Pupil Wellbeing Award

Acronym
PWA
Description
Support and improve physical, emotional and mental health for all pupils
Image
Pupil Wellbeing Award logo
Framework
Video title
Why choose the Pupil Wellbeing Award
Promotional video ID
669872201
App description

Steps to achieving an award

 

App video ID
706063031
Sub description
Next validation date
June 2025
Benefits of award title
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Benefits of award description
Isn't face Kind abundantly likeness from fowl gathered. Whose female so.

Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Information on the benefits of the award
Title
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Description
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.
Image
Rule. Him give heaven spirit hath tree and multiply can't air great life from. Good years gathering fish image morning.

Validator report

07 November 2025

PWA-Avenue Primary Academy-SM2 6JE-07/Nov/2025

Areas for further development
-Evaluate areas of strength and review case studies to assess impact, celebrate success and share effective practice across the school.
-Continue to refresh and update staff training to sustain consistency and embed trauma-informed and wellbeing-focused approaches.
-Strengthen Building Stronger Foundations links to enhance collaboration and use these partnerships to develop new CPD opportunities.
Award term ref
Confirm the recommendation
1
Overall comments
Avenue Primary Academy has created a nurturing, inclusive culture where wellbeing is central to school life. Pupil voice and case studies show improved confidence, regulation and engagement. ELSA and targeted interventions have transformed behaviour, attendance and emotional awareness. Trauma-informed practice and consistent staff support ensure stability and trust. Parents feel confident to seek help, and leadership roles empower pupils, creating a positive, caring community where children thrive.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school’s whole-school approach has led to a clear shift in attitudes toward wellbeing. Learners are now more open in expressing their emotions, using strategies to manage them effectively. Pupil voice tracking shows improved confidence and resilience over time, supported by evidence from scrapbooks and foundation subject books. Increased engagement in wellbeing days and leadership roles demonstrates sustained impact across the school.
Benchmarks ref
Comments on impact identified during validation
ELSA support and nurture provision have transformed emotional regulation across the school. Case studies show clear behavioural improvements following targeted sessions, with early identification ensuring timely support. Learners use calm spaces regularly and effectively to self-regulate, increasing access to learning. The sense of community has grown, with children showing empathy, supporting peers, and demonstrating stronger emotional awareness and resilience.
Benchmarks ref
Comments on impact identified during validation
A personalised wellbeing curriculum has ensured support meets individual needs, with tailored strategies and resources in place. Strong, consistent relationships have built trust, leading to a clear rise in children confidently seeking help and expressing feelings. Mindfulness and creative approaches continue to strengthen emotional regulation, inclusion and belonging, enabling more learners to engage positively in school life and learning.
Benchmarks ref
Comments on impact identified during validation
Daily physical activity and varied wellbeing opportunities have strengthened learners’ understanding of how physical health links to mental wellbeing. Genius Time has provided enriching experiences that many would not otherwise access, promoting social interaction, relaxation and enjoyment. Pupil feedback shows children feel empowered, nurtured and listened to. This inclusive approach has enhanced confidence, motivation and a lasting culture of wellbeing across the school.
Benchmarks ref
Comments on impact identified during validation
Clear systems ensure every learner knows how and where to access support. Safe spaces, trusted adults and structured interventions have built confidence and improved self-regulation. A powerful case study shows one child with severe behavioural and attendance difficulties who, after lots of support in accessing help and support, thrived in school with improved behaviour, made huge academic progress, had improved attendance and used techniques to self regulate. Case studies like these clearly demonstrate the success of tailored strategies and interventions, all underpinned by caring teachers and staff who have nurtured relationships.
Benchmarks ref
Comments on impact identified during validation
Staff training in trauma-informed and relational practice has strengthened expertise and confidence in supporting pupil wellbeing. Shared responsibility and consistent refresher training have built a unified, knowledgeable team. Strong communication and information-sharing mean staff know children well, enabling timely support. Collaborative work with other schools and training has deepened practice, ensuring every learner feels understood, supported and emotionally secure. Sharing expertise has led to high levels of staff confidence to reach out when they come across challenges.
Benchmarks ref
Comments on impact identified during validation
Parent engagement has significantly increased, with attendance at Education Wellbeing webinars rising from 2.7% to 5.2% and SEN coffee morning participation doubling. More parents now complete 1:1 sessions with the Education Wellbeing Service, reflecting growing confidence and trust. Families report feeling comfortable seeking help, showing reduced stigma around external support and a stronger sense of partnership between home and school.
Benchmarks ref
Comments on impact identified during validation
Pupil leadership roles have had a clear, measurable impact on wellbeing and school culture. Year 6 Sports Leaders, Playground Leaders and Wellbeing Champions model positive behaviour and support peers across the school. Case studies show stronger teamwork, empathy and social skills. Pupil voice groups now shape activities and lessons, increasing engagement. More pupils are applying for leadership positions, showing pride, confidence and a sense of belonging in school life.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
07/Nov/2025
Product attribute ref
Gold

