Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

The school has collected and acted on feedback from different groups of staff to reduce workload in key areas. They have made changes to, for example, how directed time is used, report writing, marking and lesson planning. Leaders have developed processes to ensure that the impact on staff workload is routinely considered when changes and developments are discussed.

Leaders have taken care to monitor the introduction of workload initiatives – for example, the scheduling of emails – and to amend them in line with their impact on staff wellbeing. Following consultation, they have introduced measures to ensure that all staff – including both neurodivergent and neurotypical colleagues – feel able to seek support in ways that are appropriate to their needs. Changes to the behaviour support system have also resulted in staff feeling more supported and less vulnerable when dealing with challenging behaviour.

The widening of opportunities to praise colleagues – as well as including staff successes in regular 'ambition assemblies' – has led to a significant increase in nominations.

The introduction of Steplab coaching has seen the vast majority of staff actively engage with the platform, including giving regular shout outs to colleagues. New, wellbeing-focused appraisals have been well-received and have led to large numbers of staff undertaking and achieving NPQ and other qualifications.

The Downs School has demonstrated a responsive and consultative approach to workload management. The “Your Ideas” feedback process shows that staff voice directly informs actions, with tangible adjustments made to calendar structures and expectations. Evidence indicates workload concerns are actively reviewed and adapted. This has strengthened trust in leadership, reduced unnecessary tasks and created clearer priorities, leading to improved staff confidence and greater perceived manageability. The workload assessment tool has had a huge impact on staff where decisions have been made together and the WLA has now been integrated as part of the process,also including the feedback of union reps.

The Staff Charter and wellbeing presentation outline a shared commitment to mutual respect and collaboration. Structured community initiatives, celebration events and staff engagement activities have strengthened belonging. Evidence shows that wellbeing is embedded within staff culture rather. Staff report feeling supported and valued, contributing to improved morale and stronger professional relationships across departments. Surveys on whether the school has a supportive culture have been reported and recognised in responses given by 83% of staff.

Calendar adjustments, wellbeing policy implementation and Mental Health Awareness initiatives demonstrate proactive leadership. The school has created clear systems to support mental health and open dialogue. This has resulted in improved transparency and consistency. Staff feedback indicates that working practices are reviewed with wellbeing in mind, reinforcing a healthier organisational culture. The sickness and absence data collected by the school has dramatically improved in January from 2024-2026 (by almost half), and retention has also increased.

Celebration of Success CPAD input and formal appreciation initiatives visibly recognise staff contributions. Public recognition of achievement and professional impact reinforces value and motivation. Evidence suggests that appreciation is systematic and supports morale and strengthens staff engagement across the school. Staff really value the recognition and this has a huge impact on staff confidence and wellbeing.

Evidence highlights strategic planning days, review of expectations and leadership consideration of staff capacity. The approach promotes sustainable workload patterns and clearer boundaries. Staff voice informs adjustments, demonstrating a genuine commitment to balance. This has improved perceptions of fairness and also reduced pressure during peak periods.

The Wellbeing Policy and structured coordination of support provide clarity around access to assistance. Communication through bulletins and consistent signposting ensures staff know where to seek help. This centralised approach strengthens early intervention and reduces stigma, contributing to a more secure and supported workforce.

The CPD brochure and INSET evaluation evidence a thoughtful and responsive professional development programme. Staff feedback is used to refine provision, ensuring relevance and impact. Evaluation data demonstrates high satisfaction levels and perceived professional growth, reinforcing motivation and long-term career development.

Evidence demonstrates distributed leadership and teacher involvement in teaching and learning strategy. Consultation processes and collaborative structures empower staff voice in school improvement decisions. This increased autonomy supports professional trust, innovation and ownership of practice, strengthening overall engagement.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

Evidence was insufficient to show impact for this benchmark.

The school has consulted with staff and acted on their feedback to ensure that, where possible, pinch points have been reduced and processes simplified. This has resulted in consistently improved staff feedback. Leaders have made effective use of workload impact assessments and other tools to ensure that workload is considered whenever changes and developments are introduced.

Leaders have really listened to staff feedback and surveys show that staff now feel more confident to raise concerns and that these will be acted on. They feel valued and included in decision making. It was particularly pleasing to see the impact of the introduction of quiet spaces on staff wellbeing.

Again, the school has taken on board feedback from staff and is still developing this and other areas of practice. Significant changes so far have included the opening of nominations for staff awards to the whole school (not just leaders) and the introduction of the SAS wellbeing app giving staff access to a range of support outside of school. Feedback shows that staff feel more valued and appreciate the access to a greater range of wellbeing activities.

There have been significant improvements in feedback from staff with regard to being able to take meaningful breaks during the school day. A majority of staff also say that changes to meetings (e.g. holding parents’ meeting during directed time) and flexible working arrangements have had a positive impact on their wellbeing. The evidence submitted included some particularly thoughtful examples of how relatively small changes in working hours etc have resulted in positive impacts on staff wellbeing.

Si Ri Panya has effectively reduced staff workload by streamlining reporting, limiting formal assessments to two terms, and introducing flexible scheduling. The introduction of FLiC and adjusted holiday calendars have improved work–life balance. Staff feedback prompted these changes, and regular reviews ensure workloads remain fair and sustainable.

