The school has made a number of changes in order to support staff wellbeing – including amending marking and feedback policies and switching to a two week half term in the autumn. Staff feedback demonstrates that they appreciate these amendments and benefits.

The school has introduced a wellbeing policy, significantly improved the staff room and introduced a range of ‘perks’. Many staff have formed ‘coaching pairs’ to support each other. Staff have also been offered ‘reflective discussions' with an outside provider and the feedback from those who have undertaken them is very positive. ‘Come break with me’ session have encouraged more staff to use the staff room and socialise with colleagues.

The school has encouraged staff voice through the use of surveys, suggestion boxes etc and has made a number of changes in response to suggestions received. Mindfulness sessions have been introduced and attendance at social events has improved significantly thanks to a reactive approach which has led leaders to try different times etc to accommodate as many staff as possible. During lockdown, the school made a real effort to maintain staff morale with regular zoom meets, competitions etc and saw relationships develop as a result.

In a staff survey, a strong majority of staff agree or strongly agree that they feel appreciated at work. 88% report feeling valued and 81% agree that they receive appropriate recognition for their work.

This remains an area for development with staff less positive about this than other aspects of provision. However, considerable progress has been made – there is flexible working and changes to CPD processes have reduced the number of meetings and, with staff working in pairs or smaller groups, introduced more flexibility. Alterations to marking systems have also reduced these commitments. Notably, staff are very positive about how the school supports those with caring responsibilities.

A majority of staff agree that the school is supportive with regard to their mental health. This should further improve as the school has recently invested in this area with the training of both an SMHL and MHFAiders. Staff volunteers are also available for drop ins if staff need support and it will be interesting to see what impact this has. Staff can also access counselling and other support via an EAP.

Following feedback, the school introduced instructional coaching. Staff also work in coaching pairs and have opportunities to shadow more senior or experienced colleagues in roles they aspire to. Staff wellbeing is also included in CPD. The coaching programmes in particular have been well received by staff with a many agreeing that it has helped to improve their practice.

A survey indicates that a significant number of staff are not happy with their involvement in whole school decisions. However, the evidence provided included feedback from staff suggestion boxes that has been acted upon and leaders now respond and keep staff informed via weekly bulletins even when they are not able to make the changes requested so I would anticipate that future surveys will show improvement.

Evidence included detail on the reorganisation of the science department and work on addressing calendar pinch points. Both demonstrate a commitment to listening to concerns, streamlining practice and enabling staff to use time more productively and have resulted in reduced pressure on colleagues. Staff now also have a greater understanding of the constraints around amending calendars and are encouraged to feedback concerns in turn. It is now accepted practice that something cannot be added to calendars without something else being removed.

Staff have been closely involved in developing wellbeing policies including a specific document focusing on staff wellbeing. This has included collecting general feedback as well as 121 discussions with staff from all areas of the school. Staff have also reviewed the policy itself. This has resulted in a greater sense of involvement and, in particular, around supporting their own and colleagues’ wellbeing. Survey feedback shows that a large majority of staff agree that the school prioritises staff wellbeing.

Staff have been surveyed as to what they understand by wellbeing and potemtial impact on colleagues is now routinely included in any discussions regarding changes to working practices. All department meetings now include opportunities for staff to share things they feel are going well or raise concerns. Feedback from staff, along with planned next steps, are shared promoting a sense of involvement and staff feel that their views are taken into account. For example – following feedback, leaders have produced a ‘how to’ guide enabling staff to understand new systems as they come online, reducing time spent in looking for information and enabling colleagues to become more independent.

The evidence included for this benchmark in particular demonstrated a willingness to try new approaches and then amend them as necessary following feedback from staff – for example in making changes to all staff provision such as providing a staff breakfast one day a week. Staff regularly receive treats (chocolate etc) from leaders and also ‘reward’ each other with notes of thanks and sweets helping to create a culture of showing gratitude. Staff feedback on being given the opportunity to “spread some joy” is highly positive.

The school has made a number of changes to parents’ evenings, email protocols etc which has helped staff to manage workload more effectively – as has the focus on calendar ‘pinch points’ noted above. Evidence provided included some very positive feedback from staff about the value of whole-day departmental meetings which enable them to manage joint working and improve communication and collaboration and thus to use their time more efficiently.

