Statement
02 November 2023
Pupil Wellbeing Award
Acronym
PWA
Description
Support and improve physical, emotional and mental health for all pupils
Image
Framework
PWA framework.pdf90.27 KB
Video title
Why choose the Pupil Wellbeing Award
Promotional video ID
669872201
App description
App video ID
706063031
Sub description
Benefits of award title
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Benefits of award description
Isn't face Kind abundantly likeness from fowl gathered. Whose female so.
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Information on the benefits of the award
Title
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Description
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Image
Statement
02 November 2023
Sharples Primary School(PWA): Benchmark 6
Statement
02 November 2023
Sharples Primary School(PWA): Benchmark 5
Statement
02 November 2023
Sharples Primary School(PWA): Benchmark 4
Statement
02 November 2023
Sharples Primary School(PWA): Benchmark 3
Statement
02 November 2023
Sharples Primary School(PWA): Benchmark 2
Statement
02 November 2023
Sharples Primary School(PWA): Benchmark 1
Validator report
01 November 2023
PWA-Nelmes Primary School-RM11 3BX-01/Nov/2023
Areas for further development
Continue to monitor the effect of work to promote wellbeing by, for example, conducting surveys or focus groups to gauge the impact of wellbeing champions across the school (e.g. what has been the benefit of the support they gave younger pupils around transition?); help pupils to develop resilience by extending work on gender stereotypes to discuss how these are reinforced and how we can resist them; just as you have measured children’s understanding of the importance of physical activity, conduct similar surveys to gauge awareness of the importance of, for example, sleep and diet; collect parent feedback about coffee mornings and use this both to shape the programme and promote attendance.
Award term ref
Confirm the recommendation
1
Overall comments
Following on from their previous validation, the school has made significant and succesful efforts to demonstrate the impact of their excellent provision on wellbeing.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
Feedback from the school’s wellbeing champions shows increases in their knowledge and awareness around wellbeing. Staff reflections on wellbeing week also show good levels of engagement from pupils and case studies from Be Yourself Day demonstrate an increased sense of belonging from potentially marginalised pupils.
Benchmarks ref
Comments on impact identified during validation
Evidence included interviews with Y6 children demonstrating the positive impact of their roles as play leaders. They are also positive about a range of provision including Time To Talk club (see below), PSHE and adult support in the playground. A survey of Y2 – 6 children also demonstrated the positive impact of various clubs on their mental health.
Comments on impact identified during validation
Staff report that the introduction of the Jigsaw PSHE programme has led to increases in positive attitudes to and feelings of acceptance around difference, greater engagement from pupils and increased confidence to discuss a range of issues. The school is responsive to issues as they arise and makes appropriate changes and additions to the programme – for example they shared details of sessions on gender stereotyping introduced as a result of issues arising in Years 5 and 6.
Benchmarks ref
Comments on impact identified during validation
Feedback from the school's pupil travel survey shows that children understand the positive impact of physical activity on both physical and mental health.
Benchmarks ref
Comments on impact identified during validation
Case studies demonstrate how 121 Time to Talk sessions have had a positive effect on wellbeing as well as, crucially, providing a safe space where children are more likely to open up and share concerns.
Benchmarks ref
Comments on impact identified during validation
Staff have been surveyed on the use of the Jigsaw PSHE programme. Feedbck demonstrates a positive impact on both staff confidence and pupil outcomes.
Benchmarks ref
Comments on impact identified during validation
Case studies relating to support offerred by the school's Family Support Worker show the positive effects of her support on children and their familes.
Comments on impact identified during validation
As noted above, the school has recruited pupil wellbeing champions who report improvements in their knowledge and skills around supporting wellbeing.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
01/Nov/2023
Product attribute ref
Gold
Validator report
31 October 2023
PWA-Harlowbury Primary School-CM17 0DX-31/Oct/2023
Areas for further development
Try reintroducing wellbeing passports across the whole school and seek feedback from children and parents who engage to find out which elements are most effective. Sharing positive feedback might also facilitate its continued rollout. Evaluate the revised PSHE programme to see what impact it has on knowledge and skills and identify any areas that require further development. Staff feel confident to support pupil wellbeing but it might also be useful to survey children - for example, do staff notice if they are worried or unhappy - as this would help to indicate any groups that might require additional support. Evaluate the parent workshops and share feedback to encourage increased attendance
Award term ref
Confirm the recommendation
1
Overall comments
The portfolio include some excellent, thoughtful practice examples that demonstrate the school’s commitment to supporting pupil wellbeing. Feedback from school council confirm pupils’ interest and engagement. Conversations at the accreditation meeting showed that the school’s work has had a positive impact – and, in particular, that pupil voice is taken into account when planning provision – but should the school decide to proceed to the gold award level, it would be helpful to include more examples of actual impact in the uploaded portfolio (see suggestions on the awards website for what this might include).
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school undertook a pupil survey and identified key actions for development. In particular this indicated that children were concerned about poor sleep and wanted greater access to clubs and activities that support EWMH. Work on sleep has resulted in things like a reduction in the use of mobile phones before bedtime and children can also articulate the impact of lunchtime clubs on their wellbeing. More generally, focus groups indicate that pupils have a good understanding of what positive wellbeing looks like and Zones of Regulation and other approaches have helped them to identify strategies for self-care and to better understand what supports their own wellbeing.
