PWA-Firwood High School-BL2 4HU-29/Feb/2024

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.