LITTLE HILL PRIMARY SCHOOL WHOLE SCHOOL FOOD POLICY

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1 LITTLE HILL PRIMARY SCHOOL WHOLE SCHOOL FOOD POLICY Introduction The school is dedicated to providing an environment that promotes healthy eating and enabling pupils to make informed choices about the food they eat. This will be achieved by the whole school approach to food and nutrition documented in this school policy. The policy was formulated through consultation between members of staff, governors, parents, pupils and our school nurse who form our School Nutrition Action Group (SNAG). All parents will be informed that we have updated our Food Policy and will be informed and invited to comment via the school newsletter. The nutritional principles of this survey are based on the findings of the National Diet and Nutrition Survey of 4 to 18 years olds; the 1991 Dietary Reference Values for Food Energy and Nutrients for the UK; and the Eatwell Plate (formerly the Balance of Good Health). Food Policy Co-ordinator This school fool policy and healthy eating strategy is co-ordinated by Sara Shaw. Food Policy Aims The main aims of our school food policy are: 1. To enable pupils to make healthy food choices through the provision of information and development of appropriate skills and attitudes 2. To provide healthy food choices throughout the day These aims will be addressed through the following areas: Equal Opportunities In health eating, as in all other areas of the curriculum, we recognise the value of the individual and strive to provide equal access of opportunity for all. Curriculum Food and nutrition is taught at an appropriate level throughout each key stage (Appendix 2). This is addressed through: Science, D and T, PSHE/C. 1

2 Teaching methods Effective teaching requires pupils to develop their understanding of healthy eating issues and appropriate skills and attitudes to assist them in making informed decisions. Teaching methods adopted in the classroom offer a rich variety of opportunities for participatory learning and include debating issues, group discussions and role-play. These decisions are made at teachers planning meetings. Leading by example and staff training Teachers, caterers and school nurses have a key role in influencing pupils' knowledge, skills and attitudes about food, so it is important that they are familiar with healthy eating guidelines. Visitors in the classroom This school values the contribution made by the school nurse in supporting class teachers and appreciates the valuable contribution of outside agencies. We believe it is the responsibility of the school to ensure that the contributions made by visitors to the classroom reflect our own philosophy and approach to the subject. The status of visitors to the school is always checked ensuring that the content of the visitor's talk is suitable for the ages of the pupils. The school's code of practice for visiting speakers is adopted. Resources Resources for the teaching of healthy eating in PSHE/C have been selected to complement the delivery of the curriculum in other subject areas. These are stored in the staff room. Evaluation of pupils learning The healthy eating aspects of the National Curriculum are assessed through Foundation Subjects. Other aspects of healthy eating work are evaluated through activities, which have been built into the programme, as part of the planning process. Food and Drink Provision throughout the school day Food and nutrient based standards exist covering all aspects of school food. Full details and the documents relating to this are available from the School Food Trust Breakfast Breakfast is an important meal that should provide 25% of a child's energy requirements and contribute significantly to their vitamin and mineral requirements. The school holds 'breakfast week' at least once a year to remind children of the importance of eating breakfast. 2

3 National Nutritional Standards for School Lunches The Government has announced new standards for school food. These are in three parts, to be phased in by September Together they cover all food sold or served in schools: breakfast, lunch and after school meals; tuck shops, vending machines, midmorning break and after school clubs. Food prepared by the school catering team meets the National Nutritional Standards for School Lunches and the SNAG is involved in suggesting changes to the menu. Every effort is made to liaise with our catering team in providing a healthy school meal. Snacking The school understands that snacks can be an important part of the diet of young people and can contribute positively towards a balanced diet. The school discourages the consumption of snacks high in fat and sugar at break-time. Parents are informed of this in the School Prospectus. Fruit is provided for Years R, 1 and 2 under the government's fruit scheme and any surplus is given to KS2 children. KS2 children are encouraged to bring in fruit from home if they wish, or they may purchase fruit through the school. Parents are requested (through the School Prospectus) not to send in sweets/cakes etc. for children s birthdays. Use of food as a reward The school does not encourage the regular eating of sweets or other foods high in sugar or fat, especially as a reward for good behaviour or academic or other achievements. Other methods of positive reinforcement are used in school e.g. stickers, Headteacher's Awards, Sunbeams, Good News Notes. Drinking water The National Nutritional Standards for Healthy School Lunches recommend that drinking water should be available to all pupils, every day, and free of charge. The school agrees with this recommendation and provides a free supply of drinking water. Re-useable water bottles are available at a small cost and all children are encouraged to keep these in the classroom. Food and Drink brought into School Packed lunches Packed lunches prepared by the school caterers adhere to the National Nutritional Standards for Healthy School Lunches. The school wishes to encourage parents and carers to provide children with packed lunches that adhere to these standards. This is to be achieved by promoting healthy packed lunch options using the principles of the Eatwell Plate. 3

