PWA-Manor House School-KT23 4EN-05/Nov/2024

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.