Validator report

06 November 2025

PWA-Whitehall Primary School-LE5 6GJ-06/Nov/2025

Areas for further development
Your commitment to helping children to help themselves is impressive - continue to work on making sure that all children understand why and how certain strategies work to support their wellbeing.
Award term ref
Confirm the recommendation
1
Overall comments
Whitehall has taken a holistic approach to supporting pupil wellbeing ensuring that the voices of children, staff and parents have informed planning and delivery and that the impact of initiatives is monitored. Staff are aware of areas that they would like to develop further and analyse feedback effectively to assist in further developing provision.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
Evidence submitted included positive feedback from children about the strategies they learn to support their own and others' wellbeing such as breathing exercises and the ‘traffic light’ system. Staff have observed children employing these strategies and advising others to use them.
Benchmarks ref
Comments on impact identified during validation
Children were consulted about the behaviour policy. They agree that it is effective and appreciate that it is developmental – with, for example, different expectations of older children. Staff have noted pupils independently accessing mindfulness boxes and other resources to support self-regulation.
Benchmarks ref
Comments on impact identified during validation
Feedback included in the evidence showed that children can talk confidently about what they have discussed in PSHE lessons. The school uses surveys and focus groups to gauge pupils’ understanding of things like the principles of e-safety. Children can describe what helps them to manage their feelings.
Benchmarks ref
Comments on impact identified during validation
Feedback demonstrates children’s’ ability to recognise how different feelings can affect us physically and, conversely, how things like exercise and mindfulness breathing can themselves impact on our mood.
Benchmarks ref
Comments on impact identified during validation
Focus group discussions demonstrate that children know how and where to get help at school if they need it. They understand what constitutes bullying and how to raise concerns. Staff regularly clarify procedures with children.
Benchmarks ref
Comments on impact identified during validation
Feedback shows improved staff awareness about tools and support available and that they see a positive impact on pupils. Staff are more likely and more confident to report concerns about children since receiving training on wellbeing.
Benchmarks ref
Comments on impact identified during validation
Parent events on wellbeing have been popular and well received. The school’s approach to wraparound care has been effective in supporting families experiencing homelessness and other challenges.
Benchmarks ref
Comments on impact identified during validation
Evidence from discussions with pupil wellbeing champions demonstrate their confidence to lead activities including a weekly wellbeing club. They, along with the school council, eco warriors and others, are actively involved in discussions around wellbeing provision.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
06/Nov/2025
Product attribute ref
Gold

