Statement
05 September 2023
Pupil Wellbeing Award
Acronym
PWA
Description
Support and improve physical, emotional and mental health for all pupils
Image
Framework
PWA framework.pdf90.27 KB
Video title
Why choose the Pupil Wellbeing Award
Promotional video ID
669872201
App description
App video ID
706063031
Sub description
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.
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
Statement
23 August 2023
Lumen Christi College(PWA): Benchmark 3
Statement
20 July 2023
Penn Fields School(PWA): Benchmark 2
Validator report
20 July 2023
PWA-Park End Primary School-TS30AA-20/Jul/2023
Areas for further development
It would be helpful to think about how pupils could be supported to monitor and report on things like screen time and sleep - for example by keeping their own sleep diaries or records of screen breaks. Improvement/success in these areas could be linked to existing rewards and acknowledgement processes and parents could also be encouraged to support and reward children's achievements. Also consider introducing Zones of Regulation across the school, both to help children identify their emotions and self-regulate and to further support staff to identify those in need of additional check ins etc.
Award term ref
Confirm the recommendation
1
Overall comments
Park End have taken a genuinly consultative approach to improving pupil wellbeing with the voices of children, staff and parents listened and responded to with the result that they have been able to demonstrate measurable improvements in a number of areas. The school has already identified a number of further actions it intends to take. They should continue to monitor the impact of these through surveys, focus groups etc and to develop opportunities to listen to pupil and parent voice. See below for further specific suggestions of next steps to consider,
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
The school has updated its SEMH & wellbeing policy to take into account feedback from pupils gathered via surveys and focus groups and the student wellbeing committee. New provision includes Feelgood Fridays, a lunchtime drop in session for KS2 pupils. Feedback shows that pupils have really valued the opportunity to contribute to policies and to be involved in developing wellbeing provision. The school has also noted improvements in attendance from pupils targeted for Feelgood Fridays and other support and staff feel that the school now has a clearer vision for wellbeing.
Benchmarks ref
Comments on impact identified during validation
Calm spaces have been introduced in classrooms and staff feedback demonstrates their positive impact on children’s ability to self-regulate. There has also been less need for SLT to intervene to support children. Additional wellbeing resources have been provided including materials on children’s iPads. Feedback from children shows that they appreciate this provision and find it useful when they are anxious or upset and have gained a greater ability to manage their own wellbeing. They also enjoy the various wellbeing leadership roles they can undertake (see below).
Comments on impact identified during validation
The school has worked to include more SEMH and BAME identities in the curriculum and children from minorities report that they feel more included at school as result. There was also some lovely individual feedback from children who have been empowered to share information about their neurodiversity with other pupils via scrapbooks etc. Surveys show that children also feel more aware of the impact of social media on MH and this continues to be addressed through the curriculum.
Benchmarks ref
Comments on impact identified during validation
The school updated its provision with a multi-use games area and more structured play provision, as a result of which staff recorded an increase in physical activity and reduction in behaviour incidents. Children also demonstrate increased understanding about the importance of physical activity and sleep.
Benchmarks ref
Comments on impact identified during validation
The school worked with pupils to understand what additional provision would be helpful. After introducing worry/suggestion boxes, they recorded a 40% increase in reports from children and a corresponding increase in staff awareness of which pupils require additional support.
Benchmarks ref
Comments on impact identified during validation
Staff requested additional CPD which was put in place. As a result of this, staff report feeling increasingly confident to identify and support SEMH needs and more involved in referral processes. They also appreciate additonal resources including books and social stories.
Benchmarks ref
Comments on impact identified during validation
After reviewing parental feedback, a number of changes were made to the school website and support programme offered to parents. Parents now report increased confidence around reporting concerns and greater awareness of how the school supports their children's wellbeing.
