Validator report
20 May 2024
PWA-Albion Primary School-SE16 7JD-20/May/2024
Areas for further development
The school has identified key areas for development in embedding trauma-informed practice and enhancing its approach to emotional support. By signing up to become an attachment-aware school, the school are also committed to embedding practices that understand and address the impacts of trauma. The school remains committed to providing high-quality provision and support for all children and want to continue to provide this to a high level, adapting to pupil and family needs.
Award term ref
Confirm the recommendation
1
Overall comments
The school deeply embeds pupil wellbeing into its ethos, permeating every aspect of the curriculum with a focus on nurturing and supporting every child. It fosters an inclusive environment, offering a plethora of opportunities that promote inclusivity and build self-esteem. Through initiatives like pupil-led wellbeing programs, specialised mental health training for staff, and targeted support for parents, the school ensures a comprehensive approach to wellbeing, enhancing both physical and mental health across the school community. This commitment is evident in the varied activities and consistent support provided to foster a safe, inclusive, and respectful atmosphere for all pupils.
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Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
Albion Primary School emphasises positive physical and mental health attitudes, utilising Place2Be and the NEST for enhanced support. Initiatives include parent coffee mornings and one-to-one sessions that cater to specific curriculum needs and emotional changes. The school's behaviour policy aligns with its vision to foster creativity, kindness, resilience, respect, and responsibility. Pupils engage in activities and whole school initiatives aimed at community support, like food bank collections. The comprehensive approach has enriched pupils' lives, with notable improvements in individual cases in attendance, behaviour regulation, staff management, training, and emotional responses.
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Comments on impact identified during validation
The school adopts positive strategies for emotional wellbeing and mental health, including biweekly pupil meetings to monitor and adjust interventions that enhance learning and wellbeing. There is a provision for targeted support and strategies like the Zones of Regulation to aid pupils in self-regulating their emotions. Calm spaces are available for pupils, contributing to increased engagement, a calmer demeanour with incremental academic and holistic progress shown in the classroom.
Comments on impact identified during validation
The school enhances emotional health and wellbeing through a personalised PSHE program with SCARF, covering all year groups. It includes a combined approach with Yasmin and Tom for RSE, eco-anxiety focused sustainability lessons, and sessions on social media’s impact on mental health. Equality and diversity are promoted via a variety of texts, 'Red Card to Racism' events, and diversity in the History curriculum. These efforts create a supportive, inclusive educational environment, boosting pupil awareness and acceptance, thereby positively affecting their emotional and mental wellbeing.
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Comments on impact identified during validation
The school initiates each day with 'Wake and Shake,' an active start targeting children who find physical activity challenging. An extensive after-school club program is offered, with some clubs subsidised to enhance accessibility for families. PE sports company coaches run inclusive tournaments and utilise a large athletics environment for Sports Day, which inspires excitement and achieves a great turnout of parents. These initiatives have improved physical engagement among pupils and boosted family involvement in school activities.
Benchmarks ref
Comments on impact identified during validation
All pupils are informed about how to access help and support. Teachers, teaching assistants, and the inclusion team are available, especially at mornings and day's end. Posters around the school guide pupils on where to seek support. Mechanisms like class voice boxes and 'Place to Talk' interventions allow pupils and parents to report concerns. This visibility and accessibility have led to higher parental involvement and a positive shift in attitudes, with parents feeling reassured that the school supports their children and prioritises their best interests.
Benchmarks ref
Comments on impact identified during validation
The school provides tools to support pupil wellbeing and emotional health. Training for both new and seasoned staff is ensured through deputy safeguarding leads and CPD sessions. Key staff receive specialist mental health training. Staff are versed in referral protocols and information sharing, using tools like CPOMS and psychologist support. The school engages with local wellbeing and mental health forums, sharing practices and preventative measures, exemplified by Summer House Behaviour Support Service. This training enhances staff's ability to develop knowledge and skills.
Benchmarks ref
Comments on impact identified during validation
The school supports parents in understanding and aiding their children's wellbeing by developing attachment awareness and collaborating with other schools. It provides physical and mental health training, regularly shares health tips and home support strategies, and assesses the effectiveness of parent support, adapting as needed. Additionally, the school offers activities for parents to support their own wellbeing through school programs and workshops.
Comments on impact identified during validation
The school supports pupil-led wellbeing initiatives by appointing champions such as the school council. Regular feedback from workshops indicates a strong pupil interest in learning about mental health. Feedback highlights that while pupils feel safe, they require support with external challenges, which the school assists with. Wellbeing-promoting behaviours are celebrated, with roles like Year 3 playmakers and Year 5 peer mediators fostering inclusion, respect, and social interaction. These efforts enhance the nurturing, safe, and respected environment for pupils.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
20/May/2024
Product attribute ref
Gold