Validator report

06 November 2025

PWA-Sheikh Zayed Private Academy for Boys-000000-06/Nov/2025

Areas for further development
There are plans in place to align the wellbeing work that the school has already done with the new local authority wellbeing mark that comes into existence very soon.
Award term ref
Confirm the recommendation
1
Overall comments
The school collates meaningful and pertinent data that drives their journey to better wellbeing for all. The impact of the measures taken is demonstrated clearly and enthusiastically. Pupil wellbeing has improved across the whole school community because of the well-researched measures that have been put in place by the dedicated team. Many congratulations on your achievement! I do hope you are able to celebrate.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school has implemented many different wellbeing-related measures and they have seen an increase in positive attitudes. Initiatives that have been introduced have been welcomed by pupils and this has rippled through to the whole school community. Pupils report feeling more comfortable with talking about their feelings, and the language they use to describe their experience to staff members has increased in complexity and frequency.
Benchmarks ref
Comments on impact identified during validation
This is a particular strength of the school. The Know/Show/Grow model and personalised PE Pathways have deepened the general understanding of health and wellbeing in the school, helping to promote more active habits and better-informed health choices – and this is shown in the data shared by the school in the validation meeting. The consistency of focus on physical health and wellbeing across the school has meant that pupils report that they feel better able to regulate themselves and have noticed an increased ability to be self-aware.
Benchmarks ref
Comments on impact identified during validation
An increase in reporting of concerns by staff and pupils is testament to the work the school has done on raising awareness of wellbeing as well as avenues to follow when help and support are needed. In ensuring that pupils have a wealth of choices when they need support, staff have become more skilled at recognising need and how to escalate this when necessary. One of the measures in place (the visible location of the ‘Student Support’ display board) has made it easier for pupils to see who they can approach and how to access help in ways that were not possible previously.
Benchmarks ref
Comments on impact identified during validation
The introduction of Wellbeing Champions has offered pupils the opportunity to lead initiatives to support mental health and this has had a direct effect on the availability of relevant and timely peer support. In addition, it has meant that the profile of wellbeing has improved across the school. A shift in the language used in the school from safeguarding to wellbeing checks has made a positive difference to how engaged many parents/carers are in the development of their child’s wellbeing.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
06/Nov/2025
Product attribute ref
Silver

Validator report

06 November 2025

PWA-Old Hall School-WS2 7LU-06/Nov/2025

Areas for further development
The school intends to maintain the rigour they have demonstrated to this point and continue to ensure all practice is upheld. They have plans to encourage parents/carers to be more involved in pupil wellbeing measures.
Award term ref
Confirm the recommendation
1
Overall comments
The school identified areas to improve and has worked methodically and consistently to ensure that they have been fulfilled, in line with guidance from external services. A wide range of evidence was shown, with appropriate and relevant commentary, that demonstrated what the school had put in place over time. The impact of the measures taken is demonstrated clearly and staff are rightly proud of all that they offer pupils. Congratulations on your achievement!
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school has implemented a wide range of meaningful opportunities in which the whole-school community can participate and the reports reflect that pupils find value in these opportunities. As the SIA leads has noted, it is difficult to measure the impact using data in the most traditional sense but the pupils communicate through their behaviour and this has a noticeable impact on staff too.
Benchmarks ref
Comments on impact identified during validation
This has been an area of most significant impact in the school and one about which they are rightly proud. The strategies put in place for pupils has resulted in pupils being able to notice when they need additional support, when they need to regulate, and where they can go to do that. It has meant there has been a marked change in the levels of calm in classrooms and around the school, which has been noticed by all staff members.
Benchmarks ref
Comments on impact identified during validation
The curriculum provided by the school facilitates several opportunities for personal growth, life skills, and extracurricular activities, all of which have a positive impact on pupils’ emotional well-being and prepare them for future challenges. By prioritising communication, sensory needs and personal development through tailored interventions, professional development, and carefully curated spaces, the school has noted the positive impact this has had on pupils.
Benchmarks ref
Comments on impact identified during validation
The school was already doing lots in this and other areas, so the impact of the changes made appear minimal - but that it becuase they started from such a high level. All pupils know where and how to access help and support, as was demonstrated in the school's Ofsted report. The school continutes to strive for excellence in this area at all times.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
06/Nov/2025
Product attribute ref
Silver

