Evidence included positive feedback from pupils regarding awareness raising assemblies, discussions in tutor time etc and about how, as a result, they feel more confident to express emotions.

Case studies show the positive impact of a range of pastoral interventions on behaviour. Parent feedback also demonstrates the positive effect on pupil confidence and wellbeing of initiatives such as the Pride Room and a range of reasonable adjustments, in particular with children who need support around EBSA.

Adaptive teaching approaches have resulted in significant improvements in children’s behaviour and engagement with learning. Surveys also show an increase in pupil confidence around managing stress and understanding of online safety strategies as a result of curriculum inputs.

Evidence included a case study showing the impact on behaviour of work with Y7 boys on the links between physical activity and emotional regulation. Pupil feedback shows an increase in their understanding of the links between diet and sleep and the ability to manage stress.

Regular surveys show that the majority of pupils know how and where to access support and reminders have been provided to the minority of students who are unsure. In response to pupil feedback, the school has also increased the range of options available for them to report concerns, for example by introducing worry monsters.

Staff report increased confidence following training around supporting pupil wellbeing. Records show that more incidents are being dealt with by class teachers rather than being referred on to pastoral staff.

The evidence included positive feedback from parents about support available to them both individually and via a range of sessions on bedtime routines, managing anxiety etc. A case study demonstrated how the school assists parents to access additional external support.

Evidence demonstrated the positive impact of the wellbeing warrior programme on their own and other children’s wellbeing and also included positive feedback from both children and staff regarding lunchtime playleaders. A number of changes to provision have resulted from feedback provide by the school council.

Evidence you could include here would be you pupil surveys showing how they can identify things that help them manage emotions, how they feel about specific interventions etc. You could also include a couple of case studies related to particular children; staff accounts of improvements they have noticed in pupil behaviour related to wellbeing interventions; examples of pupils’ work demonstrating their understanding of the principles of positive physical and mental health etc – and see the other suggestions on the Awards website.

Use your surveys to show what interventions pupils have found to be helpful and why. Again you could also include a couple of case studies. Consider an initial evaluation of the impact of using Zones of Regulation across the while school – perhaps a brief staff survey.

Share the case study you mentioned on the Choices programme. We need something here on the impact of your PSHE and other curriculum work on pupils’ knowledge and skills around mental and physical wellbeing. You could also consider annotating the examples of children’s work included in the newsletter evidence (e.g. with comments from pupils and staff) to show the impact of what they have been learning.

What evidence do you have of what children understand about the impact of physical activity on wellbeing? Can they describe how it makes them feel (calmer, happier, more relaxed, able to focus better etc)? Do they choose it as a de-escalation strategy – movement breaks etc? You could also include relevant feedback form the My Health My School survey.

How have resources like the five-point scale helped children to manage emotions? Include the examples of student and staff voice that you have collected around this. How do you know that children know how and where to ask for help? This may also come from your surveys.

What impact have the SEBDOS sessions had on staff knowledge and skills around supporting wellbeing? You could use staff feedback from the sessions, case studies etc. Same for the behavioural aspects of the training around inclusive classrooms or the session with the MH Support Team.

Include feedback from relevant parent sessions – from feedback forms, discussions etc

Include the feedback you’ve collected from staff and children about the impact of pupil MH champions. How do they and other children feel about the assemblies they lead or support they offer around in-school transition? Compile a list of all changes to wellbeing provision made as a result of student feedback. Write a case study on a couple of the champions and how their work has impacted on their own wellbeing.

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.

It was great to see the excellent feedback regarding the MIND ambassadors programme and to hear how well embedded this is in your provision.

Thank you for conducting the extensive survey with students regarding how they feel about the wellbeing offer. It was good to see so much positive feedback. I note the significant reduction in bullying incidents and I enjoyed reading the feedback and case studies from students about how much they value the provision of quiet spaces. Good to hear how this work is still developing, in particular the proposed addition of a large, canopied outside space.

Again - you have some excellent positive feedback from large numbers of students about the PSHE programme as well as work on internet safety and extracurricular provision.

As well as the great examples of provision included here, it was good to see the feedback showing that most students appreciate the link between physical health and wellbeing. The way that you responded to the student responses about cakes being made in healthy eating sessions also shows the value of collecting such data and following it up!

The data on referals to student MIND ambassadors again serves to demonstrate the positive impact of this programme. I particularly appreciated the broad understanding that students have of allyship and its importance in challenging discrimination and ensuring that everyone feels they belong. You've also included data showing broadly positive feedback from students regarding the various forms of wellbeing support available.

Great so see such positive feedback from staff about the mental health first aid training they have undertaken. They are clearly confident to use a range of strategies for supporting students. This, plus the tracking information you've included regarding referrals to student welfare, MIND ambassadors etc shows the value of the training and other support on offer.

The broad range of resources included on the school website is impressive. You've included a nice example of the holistic suppport that you offer to students and their families and it was good to see the very positive feedback from another parent about the help she has received from the school to support her child.

The really excellent feedback from both 6th formers and year 7s about the PEP programme speaks for itself. It was also good to hear how you have followed up concerns raised via student voice - for example, with regard to the issue of behaviour points.