Comments on impact identified during validation
Wellbeing focussed assemblies and other activities have increased pupils’ knowledge and skills and helped them to identify what they need to support their own wellbeing. As a result of feedback, the school has introduced sports clubs to support children who identified that they weren’t getting enough fresh air and exercise. The PSHE curriculum has been reorganised to ensure that wellbeing content is threaded through the whole year. The wellbeing lead has also evaluated the impact of wellbeing passports’ – see below – and is considering how to roll these out most effectively.
Benchmarks ref
Comments on impact identified during validation
Surveys record that staff feel confident to support pupil wellbeing and, following awareness raising and signposting to resources, are now discussing EWMH with children more often. They are more confident to identify EWMH concerns in pupils. Staff have also been given more time to discuss individual childrens' needs at in-school transitions so have more knowledge about their ‘new’ students at the start of the school year.
Benchmarks ref
Comments on impact identified during validation
The wellbeing lead identified this as a weaker area and it remains a priority for the school. A parent survey, although the response was limited, indicated that most feel the school supports their children’s’ wellbeing effectively. In analysing the feedback, staff felt that not all parents were aware of strategies for supporting children’s wellbeing and have responded by engaging MIND to lead a series of parent workshops after Christmas. Individual parents have also been provided with strategies they can use with their children.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
31/Oct/2023
Product attribute ref
Silver
Validator report
31 October 2023
PWA-Richard Rose Central Academy -Ca1 1ly-31/Oct/2023
Areas for further development
Continue with the efforts that have already been made and ensure that the momentum isn't lost, particularly once the wellbeing lead goes on leave for a while.
PSHE for KS4 onwards needs to be developed so that all students are receiving high-quality, consistent and weekly/fortnightly timetabled PSHE provision, to ensure they have ample opportunities to learn about how to safeguard and enhance their mental health and wellbeing.
PSHE for KS4 onwards needs to be developed so that all students are receiving high-quality, consistent and weekly/fortnightly timetabled PSHE provision, to ensure they have ample opportunities to learn about how to safeguard and enhance their mental health and wellbeing.
Award term ref
Confirm the recommendation
1
Overall comments
This is a truly excellent example of supporting pupils and their wellbeing in this school, led by a knowledgeable and pragmatic lead - who is ably supported by numerous team members. The award process fully engaged pupils and the result feels like changes haven't been 'done unto' pupils, but that they have been involved throughout. The thorough data that has been collated is very helpful is demonstrating the impact of all the changes that have been made. Congratulations for making such noticeable changes over the past year and for persevering through the challenges.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
Pupils have been involved in all changes that have transpired over the past year, which has meant that they have witnessed the positive attitudinal changes first-hand. The most noticeable change has been that pupils now know that staff recognise mental health and wellbeing as important, and they feel more comfortable in sharing their experiences in school.
Benchmarks ref
Comments on impact identified during validation
Students are now more willing to talk about their wellbeing and mental health, with staff but also with their parents/carers. This demonstrates how the pupil-led strategies employed by the school has supported pupils with wellbeing and mental health.
Comments on impact identified during validation
The school has worked hard to ensure the PSHE curriculum meets pupil needs, as well as the nationally-recognised standards and statutory expectations. Each year group has specific areas of interest, determined by pupil need, on which they focus each term, in order to ensure needs are met. Pupils are regularly asked for their feedback and they find it easy to share their opinions with staff, who listen well and aim to make positive changes for them.
Benchmarks ref
Comments on impact identified during validation
The award lead holds a unique position in school as a PE teacher and the wellbeing lead, so she is well placed to demonstrate appropriate links. The most marked difference is that many more students are taking part in more physical activities and the staff did not expect to see such a noticeable change. Pupils report that they are more aware of the benefits of being physically well and the knock-on effects this has on other parts of life.
Benchmarks ref
Comments on impact identified during validation
Staff report that pupils enjoy coming into school as it enables them to have a meaningful connection with adults who care about them and who are a consistent presence for them. This means that pupils are able to ask for help when they need it, and the staff are able to respond swiftly and expertly. The updated questionnaires and surveys the school uses to gauge pupil feedback has meant that pupils are now used to being asked for their opinions and are willing to share them.
Benchmarks ref
Comments on impact identified during validation
This is an area that the school has focused on significantly, and they are now reaping the rewards. Previously, staff did not feel equipped or confident to support pupils, but after some thoughtful awareness-raising and training, staff now feel more competent to offer timely and compassionate support, whether that is from themselves or from the many sources of external support the school now employs. Now that more pupil data is recorded, staff are better able to respond to the data and move to where the need is.
Benchmarks ref
Comments on impact identified during validation
After some successful information sessions for parents and carers, the school plans to offer more in order to support parents/carers more. They recognise this is an area of need and are keen to offer more for parents/carers so they, in turn, will be able to support their children more effectively.
Comments on impact identified during validation
The school council has been developed over the past year so pupils now feel they enjoy more of a voice, and pupils are also aware of what changes are being made. A 'You said, we did' feedback approach is taken regularly, which helps everyone in the school community recognise the positive changes that have been made in school to promote better wellbeing for all.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
31/Oct/2023
Product attribute ref
Gold