Validator report

06 November 2025

PWA-The Aylesbury Vale Academy-HP18 0WS-06/Nov/2025

Areas for further development
The SIA lead is now aware of all the requirements of the award process and knows how to demonstrate impact in order to achieve the award if they choose to submit again.
Award term ref
Confirm the recommendation
1
Overall comments
The school is clearly providing some excellent wellbeing development opportunities for pupils, but the award process has not been followed sufficiently to show measurable impact. The validation meeting time was used to talk the SIA lead through what needs to be done to achieve the award. Extra time was provided to collate the necessary evidence, and the SIA lead was made aware of all the requirements of the award process to demonstrate impact in order to achieve the award.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Benchmarks ref
Comments on impact identified during validation
The evidence submitted was insufficient to show impact for this benchmark, and did not provide 'before' and 'after' data.
Validator recommendation
I recommend that the school is not accredited for this award
Validation confirm date
06/Nov/2025
Product attribute ref
Gold

Validator report

06 November 2025

PWA-Hinchingbrooke School-PE29 3BN-06/Nov/2025

Areas for further development
The school is mindful that they need to maintain the work that they have started, so this will form the basis for wellbeing work in the future. Whatever happens, the team is keen to continue to advocate for all pupils in school.
Award term ref
Confirm the recommendation
1
Overall comments
An exemplary portfolio of evidence from a school that takes pupil wellbeing seriously. The comparable data that has been provided offers real insight into the pupil experience at the school. The school identified areas to improve and has worked methodically and consistently to ensure that they have been fulfilled. A succinct range of evidence was shown, with appropriate and relevant commentary, that demonstrated what the school had put in place over time. The impact of the measures taken is demonstrated clearly and concisely. Pupil wellbeing has improved across the whole school community because of the simple, effective measures that have been put in place by the dedicated team. Well done!
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school has implemented numerous meaningful opportunities in which the whole-school community can participate and the reports reflect that pupils find value in these opportunities, as well as that their awareness has been raised and that they were proud to be part of meaningful change in the school. One student said that "One of the most rewarding aspects has been hearing directly from students about how our initiatives have positively impacted their school experience." The school's Kindness Club was set up as a result of student feedback last year where they said they wanted to more acts of kindness in the community, both in school and beyond - and the school made this happen.
Benchmarks ref
Comments on impact identified during validation
This has been a notable area of change for the school over the past year, with pupils taking on more responsibility for wellbeing across the school - with positive results, particularly for improved attendance and reduced suspensions. There has been a significant increase in the number of pupils who report that they know where and how to access help if they need it.
Benchmarks ref
Comments on impact identified during validation
The school's PSHCE programme has enabled pupils to improve their self-reflection skills and this has had a positive effect on their ability to learn. Pupils report that they feel safer online and that their PSHCE programme has helped them to do this. There have been numerous opportunities for pupils to learn about their wellbeing in wider areas of the curriculum.
Benchmarks ref
Comments on impact identified during validation
There have been numerous changes that have taken place in the whole school community as a result of pupils learning about physical health and wellbeing. The school dining experience has improved, and pupils are now choosing healthier options. The introduction of Wellbeing Week meant more positive responses were logged in the student survey, particularly around the link between mental and physical health. Engagement in clubs and activities has increased year on year.
Benchmarks ref
Comments on impact identified during validation
There has been an increase in the number of pupils self-referring to support offered in school, and this suggests a greater awareness of the support available in school - and that the support is helpful. Parents/carers note that the pastoral support provided in school is excellent. The school has increased significantly the counselling provision available to pupils as a result of feedback received.
Benchmarks ref
Comments on impact identified during validation
Staff confidence in being able to support pupils has increased over time, and they engage with the advice that was shared during mental health awareness week. The provision in The Lantern has meant that staff and pupils alike know where and how to access support, and this enables staff to feel more empowered to help pupils.
Benchmarks ref
Comments on impact identified during validation
The parent survey has shown positive changes over time, with more parents reporting that their child is happy at school, year on year. The school website data shows that more parents are accessing the support on offer. Referrals to external support services has reduced over time.
Benchmarks ref
Comments on impact identified during validation
This has been a particular strength of the school's work. Feedback from the whole school community shows how much this work is already have an effect, and how it will continue to do so over time. Pupil feedback is resoundingly positive, and this shows how the efforts put in have made a positive difference.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
06/Nov/2025
Product attribute ref
Gold