4 Special Dietary Requirements 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 every day. When necessary the school also provides a vegan option. Special Diets medical/allergies Individual care plans are created for pupils with special dietary needs/requirements. These document symptoms and adverse reactions, actions to be taken in an emergency, and emergency contact details along with any particular food requirement. School caterers and all staff are made aware of any food allergies/food intolerance/medical diets and requests for these are submitted according to an agreed process. Food Safety Appropriate food safety precautions are taken when food is prepared or stored. These vary depending on the food on offer and include: ensuring that adequate storage and washing facilities are available; that food handlers undergo appropriate food hygiene training; and that suitable equipment and protective clothing are available. Any food safety hazards are identified and controlled. We consult our local Environmental Health Department about legal requirements. Monitoring and Evaluation Assessment of the success of the School Food Policy is to be the responsibility of all staff, including staff on duty at playtimes and lunchtime supervisory staff. Lunchtime supervisory staff will liaise with class teachers about individual children and report concerns to Mrs Stenfalt (in charge of lunchtime supervision issues). The Governor with responsibility for Healthy Eating issues will be Beverley Goodwin. The Policy was adopted in January It will be reviewed by Governors in January 2013 if no updates have arisen from an annual review by the Headteacher and PSHE/C subject leader. Headteacher: Date: Chair of Governors:. Date:. 4

5 Appendices Appendix 1 Nutritional guidelines Young people require a varied and balanced diet to maintain health and promote proper growth and development. A good diet in childhood can also help prevent ill health in later life. The National Diet and Nutrition Survey of 4 to 18 years olds found that although the majority of young people in the UK are getting all the nutrients they require, they are not eating a balanced diet. These findings suggest that young people could benefit from consuming less food and drinks high in sugar and fat, and more fruits and vegetables and bread, other cereals and potatoes. Dietary Reference Values for Food Energy and Nutrients for the UK These values described in the 1991 report of the Panel on Dietary Reference Values of the Committee on Medical Aspects of Food Policy, are estimates of how much of individual nutrients people require including children. The healthy eating principles which this policy uses help to ensure that pupils are eating a diet that provides the recommended amount of the different nutrients required for health. The Eatwell Plate The Eatwell Plate is a pictorial representation of the recommended balance of foods in the diet, which aims to help people understand and enjoy healthy eating. It shows the types and proportions of foods needed to make a well-balanced and healthy diet. It is suitable for all children of school age, adults, vegetarians and people of all ethnic origins. The five food groups that make up the Eatwell Plate are: 1. Bread, rice, potatoes, pasta and other starchy food 2. Fruit and vegetables 3. Milk and dairy foods 4. Meat, fish, beans and other non-dairy sources of protein 5. Foods and drinks high in fat and/or sugar The Eatwell Plate contains the healthy eating guidelines that this school will apply through its food policy. It will be used to teach about and promote healthy eating, and in menu planning. 5

6 Appendix 2 Cross-curricular links with food and nutrition Key Stage 1 Cross-curricular links with food and nutrition PSHE/C Developing confidence and responsibility and making the most of their abilities. 1a Recognise what they like and dislike. Preparing to play an active role as citizens. 2c Recognise choices they can make. 2e Realise that people and other living things have needs and that they have responsibilities to them. Science 2b Humans need food and water to stay alive. 1a The differences between things that are living and things that have never been alive. 1c To relate life processes to animals and plants found in the local environment. 2e How to treat animals with care and sensitivity. 2h Contribute to the life of the class and school. Developing a healthy, safer lifestyle. 3a Know how to make simple choices that improve their health and well being. 3b Know how to maintain personal hygiene. 3c Know that some diseases spread and can be controlled. Design and Technology Unit 1a Eat more Fruit and Vegetables. 3a To recognise that plants need light and water to grow. 2c Know that taking exercise and eating the right types and amounts of food help humans to keep healthy. Children may produce food in R.E. and D & T which may include cakes or biscuits. This will provide an opportunity to discuss the role such foods play in a healthy diet. 6

7 Key Stage 2 Cross-curricular links with food and nutrition PSHE/C Preparing to play an active role as citizens. 2i Appreciate the range of national, regional, religious and ethnic identities in the UK. Developing a healthy, safer lifestyle. 3a Understand what makes a healthy lifestyle, including the benefits of exercise and healthy eating. Science 2b Know about the need for activity and growth and about the importance of an adequate and varied diet for health. 2g Understand the effect on the body of tobacco, alcohol and other drugs, and how these relate to their personal health. 2h Know about the importance of exercise for good health. 5d Use food chains to show feeding relationships in a habitat. 3b Bacteria and viruses can affect health and following simple, safe routines can reduce their spread. 3g Know the school rules about health and safety. 5e Understand how nearly all food chains start with a green plant. 5f Understand that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial (e.g. breakdown of waste, making bread) or harmful (e.g. causing disease, causing foods to go mouldy). 7