PWA-All Saints Church of England Primary School Coalville-LE67 3LF-05/Jun/2025

Wellbeing and mindfulness activities are embedded across the school. Children can discuss what supports their own wellbeing. There has been a significant reduction in behaviour incidents as a result of mindfulness activities at lunch and before afternoon classes. Evidence submitted included positive feedback from both children and staff about circle time and other wellbeing related activities as well as examples of how staff have monitored the impact of interventions and adapted and developed them as a result of feedback.

The school offers a broad range of strategies including ELSA and Zones of Regulation and actively promotes the 5 steps to wellbeing through the curriculum. Children use Zones to monitor how they are feeling and, for example, request brief ‘time outs’ if they are feeling stressed or anxious. There is a broad range of mindfulness-related clubs and activities and evidence included positive feedback from children about these. Staff report that the introduction of Zones has helped to significantly reduce behaviour incidents and this is borne out by data included in the school’s evidence.

In addition to daily mindfulness activities, the school’s PSHE programme is designed to encourage discussion around wellbeing. Staff actively adapt this to respond to issues as they arise – for example, there is currently a particular focus in KS2 on screen time and sleep hygiene with children monitoring their own activity. Issues raised via worry boxes/monsters are also monitored and inform PSHE provision. Evidence included positive feedback from staff about the introduction of ‘calm spaces’ at lunchtime - including how children choose to access them independently - and how this has resulted in calmer, more productive afternoons in the classroom.

Children understand the importance of regular physical activity and can describe its effect on their bodies and how they are feeling. They have also discussed the impact of a good night’s sleep and that ‘it’s OK to be tired’. Physical activity is also identified as a de-escalation strategy by staff and pupils.

Questionnaires and interviews confirm that children know where and how to access support if they need to. The school has recently increased its ELSA provision and introduced a dedicated space for sessions. Consultations show that children feel positive about the ELSA support they receive. In addition, the school has also introduced a range of sessions to support communication which include activities such as baking and sewing.

Evidence submitted included positive feedback from staff about the RSE/PSHE CPD they have undertaken as well as the impact of ELSA provision and sharing practice with other schools. PSHE and ELSA related issues are regularly discussed in staff meetings and the school also has two qualified mental health first aiders.

All Saints has a family support worker and, in response to feedback from parents, has developed highly effective links with a range of local providers who can work with parents and families. The school regularly offers sessions where parents and children engage in craft activities together and has shared information around Zones. Feedback about the in-school sessions is very positive with parents commenting on the positive impact they have on both their own wellbeing and their relationships with their children.

Wellbeing champions currently lead mindfulness activities at lunchtime and staff have noted how they take their roles seriously and will frequently report concerns about other pupils – and that younger children have benefitted from their support and grown in confidence in the playground. The school plans to provide formal training for champions to further develop their roles. Teachers regularly praise and reward children for taking positive steps to support their own wellbeing and the school council has, for example, taken a role in promoting active travel. Staff are planning to further develop pupil involvement in leading wellbeing activities.