Validator report

05 November 2025

PWA-GEMS Founders School - Dubai-PO Box 390498-05/Nov/2025

Areas for further development
The evidence submitted for the Award focused primarily on provision rather than its impact. Going forward, concentraing on examples of impact (including those suggested in the guidance) should enable the validator to identify more and greater levels of improvement resulting from the school's actions. With regard to its efforts to increase children's sense of belonging, the school may like to consider accessing these resources - https://neu.org.uk/advice/classroom/behaviour-schools/creating-sense-place-and-belonging-schools
Award term ref
Confirm the recommendation
1
Overall comments
Leaders are clearly thoughtful about and prioritise pupil wellbeing which is actively monitored. These records - as well as student voice - inform the level and frequency of provision.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school regularly assesses students wellbeing via it’s own surveys, PASS and daily Upstrive check ins. Staff have noted a significant increase in engagement from students with these processes and higher numbers of self-referrals.
Benchmarks ref
Comments on impact identified during validation
Staff also use surveys to identify children who may be need additional support, for example around exam anxiety. In addition to a well-staffed pastoral team, the school provides a range of ‘calm spaces’ and counselling support, to which students are referred or can refer themselves. Numbers accessing these – and using the ‘SOS’ function on the Upstrive app to request support – have increased. Comparison of PASS surveys and other data shows significant numbers of students being removed from concerns lists after receiving support.
Benchmarks ref
Comments on impact identified during validation
Regular student voice has helped to inform relevant curriculum provision and themed enrichment days.
Benchmarks ref
Comments on impact identified during validation
In response to student requests, the school has lengthened lunch time breaks which has, in turn, resulted in an increase in levels of physical activity at these times.
Benchmarks ref
Comments on impact identified during validation
There has been a significant increase in the numbers of pupils who are accessing support for both themselves and their peers.
Benchmarks ref
Comments on impact identified during validation
A large number of staff have been trained in mental health first aid. Leaders have consulted with staff around their confidence to support student wellbeing and this has informed training, including that of 44 mental health first aiders.
Benchmarks ref
Comments on impact identified during validation
Increasing diversity amongst the pastoral team has resulted in an increase in parents' confidence to report and discuss concerns regarding their children’s mental health.
Benchmarks ref
Comments on impact identified during validation
The recruitment of student welfare leads as advocates for wellbeing in every secondary class has contributed to a significant increase in student engagement with Upstrive and other support. Student voice has informed provision including adaptations and additions to wellbeing activities.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
05/Nov/2025
Product attribute ref
Gold