Comments on impact identified during validation
The school has established a pupil wellbeing committee and leadership roles such as play leaders. Year 5 'Headstarters' enjoy supporting other children and pupils say that they feel ‘more connected’ to their peers, a greater sense of belonging to the school and that their voices are heard. Additional provision introduced in response to pupil requests includes more circle time and quiet spaces.
Validator recommendation
I recommend that the school is accredited for this award
Validation confirm date
24/Jul/2023
Product attribute ref
Gold
Validator report
18 July 2023
PWA-Carshalton High School for Girls -SM5 2QX-18/Jul/2023
Areas for further development
As we discussed, you probably already have examples of impact from existing surveys, reports etc but you could also put together case studies realating to individuals or groups of students, collect feedback from small groups of students or staff or use other means to show this impact. You can probaly evidence several of the benchmarks from one student survey or a few focus groups. See the various examples of ways to evidence impact on the website as they should give you more ideas.
Award term ref
Confirm the recommendation
1
Overall comments
It is clear from the information presented that the school has worked really hard to increase its wellbeing provision and there are clearly some great examples of practice. Unfortunately, we need to see evidence of the DIFFERENCE this has made for students - how it has improved their experience.
School ref
Validator benchmark comments
Benchmarks ref
Comments on impact identified during validation
I can see that you have put lots in place but, as we discussed, we need to see some tangible impact of these changes. You could use a broad range of feedback from pupils or staff for this - have a look at the examples on the website as you probably already have material you could use. Otherwise, perhaps survey a couple of year groups or convene some student focus groups to discuss what they have learned from wellbeing related activities, their increased awareness of sources of support or information etc.
• examples of pupils’
• examples of pupils’
Benchmarks ref
Comments on impact identified during validation
The feedback from student leaders is helpful here. Perhaps you could also include a couple of case studies from students who have accessed the wellbeing room or survey students about strategies they use to support their own wellbeing. Again, see the other examples on the website.
Comments on impact identified during validation
The curriculum is interesting but we need to see what impact it has had. How do you know, for example, that "students have an increased sense of belonging now through our changing up of our noticeboards". You could also ask them to review or audit the changes to the PSHE curicullum - what has improved, what could still be better etc. Or use evidence of increases in pupils’ knowledge and skills around emotional wellbeing and mental health (for example, from monitoring of PSHEE and other provision).
Benchmarks ref
Comments on impact identified during validation
How do you know that students "are aware of how much sleep they should have and do have strong knowledge of the healthy and active lifestyle they should be following" or that "the number of students cycling and walking to school has increased". Include that data here. You could also review the impact of the enhanced PE provision and whether this has increased engagement. Again, see the examples on the website as well.
Benchmarks ref
Comments on impact identified during validation
You could survey the students about the impact of the Pastoral Support Officers and about what they know about where to access support and how they feel about the different options available.
Benchmarks ref
Comments on impact identified during validation
Survey the staff (or conduct interviews with a few of them about the impact of ELSA or Mental Health Champion training on their practice and confidence to support students. You could also use feedback from or evaluations of particular training sessions. Again, see other suggestions on the website
Benchmarks ref
Comments on impact identified during validation
Include some feedback from parents about the webinars. Has engagement with these increased over time? That would also be useful data here. Also think about case studies, evidence of how feedback from parental consultations has led to changes in your provision, accounts from parents of how the school has supported their child’s or and/or their own wellbeing etc.
Comments on impact identified during validation
Collect feedback from your anti-bullying or Girls On Board ambassadors or, even better, from students who have accessed their services. You've included some examples of student feedback here so you could include the original data with notes of what has changed as a result.
Validator recommendation
I recommend that the school is not accredited for this award
Validation confirm date
18/Jul/2023
Product attribute ref
Gold
Statement
18 July 2023
Penn Fields School(PWA): Benchmark 8
Statement
18 July 2023
Penn Fields School(PWA): Benchmark 7
Statement
18 July 2023
Penn Fields School(PWA): Benchmark 6
Statement
18 July 2023
Penn Fields School(PWA): Benchmark 5
Statement
18 July 2023