Purpose
The evaluation is a longitudinal quasi-experimental mixed-methods design, which includes quantitative and qualitative components. It seeks to understand:
- how well Healthy Active Learning is being implemented and progressing toward achieving its outcomes
- the ‘impact’ Healthy Active Learning has on achieving the desired outcomes.
Methodology
The HAL evaluation summarises and compares data collected between August 2020 – March 2021 and November 2021 – March 2022. Data collection included interviews with national and regional workforce members and surveys with school and kura leaders and teachers.
Key Results
Schools and kura are seen as an integral part of their community by teachers and whānau. However, there is an opportunity for whānau to be more included in consultation and supporting physical activity within schools and kura.
Teacher and whānau believe schools and kura are providing a range of physical activity that is inclusive and meets the needs of tamariki, however there is still room for improvement.
Teachers are confident in teaching Health and Physical Education but there are opportunities to improve their teaching practices such as, making lessons more inclusive to meet the needs of all tamariki and integrating physical education with other learning areas.
Less than half of schools and kura have physical activity visible in their school charters and annual plans. There is opportunity to improve the value, culture and process of physical activity.
Schools and kura highly value physical activity. However, Health and Physical Education is only rated as a ‘medium’ priority by teachers. There are opportunities to improve the culture and value of physical activity and Health and Physical Education within schools and kura.
Most schools, kura and early learning services that responded to the Healthy Food and Drink Environment Survey indicated they highly value Healthy Eating and Drinking but there is inconsistency with regards to the implementation of these policies.
Student physical activity was high, especially during the school day with tamariki spending 197min per day participating in moderate to vigorous activity.
Students in the majority (70%) of classrooms have a moderate level of social connectedness but there are a number of classrooms where students appear to be socially isolated.
Most students are positively engaged in learning and enjoy school and Physical Education but there is still a quarter of students who don’t like Physical Education and don’t feel included in Physical Education.