased sucking or tongue thrusting. The student may require some support for drinking ask for advice from members of the Therapy team. Timing is very important, Don t rush. Breathing in while eating or drinking can lead to aspiration (inhalation of food or liquid) which can be very dangerous. Communication Give verbal, gestural (sign) and sensory (smell/feel) cues that it is dinner time. Signals could include music, objects of reference, PECS symbols. During the mealtime continue to inform the student about the meal: E.g. give a taste of each foodstuff, say what it is, look for a response i.e. like /dislike e.g. Are you hungry today?, It s a hot/cold dinner today. Talk about anything to do with the meal and well being of the student. Avoid conversations with other members of staff give your student your undivided attention. At the end of the meal, tell the student that dinner has finished and show them the empty bowl. Reward and praise if appropriate. 8

9 When a child is learning to feed himself we do not expect every mouthful to be a success. It is important to be prepared for a mess. Time, patience and encouragement will be important in motivating both the student and the helper. Guidelines for cup drinking: Prerequisites Child should sit fairly well independently, usually ready 1 to 2 months after spoon feeding is well established. Child should be in a chair with good back support. Child typically gives indications of interest in handling utensils and putting them to the mouth. Utensils and Procedures A wide-lipped clear cup is often more effective than spout cups that promote suckling, similar to the nipple. Straight cups that bump the child s nose or the head tips back that may result in choking. The feeder should offer a small sip at first, placing cup on lower lip while making sure the tongue is under the edge of the cup. The cup can then be eased into the corners of the mouth to minimize spills and to add sensory cues for the child. Thicker liquids than formula, juice, or water may make it easier at first. Cereal can be thinned with milk for a milk shake consistency. Baby food fruit can be thinned slightly with fruit juice or water. This may give the child slightly more control and time to produce swallows. Child can be encouraged to put hands around the cup while the feeder has the control for the timing and amount. Gradually the child will learn to take consecutive sips. A cup with a lid (ideally spill proof) becomes necessary when the child wants to do the drinking totally independently. Try to find a cup with a lid that may have a slit or holes recessed into the lid, similar to adult travel mugs, rather than the spout. Straw drinking can be introduced gradually as that requires mature sucking like adults use. What to do if you need further advice? Please contact your Speech and Language Therapist, Physiotherapist or Occupational Therapist in School. Acknowledgements: Paediatric Video fluoroscopic Swallow Studies J.C Arvedson The Practical management of Eating and Drinking difficulties in children April Winstock. Formal Curriculum: The curriculum relates to food and nutrition in different subject areas. Food Technology Curriculum Food Technology focuses on basic living skills that are essential in promoting independence in preparation for the students taking their place in the wider community, learning for life. It enables them to make their own decisions through choice and to solve problems, promoting confidence and independence. For other pupils Food Technology offers opportunities for Sensory Diet activities ranging from stating preferences, demonstrating likes and dislikes by facial expression, through experiencing ingredients through smell, sound, touch and where 9

10 appropriate through taste and also experiencing a variety of cooking methods with support from adults. This also includes the opportunity to make choices wherever possible and to control their environment through the use of switches and our wide range of specialised equipment. Risk assessments should be undertaken to establish potential hazards and identify the controls which can be put in place to ensure safety of pupils/ students and staff. This will include reviewing the recipes to be cooked, purchasing and storing the ingredients, preparing, cooking and cooling the food and taking the finished dishes home. Food Technology can also be referred to as Cookery. The Aim of Food Technology at the Ridgeway School Through the Food Technology curriculum we aim to: develop every student s abilities within the subject to their maximum potential. develop students creativity enable students to draw upon their own experiences develop students understanding of the world develop students knowledge of food develop students knowledge of hygiene develop students knowledge of healthy living develop students ability to plan develop students ability to prepare and cook food for themselves and others with minimal assistance enable generalisation of other curriculum areas through cross curricular links enable students to use everyday situations to develop concepts enable students to make show preferences choices develop thought processes develop use of language provide students with a relevant, age appropriate and broad curriculum provide opportunities in preparation for students taking their place in the wider community, learning for life provide opportunities for Sensory Diet activities through experiencing ingredients through smell, sound, touch and where appropriate through taste and also experiencing a variety of cooking methods with support from adults Health and safety It is the responsibility of all staff and where possible pupils / students, to be aware of health and safety issues in relation to this curriculum area. Regular risk assessments need to be carried out in line with school policy. It is fundamental to this subject that pupils develop positive attitudes to the safety of themselves, others, tools and equipment. An ethos needs to be created where a respect for our environment is developed. Any specific issues relating to health and safety which need immediate attention should be brought to the notice of the Head teacher / Health and Safety Officer. See separate Safety Health and Hygiene Risk Assessment Guidelines Food Hygiene Food safety and hygiene is of paramount importance to ensure that food is stored, prepared and eaten in a clean and safe environment. Food poisoning can be easily prevented by taking simple precautionary measures: 10