A culture of care and connection thrives through staff wellbeing surveys, regular social gatherings, and wellbeing art classes. Feedback highlighting isolation led to the creation of staff support networks, counsellor lists, and island wellness recommendations, which staff have utilised. Ongoing communication ensures initiatives continue to meet evolving staff needs and activities are created based on feedback. The Wellbeing Policy has impacted staff in communicating expectations, providing clarity and confidence in wellbeing being a priority.

A purpose-built staffroom with comfortable seating and natural light promotes rest and social interaction. Flexible working hours and wellbeing email reminders support balance and prevent burnout. Staff consistently report feeling valued, listened to, and part of a nurturing environment. This has reduced stress levels, increased morale and productivity.

Staff are celebrated through a visible “shout-out board”, coffee mornings, and birthday acknowledgements. These regular gestures foster gratitude, team spirit, and recognition. Feedback confirms that appreciation has strengthened morale, enhanced motivation, and contributed to a more cohesive school culture.

Si Ri Panya’s balanced calendar, shortened reporting demands, and culture of respect for personal time support work–life harmony. Leadership models healthy boundaries, ensuring no expectation of after-hours communication. Feedback shows that staff feel trusted and empowered to maintain wellbeing practices outside work.

Wellbeing is embedded through SLT check-ins, wellbeing surveys, and a buddy system for new teachers. Clear guidance supports staff mental health, and the new Survival Guide provides practical advice for newcomers. Staff feedback confirms this joined-up approach improves confidence and belonging from the outset. Staff know where to go for help and feel confident that support will be consistent and timely.

Staff have access to free CPD in trauma-informed practice, diversity, and wellbeing. Regular coaching sessions and upcoming training in Non-Violent Communication have strengthened professional growth. Leadership actively adjusts support in response to staff feedback, ensuring development remains relevant and valued. Professional development in wellbeing has increased teacher knowledge and skills, benefiting themselves and the community.

The introduction of Additional Responsibility roles empowers teachers to lead on curriculum and planning decisions. This shared responsibility encourages innovation and ownership. Staff report greater confidence, collaboration, and motivation, reflecting a leadership culture that values staff input and professional autonomy.

The portfolio included positive feedback from staff around the school's efforts to simplify the collection and management of data collection, reduce paperwork and streamline marking systems and address pinch points in the calendar.

Staff are positive about being able to raise concerns and how leaders respond to these. Discussions demonstrated the school’s sympathetic, tactful responses to individual concerns. Evidence also included examples of how the school is working to improve aspects of provision – for example, the allocation of PPA time - in the light of specific staff feedback.

Staff have welcomed improvements to the staff room and opportunities to socialise. They enjoy connecting around shared interests. They feel confident to propose ideas and suggestions about how provision could be further improved.

Staff appreciate the gestures of gratitude shown by leaders including shout outs and treats. The school has taken note of how staff would like to receive acknowledgement (e.g. publicly or more discretely) and responded accordingly.

The school has focused in particular on this area. Regular, weekly sessions with parents in school time have reduced the need for scheduled meetings. Clear email protocols and reductions in paperwork have also benefitted staff wellbeing.

Staff appreciate the prominence given to wellbeing as a result of the leadership of key staff including the SMHL and wellbeing governor. They know how and where to access support including from external counselling services paid for by the school.

This is a key element of the SDP. Staff appreciate the CPD and coaching opportunities they receive including regular, ongoing support from middle leaders. The say that colleagues are non-judgemental and that formal appraisals are supportive. CPD around mental health has also helped them to manage their own wellbeing.

Staff are positives about the greater autonomy offered to middle leaders with regard to their subject areas, including the regular support they provide to ECTs. Staff are supported to take on greater leadership responsibilities and, in turn, to support colleagues. Initiatives such as group moderation have also been well received.

Staff wellbeing is prioritised through a representative committee that gathers feedback and drives action. This has created a culture where staff feel listened to, valued and confident to share views. 92% of staff report feeling supported, and 88% agree their wellbeing is considered in decisions. Workload adjustments and visible leadership action have reduced stress and increased job satisfaction. The process is now deeply embedded, fostering trust, collaboration and sustained morale.

Penketh High School has built a strong, supportive staff community underpinned by trust, empathy and openness. 97% of staff feel valued and supported, and job satisfaction is rated at 4.34/5. Staff report that wellbeing resources are effective and that leaders show genuine care and flexibility. The wellbeing committee ensures all voices are heard, with feedback driving visible change. Open discussion about mental health is normalised, creating a compassionate, connected working culture.

Penketh High School has developed a positive, healthy working culture where 94% of staff report high satisfaction and supportive leadership. Staff voice drives change through wellbeing meetings and a representative committee. Initiatives such as welfare hours, devolved marking, and centralised systems reduce workload and promote balance. Low turnover and high morale reflect impact. Staff feel valued through recognition, flexible arrangements, and CPD that enhances confidence and classroom practice.

