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.
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.
Benchmarks ref
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.
Benchmarks ref
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