11 wash your hands properly and keep them clean; cook food properly; chill and store food properly; avoid cross-contamination The school will include, as it has in the past and will continue to include, work associated with healthy balanced diets in its curriculum As part of the work that children do for sciences, and for personal, social, health and citizenship education (PSHE), they will be taught: The components of a healthy diet The importance of healthy eating both now and in the future Design a menu for school/at home lunch/breakfast/evening meal Cost of menus, etc Measuring and weighing recipe games Growing food to eat Food on the plate games Food in history Celebrity eating habits Extra curriculum activities, including: After school clubs The school will enlist the help of its school caterer or another professional to help promote healthy eating habits. The school will also arrange for advice and assistance about healthy eating issues to be provided to parents, if there is sufficient interest. Additional Curriculum areas: PSHE The PSHE curriculum places great emphasis on healthy eating programmes. The teaching of nutrition is not done in isolation, but as part of a wider approach to healthy lifestyles, encompassing physical exercise and emotional well being in addition to healthy foods. We recognise that many of our pupils are on specialised diets and we try to give the message that whilst some foods are healthy for some individuals, they have to be avoided by others. We participate in 'Feeling Good Week' which is organised by Surrey CAMHS and we provide a range of activities for our pupils to reinforce the concept of healthy eating, for example, making smoothies. The school participates in the free fruit and vegetable scheme and we encourage the choice of healthy snacks at break times. English English has an important role in the teaching of food technology, communication (speaking and listening) and reading form key skills for accessing information, reflecting on the tasks and their outcomes. All pupils have the opportunity to use symbolled recipes, and where appropriate they are encouraged to read and follow printed instructions. For those who find the written word less accessible, instructions via switches provide an opportunity to listen and respond to spoken directions. During each Food Technology session pupils are encouraged to communicate verbally, sign, symbol or show using body language/ facial expressions their likes and dislikes when preparing or tasting the food they have prepared. 11

12 In the Primary school big books form an important part of our Literacy sessions. Within our current resources we have both fiction and non fiction texts that provide a basis for the exploration of food, and the opportunity to make everyday and celebration dishes. In the Senior school, food plays a valuable role in encouraging imagination and reinforcing a variety of topics. Mathematics Food and food related topics are a major part of the mathematics curriculum. We use food to aid the learning and understanding of mathematics i.e. Weighing Measuring Counting Timing Approximating Textures Capacity Patterns Shapes Colours Design Number recognition Shopping Lists Amounts Spatial awareness Position of the shop Position within the shop Position on the shelf Money Using food as a way of starting to describe objects e.g. the apple is red Design and Technology The Design and Technology curriculum uses food as one of the focus topic areas for IDEAs (investigative, disassembly and evaluative activities) FPTs (Focused Practical Tasks) and the DMA (Design and Make Assignment) sessions. Religious Education At The Ridgeway School the use of Food Technology is used to explore the theme of cultures and religions from around the world. Through exploring recipes and preparing ingredients Food Technology offers students the opportunity of a multi-sensory, multi-cultural experience. Teachers must ensure that there are no religious reasons for a student to be exempt from Religious Education lessons, particularly when using food. Teachers should be aware of student s food allergies and / or intolerances when using food in Religious Education lessons. Careers Within the Careers curriculum students are encouraged to think about and discuss options open to them when they leave school. There are opportunities to experience work placements in a variety of settings in the community. If students show an interest in working within a catering or hospitality environment we have commercial links to enable the students to do this. We would also aim for these students to work towards achieving the Basic Food Hygiene Certificate. 12