Staff appreciation is deeply embedded at Penketh High School, with 97% of staff feeling valued and recognised. Wellbeing gestures, shout-out boards, and public recognition promote positivity and belonging. Staff rate wellbeing practices at 4.25/5 and job satisfaction at 4.29/5, showing the success of consistent appreciation and support. These strategies have strengthened morale, motivation, and connection, creating a culture where achievements are celebrated and staff feel proud of their contribution.

Penketh High School has embedded strong strategies to support work–life balance, reflected in 94% of staff acknowledging a positive environment and 91% feeling the school fosters balance. The welfare hour for all staff has significantly reduced stress and anxiety, enabling time for family, rest, and self-care. Staff feel listened to and empowered, with flexible working increasing wellbeing and attendance. Clear communication protocols and considerate planning ensure workload is sustainable and personalised.

Penketh High School has established strong, coordinated systems for staff wellbeing, with 100% of staff reporting clear access to support and signposting to internal and external services. Wellbeing practices are rated 4.24/5, and job satisfaction 4.29/5, showing their positive impact. Attendance has improved, with staff feeling confident to seek help when needed. A wellbeing governor and senior mental health lead provide structure, ensuring consistency and a proactive approach to staff care.

Penketh High School has created a strong culture of professional growth and wellbeing. 96% of staff feel supported in their development, with over 50% completing NPQs and 13 staff gaining wider qualifications. Weekly CPD within school hours removes additional workload and promotes collaboration, reflection, and skill sharing. The coaching model fosters open dialogue, support, and empowerment. Staff feel trusted, valued, and motivated, leading to higher morale, retention, and classroom impact.

Penketh High School empowers teachers through a culture of trust, autonomy, and collaboration. 94% of staff report having ownership and professional control over decision-making. Staff voice drives improvements, with protocols ensuring clear and timely communication. Initiatives such as centralised resources, welfare periods, flexible marking policies, and collaborative planning reduce workload and boost morale. Staff feel listened to, valued, and supported, resulting in high retention, motivation, and innovation across departments.

One of your benchmarks was about conducting a workload impact assessment – you could include feedback from that and briefly describe what you did in response. Survey/focus group staff about the changes to assessment rounds – how has this improved workload? You could include feedback on similar changes introduced to reduce workload for non-teaching staff.

Include feedback/data on the impact of the drop in sessions (case study/survey). Show how you have “made significant progress is in the areas of menopause [and] supporting staff who are parents” – perhaps with a couple of brief case studies. The before and after feedback you referred to in your discussion on the benchmark “Make the workload manageable” could be useful as well.

The staff voice leaflet included in your evidence is telling me HOW you collect feedback – a few examples of the types of feedback you’ve collected, and actions taken as a result would be useful. Feedback on the staffroom changes and how that has helped to improve wellbeing would be good. I think you surveyed staff on this. Do they feel that the suggestion box is effective and that leaders effectively respond to suggestions? Can you point to something that has changed as a result of staff suggestions? A couple of pieces of data you quote (eg. reductions in absenteeism) are helpful but I struggled to find them. Summarise actions in the discussion and focus on impact in the pieces of evidence

You’ve mentioned some data in your descriptive text but it would be helpful to include the actual examples in your evidence as well. How do you know that things like the shout out board, postings on social media, acknowledging life events as part of INSETs etc have improved wellbeing/made staff feel more appreciated? You may not have individual data on all of these but you could ask what has made the biggest difference/what else would you like etc. There’s an opportunity here to show how these strategies are working for all staff (support staff, admin etc) by surveying different groups.

Brief case studies could be useful here – or redacted notes from line management meetings showing how support has led to improvements for staff. Do you know if giving staff extra time off on INSET days is working for everyone (where do you fit in the training that usually happens on these days into timetables etc)? Focus on outcomes specific to the benchmark - do staff find the individual leaning plans helpful in terms of managing work/life balance, for example?

Include data to show the numbers accessing wellbeing check ins. Are there particular issues emerging from these and how have you addressed them? Again, a couple of case studies might be useful. You mention ‘positive feedback from colleagues’ in the report document but haven’t included any examples. Do staff find the reflection time in appraisals helpful? How have you checked that line managers are using the pro forma consistently? What impact has the appointment of a wellbeing governor had?

You mention that “the increased focus on professional development and mental health and wellbeing has been welcomed by staff” and that “staff provided feedback to reviewers that was highly positive in the areas of professional development and wellbeing.” Include some examples of this feedback. Make sure your evidence is specific to the benchmark – you mention that “in the recent OAT survey wellbeing scored +12, strategic management +30 and values and culture scored +28 against National external benchmarks.” This is good as far as it goes but isn’t telling me anything about how staff feel about the support offered for professional development.

Again, feedback on ‘strategic management’ isn’t really telling me how much autonomy/influence/control staff feel they have in terms of decision making. You’ve included feedback saying that managers consult with staff but not about whether this is effective (i.e. it’s about actions rather than their impact). Look at the benchmarks and see what data you have to show the impact on wellbeing of, for example, increasing staff involvement in decision making or giving them more responsibility with regard to T&L. You could ask an open question (“how could we increase your involvement in decision making…”) in a survey or focus group and describe how you acted on the feedback.