SWA-Churston Ferrers Grammar School-TQ5 0LN-31/Oct/2023

Evidence included detail on the reorganisation of the science department and work on addressing calendar pinch points. Both demonstrate a commitment to listening to concerns, streamlining practice and enabling staff to use time more productively and have resulted in reduced pressure on colleagues. Staff now also have a greater understanding of the constraints around amending calendars and are encouraged to feedback concerns in turn. It is now accepted practice that something cannot be added to calendars without something else being removed.

Staff have been closely involved in developing wellbeing policies including a specific document focusing on staff wellbeing. This has included collecting general feedback as well as 121 discussions with staff from all areas of the school. Staff have also reviewed the policy itself. This has resulted in a greater sense of involvement and, in particular, around supporting their own and colleagues’ wellbeing. Survey feedback shows that a large majority of staff agree that the school prioritises staff wellbeing.

Staff have been surveyed as to what they understand by wellbeing and potemtial impact on colleagues is now routinely included in any discussions regarding changes to working practices. All department meetings now include opportunities for staff to share things they feel are going well or raise concerns. Feedback from staff, along with planned next steps, are shared promoting a sense of involvement and staff feel that their views are taken into account. For example – following feedback, leaders have produced a ‘how to’ guide enabling staff to understand new systems as they come online, reducing time spent in looking for information and enabling colleagues to become more independent.

The evidence included for this benchmark in particular demonstrated a willingness to try new approaches and then amend them as necessary following feedback from staff – for example in making changes to all staff provision such as providing a staff breakfast one day a week. Staff regularly receive treats (chocolate etc) from leaders and also ‘reward’ each other with notes of thanks and sweets helping to create a culture of showing gratitude. Staff feedback on being given the opportunity to “spread some joy” is highly positive.

The school has made a number of changes to parents’ evenings, email protocols etc which has helped staff to manage workload more effectively – as has the focus on calendar ‘pinch points’ noted above. Evidence provided included some very positive feedback from staff about the value of whole-day departmental meetings which enable them to manage joint working and improve communication and collaboration and thus to use their time more efficiently.

The staff wellbeing group has evolved to become more inclusive with support staff now having a strong voice alongside teaching colleagues and subgroups focusing on key areas. The staff wellbeing lead is a member of SLT so discussions are regularly relayed to both leaders and governors. Another member of staff has undertaken SMHL training which has resulted in the introduction of additional provision (e.g. a menopause policy) as well as increasing understanding amongst leaders as to risk factors and strategies for supporting staff wellbeing. The wellbeing lead has sought feedback on self-care resources to ascertain the most useful and this has also encouraged more conversations about MH.

Staff have been encouraged to identify their own strengths and mentor colleagues and the portfolio included positive feedback from both mentors and mentees. Trained MHFAiders are supporting colleagues in the student services team. Several leaders have undertaken coaching training and this has helped to support the quality of professional dialogue across the school. Feedback from staff who have received coaching demonstrates an increase in confidence, improved work/life balance as well as tangible developments within their current roles with several achieving promotion. Staff who have undertaken CPD related to EWMH have improved their skills and feel better able support colleagues.

Science department staff have been supported to work together closely on planning and delivery which has helped to reduce workload and support flexible and team working. There has also been a focus on ‘lesson starts and ends’ with all staff encouraged to identify what works for them. Different departments have appreciated the flexibility of this approach – one begins lessons with ‘retrieval starter’ questions, another by reviewing homework. Evidence included feedback from staff who now feel that, as a result of these changes, they are now more empowered and have more control.