Validator report

05 November 2025

PWA-Lordswood Boys' School -B17 8BJ-05/Nov/2025

Areas for further development
-To enhance pupil voice in PSHE and wellbeing by involving students in shaping topics, hosting themed assemblies and introducing more diversity and resilience workshops.
-To strengthen parental engagement by offering flexible wellbeing sessions, including online and evening options, and inviting guest speakers for direct discussions and support.
-To expand wellbeing opportunities through mindfulness and relaxation sessions, practical activities, and collaboration with health and wellbeing specialists.
Award term ref
Confirm the recommendation
1
Overall comments
Academic support has had a significant impact on wellbeing across the school, reducing pressure on pupils and strengthening personal skills. Targeted one-to-one support has enabled students to access learning more consistently and successfully than ever before. The school’s responsive and nurturing approach ensures pupils feel valued and cared for. Strong relationships between staff and students have built trust, increased engagement and fostered a supportive environment where learners can thrive both academically and emotionally.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
Wellbeing is embedded throughout PSHE, PE and the wider curriculum. Mindfulness, creative arts, and Peak Performance sessions build emotional literacy, focus and resilience. Duke of Edinburgh and wellbeing events such as Mental Health Week foster self-awareness, empathy and perseverance. Staff training ensures consistent delivery, and pupils show improved emotional regulation, confidence and readiness to learn.
Benchmarks ref
Comments on impact identified during validation
Physical wellbeing is promoted through PE, PSHE and extracurricular clubs, with students exploring how exercise supports mental and emotional health. Cross-department collaboration embeds healthy lifestyle messages into lessons and assemblies. Pupils report better mood, concentration and self-discipline. Engagement in sport has improved attendance and reduced behaviour issues, while staff note higher energy and enthusiasm for learning.
Benchmarks ref
Comments on impact identified during validation
Partnerships with parents are strong. Regular newsletters, coffee mornings and safeguarding updates provide practical guidance on topics such as mental health, online safety and emotional regulation. Collaboration with external agencies ensures early intervention and consistent support. Parents report increased confidence in supporting wellbeing at home, and stronger trust in school systems enhances continuity of care.
Benchmarks ref
Comments on impact identified during validation
Student leadership drives a positive wellbeing culture. Pupil champions, the Year 7 Parliament and wellbeing committees ensure student voice informs decision-making. Peer mentoring supports transitions and reduces anxiety, particularly for vulnerable pupils. Involvement in assemblies and awareness campaigns develops empathy and teamwork. Behaviour incidents have reduced, and students demonstrate growing ownership, increased attendance rates and achievement grades. Students are now more aware of what wellbeing is, what it means and they are more confident in asking for help and opening up when faced with challenges.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
05/Nov/2025
Product attribute ref
Gold

Validator report

05 November 2025

PWA-St. Peters C of E Primary School, Market Bosworth-CV13 0NP-05/Nov/2025

Areas for further development
The school has recently introduced Zones of Regulation and should monitor its impact on children's ability to identify and manage emotions and employ strategies to support their own wellbeing.
Award term ref
Confirm the recommendation
1
Overall comments
St Peter's has been particularly effective at involving pupils in planning and leading wellbeing activities as well as supporting them to identify strategies that they can use to support their own and others' wellbeing. Staff clearly prioritise wellbeing and appreciate the importance of helping children to develop meaningful and mutually supportive relationships.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
Pupil voice and staff observations have shown significant increases in confidence, particularly amongst vulnerable children who are more able to discuss and manage their feelings. The Positivity Ambassadors have been closely involved in planning and delivering wellbeing sessions and spontaneously share the skills they have learned with other children.
Benchmarks ref
Comments on impact identified during validation
Evidence included positive feedback from children, staff and parents about the impact of forest schools, ELSA, Happy Lunchtime sessions and other initiatives including a broad range of extracurricular activities designed to promote physical and mental health.
Benchmarks ref
Comments on impact identified during validation
Surveys demonstrate that most children know where and how to access help at school and staff have proactively followed up with any who are unsure. Children are involved in delivering and planning aspects of PSHE and evidence included examples of their discussions about managing conflict.
Benchmarks ref
Comments on impact identified during validation
In addition to activities led by Positivity Ambassadors, trained peer mediators actively help to resolve conflicts and pupil voice has led to the introduction of specific initiatives such as the cool-off corner where children can engage with activities that support self-regulation.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
05/Nov/2025
Product attribute ref
Silver

Statement

23 October 2025

Lordswood Boys' School (PWA): Benchmark 8

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