13 Nursery In nursery we have healthy snacks of fresh or dried fruit, vegetables such as cucumber and carrots and either milk or water to drink. We also do some simple cooking learning basic skills such as spreading or stirring. We also taste and experience different foods that relate to topic based themes. For example when we are learning about Goldilocks and the Three Bears, we will taste and experience porridge. Science The Science curriculum uses food to enhance a variety of topic based themes within the curriculum for example Our World / Environment, Ourselves, Healthy Lifestyles/Growing Up and Living Creatures. This can include growing for eating, where food comes from as well as changing properties. Humanities Food Technology offers students the opportunity of a multi sensory, multi-cultural experience. Food is used within the humanities curriculum to enhance the topic based themes of cultures and nationalities from around the world, through exploring recipes and preparing ingredients typical of the focus country. Food also enhances historical experiences that are linked to a variety of topic based themes, for example Myths and Legends. Art Food is used within the Art curriculum as natural products such as fruit and vegetables for printing and designs, making dye for materials, creating banners and making patterns, particularly during the cultures and festivals module. Dried pasta, rice and pulses are also used for 3d modeling, collages etc. Flour is used for paper-mache and cornflour can be used for sensory exploration, as can cooked spaghetti and baked beans etc. Food colouring can be added to the cornflour and water to make attractive coloured goo! P.E In PE lessons pupils are encouraged to drink water before, during and after lessons. As they mature they are encouraged to develop this awareness for themselves and to recognise when they are hot or thirsty and therefore need to have more fluid. Music Within Food Technology, Music can be used as a session cue, to enable students to anticipate what is happening next. It can also be used to aid learning through singing songs to help remember short and simple processes, for example a song about hand washing or tidying up. Thinking Skills Thinking Skills are taught in discrete lessons and are also incorporated in other curriculum sessions. The aim of thinking skills is to increase pupils independence and to give them more confidence in their learning. Food, cooking and related activities will support pupils in making progress and reaching thinking skills targets. This will be achieved by giving them opportunities to make choices, learn a range of food related skills, such as planning and preparing meals, that can be completed with greater independence and give pupils the confidence to apply those skills in other environments. 13

14 The formal curriculum will be enhanced by curriculum focus week s e.g. Sports week, Feeling Healthy week Community Links The majority of work within this subject will take place within the school environment. However it is important that pupils are able to transfer the skills and strategies they have learned into other meaningful situations. Where it is practically possible and relevant to the age of the pupil, some learning will take place in local shops, on public transport and other relevant areas of the community. Older students will be expected to go into the community to purchase relevant ingredients to produce meals for themselves and/or their friends. They will encounter a wide variety of shops. The students will also be encouraged to plan and budget accordingly. Equal Opportunities At The Ridgeway Community School all pupils should have access to a relevant curriculum which meets their individual needs whilst also providing breadth of experience and balance of subjects to achieve their individual aims. We promote a positive and healthy attitude towards nutrition which takes account of medical complexity and individual diversity. Consideration needs to be given to: the use of ICT physical aids provision of special assistants safe handling of tools, materials and equipment adaptation of work environment and equipment a variety of functional communication systems input from outside agencies and professionals Materials will reflect the multi-cultural society in which we live; consideration needs to be given to race, gender, disability and cultural stereotypes. Special Diets for Religious and Ethnic Groups The school provides food in accordance with pupils religious beliefs and cultural practices Vegetarians and Vegans School caterers offer a vegetarian option at lunch everyday. Food Allergy and Intolerance Individual care plans are created for pupils with food allergies. These document symptoms and adverse reactions, actions to be taken in an emergency, and emergency contact details. School caterers are made aware of any food allergies/food intolerance and requests for special diets are submitted according to an agreed process. Parental Involvement Parental involvement in this area will be in line with the overall school policy of involving parents in the formulation of IEP s at annual review, and termly discussions at parents evenings. Parents are encouraged to become actively involved in the work of the school and progress of their child. 14

15 Parents will also be supported and encouraged to provide pupils with a healthy meal to be eaten at school. Governors The school and governors should ensure that they have knowledge of the policy and development plans for this area and their implications for the school. It is the responsibility of the Subject Leader to inform the Head teacher and Governors of any amendments made. Reviewing the Policy The policy should be reviewed annually by the Head Teacher, Subject Leader, Teaching Staff and Support staff and on a three year cycle by the Governors curriculum committee. In the process of the annual review the Subject Leader needs to consider the following: does the rationale reflect current practice in the school is the school successful in meeting the aims in this policy is there evidence to show pupils are experiencing breadth and balance across the whole curriculum can the Subject Leader demonstrate the arrangements for planning and monitoring have been effective is there evidence that the strategies for teaching and learning are effective does the allocation of resources allow for effective implementation of the curriculum do the assessment, recording and reporting arrangements clearly identify pupil achievement and fulfil legal requirements are the health and safety arrangements implemented in a consistent manner is there evidence around the school that demonstrates pupil achievement and enjoyment Date adopted: September 2007 Date Reviewed: November 2016 Next Review date: November 2017 Reviewed by: Adel Rigden 15

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