It is very clear that the school has implemented numerous meaningful opportunities in which the whole-school community can participate and the reports reflect that pupils find value in these opportunities, as well as that their awareness has been raised. The introduction of the school's Wellbeing Team ensured that their positive vision for better wellbeing for everyone was followed through and had a structure on which to base their efforts. Various events that were held last year are to be repeated this year, perhaps with more regularity as they were so successful.

This has been a significant area of change for the school over the past year, with pupils taking on more responsibility for wellbeing across the school - with positive results. For example, the school now has many more extra-curricular opportunities that promote and support better emotional welllbeing and mental health and help to meet pupil needs. Pupil feedback has shown that the various strategies and support measures put in place have had a genuinely positive effect on emotional wellbeing and mental health, particularly of the more vulnerable children. The use of surveys as evidence is meaningful and demonstrates impact well.

In addition to improvements made to the LLW curriculum, there have been numerous opportunities for pupils to learn about their wellbeing in wider areas of the curriculum, including the creative arts. The school's recent production of Beauty and the Beast is testament to this.

The LWL curriculum that the school uses has been planned thoroughly and mindfully to ensure that pupils have ample opportunities to learn about the relationship between physical health and wellbeing. This works well alongside the PE curriculum. Various events and initiatives have supported the curriculum-led messages too. The evidence provided is clear and concise. There are plans in place to continue this work, particularly with the outdoor facilities that the school enjoys.

The school has worked hard to ensure that clear and consistent wellbeing-related messages are in prominent positions around the site, and to ensure that curriculum and assembly messages are mirrored effectively. The school recognises that there is still more work to be done here to ensure all pupils have the information and support they need when they need it.

Increasing the training provision for staff has meant that they now feel more confident and competent to support pupils and their needs. The school has plans to ensure this continues over time, in a way that is led by pupil needs.
over time.

The first thing the school did to support this work was to increase the profile of wellbeing in communications with parents/carers and to maintain this consistently over time. It has reaped rewards as the parents feel more informed
and that they can share their thoughts and ideas with the school in order to support pupils more effectively.

This has been a particular strength of the school's work. Feedback from the whole school community shows how much this work is already have an effect, and how it will continue to do so over time.

It is clear that the school has implemented several opportunities in which the whole-school community can participate and the reports reflect that pupils find value in these opportunities, as well as that their awareness about wellbeing has been raised. The use of worry boxes has meant that children feel more able to share their feelings (not just worries) with their teachers and have them responded to in a timely way.

The school has provided opportunities for children to learn about wellbeing across different aspects of the curriculum, particularly in PSHE. The inclusion of mindfulness opportunities across the school has ensured that children and adults alike have noted the benefits that being mindful can bring to wellbeing and to learning.

The enhanced training provision for staff has meant that they now feel more confident and competent to support children in a variety of ways. The school has plans to ensure this continues over time as they have already noted the positive impact on staff and children alike.

Pupils are involved in Wild Worship and Wellbeing Wednesdays and their efforts have been well met by the school community. Pupils enjoy being involved and taking on more responsibility in this important aspect of school life.

Feedback from both staff and pupils demonstrates the impact of targeted provision such as nurture groups and ELSA. The effectiveness of PSHRSE is monitored across the school. Girls at all key stages show an awareness of how to support their own wellbeing and where to get support if they need it.

Examples of impact include positive feedback from parents and children about the effectiveness of nuture groups and case studies of how individual students have been supported to develop confidence and successfully seek leadership roles.

PSHRSE is monitored via regular pre- and post-assessments with older children and the programme adjusted accordingly. Equivalent lessons with younger children are led by tutors who know their pupils well. Staff are currently investigating the use of regular Strengths and Difficulties Questionnaires which should help to further inform curriculum design. Students are also positive about related provision such as revision support.

Feedback from year 6 up is very positive with girls showing a high level of understanding about the importance of diet, sleep and exercise. Materials produced by younger children as part of wellbeing campaigns such as poster design demonstrates that they are also aware of these issues.

Posters differentiated for lower and upper school contain clear safeguarding information and pupil surveys show that girls of all ages can identify key adults they can go to for help and support.

Surveys show that staff are confident about reporting safeguarding concerns and recording and monitoring wellbeing issues. Additional training has been provided (e.g. on suicide prevention) in response to staff feedback. All have completed courses in various aspects of mental health and wellbeing support.

Parents are positive about how the school looks after their children, but staff recognise that helping parents to further support their children’s wellbeing is an area for development. They have noted that engagement with existing provision – including meetings, information available via an online wellbeing hub etc – is low and are trialling other approaches including monthly wellbeing newsletters. They also target particular parents – e.g. those whose children are new to the school – for support such as revision skills workshops.

Over the course of the Award, the school has increased both the number and status of opportunities for students to lead wellbeing initiatives. Girls from year 1 upwards can be members of the wellbeing committee and staff have noted an impact on younger students in particular. The school has also begun to recognise ‘kindness’ as part of its rewards scheme and this has been received very positively by pupils.