The staff wellbeing group has evolved to become more inclusive with support staff now having a strong voice alongside teaching colleagues and subgroups focusing on key areas. The staff wellbeing lead is a member of SLT so discussions are regularly relayed to both leaders and governors. Another member of staff has undertaken SMHL training which has resulted in the introduction of additional provision (e.g. a menopause policy) as well as increasing understanding amongst leaders as to risk factors and strategies for supporting staff wellbeing. The wellbeing lead has sought feedback on self-care resources to ascertain the most useful and this has also encouraged more conversations about MH.

Staff have been encouraged to identify their own strengths and mentor colleagues and the portfolio included positive feedback from both mentors and mentees. Trained MHFAiders are supporting colleagues in the student services team. Several leaders have undertaken coaching training and this has helped to support the quality of professional dialogue across the school. Feedback from staff who have received coaching demonstrates an increase in confidence, improved work/life balance as well as tangible developments within their current roles with several achieving promotion. Staff who have undertaken CPD related to EWMH have improved their skills and feel better able support colleagues.

Science department staff have been supported to work together closely on planning and delivery which has helped to reduce workload and support flexible and team working. There has also been a focus on ‘lesson starts and ends’ with all staff encouraged to identify what works for them. Different departments have appreciated the flexibility of this approach – one begins lessons with ‘retrieval starter’ questions, another by reviewing homework. Evidence included feedback from staff who now feel that, as a result of these changes, they are now more empowered and have more control.

The school have successfully reduced workload stress by amending requirements around report writing, marking, data provision etc. This is reflected both in all staff feedback and ongoing discussions with the staff wellbeing group.

In addition to running an annual staff wellbeing survey, the school provides wellbeing resources and information. Staff are more confident about where to go for help and appreciate the reminders from HR and line managers that they want to hear about concerns. Staff are particularly appreciative of the new buddy scheme.

The school surveyed staff to find out what provision they would particularly welcome and introduced provision such as quite working areas and free staff lunches. Feedback indicates that staff feel more appreciated and that this provision has helped to reduce stress levels. Staff clubs and termly social events have also proved popular.

The wellbeing survey demonstrates that staff shout outs have proved popular. They have resulted in a shift in perceptions such that staff now feel that leaders are looking for what they do well as well as things they would like to be different. Staff have also been offered incentives and rewards for undertaking duties such as monitoring corridors between lessons – staff now feel they are being rewarded for rather than required to take on extra tasks.

The school has introduced things like allowing staff to undertake PPA at home, limits on the times in which they are expected to send and respond to emails and a reduction in the number of break/lunch duties they are expected to undertake. Staff report that this has helped to improve work-life balance and reduce stress levels.

All staff have had the opportunity to contribute to the development of a staff wellbeing and workload manifesto and the school is currently finalising staff a wellbeing policy. Staff have been reminded about the counselling service and this has resulted in an increase in uptake and positive feedback from those who have accessed them.

In addition to accredited courses, staff can access a range of ‘in-school’ pathways to support their own development which involve observing and feeding back to colleagues, delivering CPD to other staff etc. Staff appreciate this alongside the opportunity it gives them to get to work with staff from other departments. Appraisals now include a wellbeing ‘check in’ and staff report feeling more confident to talk about wellbeing concerns with line managers and other colleagues.

Staff have been given more opportunities to feed into decision making – for example, as a result of consultations, term dates have been amended. Staff are now able to discuss proposed developments at departmental level before they are implemented and this has resulted in their feeling more involved in decision making.

Numerous changes have taken place since the school embarked on the staff wellbeing award in order to ensure a change in focus. The evidence provided is clear and shows the impact of the changes in a helpful and authentic way.

Feedback from some staff members has shown that the changes made have been a welcome addition to school life. Practical measures like the changes to the staff room have meant it was easy for staff to see the 'before' and 'after', knowing that the changes were being made to improve their environment.

While there was already some measures in place, the introduction of more robust appreciation measures has had a more definable and sustainable impact on staff wellbeing, ensuring that the majority of staff feel valued, seen and heard.

There has been a clear progression from when the school started their staff wellbeing journey to where they have got to now, and they have acknowledged how the award has offered structure to the process. Staff members feel reassured about the presence of the new measures in place, particularly the mental health leads.