The HPS Inquiry Cycle at School Community Level
Both health and education impact on each other and are inextricably linked: health is a determinant of education and education is a determinant of health.
The purpose of HPS is to improve equity, Whānau well-being, and educational outcomes through evidence informed practice. The HPS inquiry cycle supports the school community to collectively identify and prioritise the greatest health need that is hindering members of the school community from achieving outcomes. The cycle involves supporting the school community to identify strengths and resources that are utilised to develop and implement solutions to meet the prioritised need. This process is monitored and reviewed to inform on-going and future actions.
This section outlines the reflective inquiry cycles (action research) which will be co-constructed, delivered and reviewed by HPS facilitators and the school community. Progress will be reported at national, regional and local school levels. The process not only reflects the steps in the old Health Promoting School Process steps, it also incorporates the Whānau Ora action research model and the best practice research on how improvements in outcomes are best achieved in New Zealand school communities, as identified by Timperley and Parr (2010)[1]. It is an on-going and reflective process where new learning constantly informs and refines the inquiry. It is designed as a model that school communities can use independently in planning developments to meet identified needs in the school community.
The HPS Inquiry Cycle
Engagement (Partners in Learning)
Whanaungatanga/Kotahitanga
This initial stage is about forming relationships with and between the school community, health and social services. In order to engage with schools and establish HPS as a key ‘partner in learning’, facilitators will need to:
● establish relationships that are interdependent, based on whanaungatanga/kotahitanga, and support the school community to look at their own practices
● establish a clear understanding of the HPS theory of change as it relates to each school community
● have a clear understanding of the school community context (strengths, resources, challenges and valued outcomes)
● understand recent evidence showing how a partnership between education, health and social services has supported similar school communities to improve outcomes.
Inquiry (Needs Assessment)
Kotahitanga
● Inquiry is where reflection and new learning constantly informs and refines the direction.
This stage involves looking at the evidence available to identify and prioritise needs, strengths and resources that can support the school community to achieve their valued outcomes. Further data collection may be required as schools are supported to understand the interrelated nature of education, health and social needs and their contributing factors.
The needs assessment will collate information on:
● school community policies
● the physical, social and cultural environment
● individual and school community knowledge, skills, attitudes and behaviours
● family/whānau and school community links
● health, education and social services context.
Useful data that shows the interrelationship between education, health and social needs and their contributing factors includes the following:
● Presence/participation - It is important for students and Whānau to participate in a school community if meaningful learning is to take place. There may be health related needs that are not being met that are preventing students/Whānau from being present and participating at school.
● Engagement - It is a well-known fact that “healthy students/Whānau learn better” (PDF)
● Achievement through the development of quality relationships at all levels of the school community - This acknowledges the health concept of Hauora and wellness and a school community’s responsibility to ensure that all students and members of the community have a healthy and safe environment. Research and practice in “He Kakano” and “Te Kotahitanga” have exemplified the important role that community relationships play in improving outcomes.
Planning (Co-construction of Solutions)
Rangatiratanga
● Co-construction refers to two or more independent organisations working together equitably towards a common goal.
Potential strategies that build on the school community’s strengths are co-constructed with the school community. The solution that is most likely to address the prioritised need is established. The measures of success will be identified.
Action (Differentiated Delivery)
Te Tiriti o Waitangi
● Differentiation of delivery means adapting strategies and processes to meet the needs of various stakeholders: one size doesn’t fit all!
School wide action is put in place, which is monitored, reviewed and evaluated as part of the school’s charter (strategic and annual planning targets). Support is differentiated to build on the school community’s capability and capacity.
Transformation (Evaluation, Reflection and Review)
Rangatiratanga
● Transformation describes changes thinking and practice through critical reflection of existing values and beliefs.
Outcomes and success indicators are included in the school’s charter (strategic and annual plan targets) so that progress can be monitored and evaluated. The evaluation methodology tracks on-going progress and determines if the strategy has been successful or not and why. This is reported to the whole community and the Ministry of Education as part of the charter and reporting processes. Successful practice is retained by the school community and shared across the HPS network.
New Cycle
Whanaungatanga/Kotahitanga
The evaluation will provide an indication of the next steps which will inform the beginnings of a new cycle of inquiry.
The table below briefly describes the HPS values, six stages within each cycle and the three levels of HPS integration (figure above) to show the degree a school community has used and embedded this HPS inquiry approach.
| Level | Nga Mātāpono (HPS values) | Cycle | Stage | Activity |
| Engage | Whanaungatanga Kotahitanga | 1 | 1 | Engagement (partners in learning): forming relationships that connect the school community, health and social services. This includes a planned process of preparations made by facilitators as a pre-requisite to engagement with schools. |
| Kotahitanga | 2 | Inquiry/needs assessment: involving all stakeholders as they identify and prioritise the needs/problems. | ||
| Rangatiratanga | 3 | Planning: decisions are made about the co-constructed solution(s) that are most likely to solve the problem(s) or meet the need(s). An action plan is co-constructed with the school community, health and social service providers and included in the school’s strategic and annual plan. | ||
| Te Tiriti o Waitangi | 4 | Actions: are differentiated and monitored. | ||
| Rangatiratanga | 5 | Transformation (evaluation) : review, reflection and sharing of good practice. | ||
| Whanaungatanga Kotahitanga | 6 | New cycle begins, based on evidence gained during the inquiry. | ||
| Implement | As above | 2 | 1-6 | The school is implementing the HPS inquiry process. |
| Embed | As above | 3 | 1-6 | The HPS inquiry process is embedded in the culture of planning, review and evaluation in the school community. |
[1] Timperley, H and Parr J. (2010) Weaving Evidence, Inquiry and Standards to Build better Schools. NZCER Press