The diverse range of provision offered (weekly mile, PE opportunities etc) has led to improved, high levels of engagement in physical activity. Staff site the weekly mile in particular as having a positive impact on building relationships. Students are more confident to take part in a range of activities both in and outside of school.

The school ensures that all pupils are able to take part in and enjoy physical activity - for example by arranging 121 or in-school sessions to build confidence thus enabling them to gradually take part in outdoor activities that they may find more challenging. Student feedback shows the benefit of this approach with many enjoying trips to the park or to take part in sporting activities. Pupil feedback demonstrates that they understand the links between physical activity and diet and wellbeing. Student voice has led to the introduction of provision such as fruit smoothies.

In surveys, a high percentage of pupils report feeling safe at school and that the school culture is respectful and caring. The school also shared feedback from individual pupils related to work on bullying. This demonstrated that they can recognise bullying behaviour and know how to report related concerns.

Staff surveys show high levels of confidence around supporting pupil mental and physical health. Their feedback also indicates that weekly 121s with pupils have enabled them to build relationships and address wellbeing concerns as they arise.

Yewlands Academy’s commitment to fostering personal development and resilience has had a significant impact on all stakeholders.OFSTED has recognised the improvements in the PSHE curriculum, noting students' substantial progress in personal growth.Efforts in anti-bullying, respect, acceptance, and equality have reshaped the school culture and a re-education programme reinforces these values.The new whole-school vision has provided clear benchmarks for growth,guiding meaningful improvements.Updated signage within the school and revamped website resources now direct students and parents to local support services in Sheffield, enhancing accessibility to essential resources.

Yewlands Academy offers comprehensive support for students needing additional guidance, including nurture groups and specialised interventions. Targeted programmes help pupils develop self-regulation skills, fostering emotional resilience and independence. Over 40 extracurricular clubs are available to support wellbeing, offering diverse activities.Calm spaces throughout the school provide safe, quiet areas where students can decompress as needed, such as the NEST and the HIVE, contributing to a balanced and supportive environment.

Yewlands Academy integrates mindfulness and similar strategies directly into the curriculum.The creative arts are used as a key tool to support emotional health, allowing students to express and manage their feelings positively.The PSHE curriculum has been carefully reviewed to ensure comprehensive coverage of mental health and emotional wellbeing across all year groups.Additionally, students learn about the impact of social media on mental health,fostering awareness and resilience.The curriculum actively promotes equality, diversity, and a sense of belonging, with opportunities for students to voice concerns.

Yewlands Academy emphasises the importance of physical activity as a core part of every school day,incorporating activities such as boxing interventions to promote fitness and self-discipline.The curriculum educates students on the benefits of an active lifestyle,along with the importance of sleep and relaxation for overall wellbeing.There is extensive signposting and support for parents to enhance school readiness,helping families establish routines that support their children’s success.For students needing additional support, the academy offers streamlined timetables,therapy interventions & enrichment through provision that has had impact on behaviour and engagement of students.

Yewlands Academy has made significant strides in supporting student wellbeing through enhanced processes and resources.Improved procedures include mental health first aid-trained staff,dedicated safeguarding teams and accessible counselling opportunities, which have fostered a safer,more supportive environment.The school has integrated the Thrive approach and trauma-informed training,impact noted includes a compassionate response to students' needs. With clear signposting on the website and throughout the curriculum, the pastoral team plays a critical role, conducting regular wellbeing check-ins and offering essential support during times of crisis.

Yewlands Academy has introduced a clear criteria-based system where students earn points for following eight core principles. The behaviour policy promotes a culture of care, focusing on relationships and restorative practices. A comprehensive CPD programme provides trauma-informed training, mental health support, safeguarding, and behaviour management, enhancing staff skills in pastoral care and classroom inclusivity. New staff receive clear guidance on behaviour expectations and supportive team structures. The impact has been a more welcoming environment that promotes supportive staff interactions and strengthened teaching practices.

Yewlands Academy actively supports parents in understanding their children’s wellbeing needs. Regular bulletins share local statistics on online safety and grooming, keeping parents informed about relevant issues. Parents are also invited to access National College courses, with options such as a 30-minute session offered at parents' evenings. The school provides extensive signposting and a dedicated family liaison service, which works alongside a trauma-informed counsellor to support families directly. This has strengthened parent engagement, developed relationships and equipped parents with tools to better support their children.

Pupil champions play active roles in supporting school-wide efforts like anti-bullying week, remembrance events, and global issues. Pupil ambassadors are appointed, with future training planned for mental health ambassadors. A Sports Leadership Council is being developed in PE, and students are encouraged to join the Duke of Edinburgh Award programme. Students are also involved in reviewing wellbeing-related provisions and contributing to policy writing. Termly surveys that have gathered student feedback have been analysed to identify areas for improvement and student voice has shaped the school’s direction, increasing confidence, autonomy and leadership skills in students.