The college has appointed a team of wellbeing prefects who play a key role in promoting wellbeing across the school. Students have been involved in planning a range of wellbeing related events and provision. Feedback on the school’s ‘morning walk’ (a student initiative) demonstrates a positive impact on mental as well as physical wellbeing. The school provides a number of wellbeing-related workshops run by external agencies which have been very positively evaluated by students. Over 80% of students say that they receive helpful advice at school about supporting their own health and wellbeing.

Wellbeing prefects also run a popular lunchtime for club for students who prefer a quieter break or are struggling with developing friendships. Both staff and students have evaluated this positively in terms of its impact on student wellbeing. Student feedback on the range and quality of extracurricular activities that support wellbeing is also positive.

In addition to its ongoing curriculum offer, the college also engages with events such as World Mental Health Day. As part of this students enjoyed taking part in meditation and staff are now considering how this can be made a regular part of the college's. In another survey nearly 90% of students said the college helps them to keep safe online.

All staff receive at least annual inputs on different aspects of wellbeing including mental health (resilience, ACEs etc) and some have undertaken further training as mental health first aiders, counsellors etc. Staff who have completed specialist training can articulate the positive impact they have been able to make for students and report that the support has helped them to develop their skills and that they now feel more confident to support students’ mental health needs.

You describe the increased focus on encouraging pupils to ‘value the importance of physical activities on their health’ and helping them to ‘manage their wellbeing, know what to do to relax and how to support self-regulation’.
What has been the impact of some of the curricular and extra-curricular provision you have included in your evidence? Evidence could include staff accounts of improvements in pupil behaviour related to wellbeing interventions or pupils’ readiness to talk about mental health and related worries; pupils’ increased awareness of sources of support about wellbeing and mental health etc.

Include in your notes on provision some specific examples of the strategies you have used to help pupils to self-regulate etc and then evidence how they have impacted on pupils’ wellbeing.

Include some evidence of how, for example, your new curriculum or mindfulness activities have impacted positively on pupil wellbeing. What has been the positive impact of the work on equality and diversity? You could look at increases in pupils’ knowledge and skills or use pupil feedback, staff accounts or case studies.

Show how you know that ‘pupils’ knowledge and understanding of the importance of physical activity and wellbeing’ has improved? What difference, for example, has daily physical activity made and, in particular, how has it improved their understanding of the link between physical health and wellbeing? You could look at records of pupils’ increased levels of physical activity, increased awareness and knowledge around the importance of physical activity, sleep and diet, improvements in children’s diets or sleep habits (e.g. from parental surveys or monitoring of school food choices); evidence of increases in pupils’ knowledge of what they can do to help themselves to relax etc.

Feedback from a parent survey shares that parents are confident that children’s concerns are listened to. You could include this here or, even better, any feedback you can collect from pupils about this. A case study about how, for example, early intervention prevented escalation could also be useful.

Collect feedback from staff about the CPD sessions you’ve included here. What has been useful and what would they like to learn more about? Note any actions taken as a result of this feedback. Also think about case studies of individuals or groups of pupils showing the impact of staff training on pupil wellbeing or statements from staff about how training has helped them to support groups or individual pupils.

How do you know that “our training for parents allows them to enhance their knowledge”? Collect feedback from the training sessions to confirm this. Support could take forms other than training and try to include examples that are specific to the school rather than signposting to external support. You could use case studies; feedback from parental consultations that have led to changes in provision for parents that have, in turn, improved pupil wellbeing; accounts from parents of how the school has supported their child’s or and/or their own wellbeing etc.

The school council discussions you have included look interesting. You could describe the positive impact of changes in provision introduced as a result of this kind of pupil consultation or participation. How do you know that your provision has “empowered our students to feel that they can make an active and positive contribution to the wellbeing of both themselves and that of their peers”? A case study might be a good way to evidence this.

The school has easily fulfilled this benchmark and has shown meangingful evidence to demonstrate their excellent practice. It is clear that the school has implemented numerous 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. Recent enrichment activities and fundraising opportunities in school have ensured that pupils have the chance to get involved and benefit from school life.

Pupil feedback shows that the various strategies and support measures put in place had a positive effect on their emotional wellbeing and mental health. The consistency offered by staff members has really paid off. The PSHE curriculum is written annually to reflect the changes needs of each cohort, and pupils are offered a wide range of opportunities to support their emotional and mental health.

The evidence of impact provided shows how much the school has done to support pupils in-house and with external agencies. Not only do the pupils know where to access help and support but the parents/carers are reporting that they have seen these improvements in their children too.

The staff feedback from training courses and various support opportunities has been very positive, with staff noting how much more confident and competent they feel when managing situations in school. They recognise how the investment in their professional development has had a positive impact on their practice.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.