Following consultation with staff, the school has made a number of changes to the calendar and report writing process. Numbers of meetings have been reduced. Both individual feedback and a questionnaire conducted with over 50% of staff demonstrates that these changes have improved workload and reduced stress levels. Colleagues report that they feel a greater sense of control over their working week and are enjoying work more.

The school employs a staff welfare manager and also has a representative staff group who are regularly consulted around staff wellbeing and have suggested a number of initiatives. Staff have sought support from the wellbeing team and several have been referred to counselling or other support. Staff report that they now find it easier to raise wellbeing concerns both informally with colleagues and as part professional development reviews.

Provision is impressive including a range of social events and clubs and staff wellbeing days. Staff feedback about the activities offered is very positive and they also appreciate being able to spend social time with colleagues.

Staff achievements and hard work are regularly acknowledged and celebrated and there are significant staff benefits ranging from flexible working to regular perks including free breakfasts and lunches on training days. Staff feedback shows that they feel valued and rewarded for their efforts.

The school’s Award report demonstrated a strong understanding of the pressures on staff. As well as reducing the number of meetings they have also introduced communication protocols so that staff do not feel obliged to take on work out of school hours. Staff feedback demonstrated particular appreciation for workshops which helped them to manage their own work-life balance and helped to reduce stigma around raising concerns.

The staff welfare manager is highly experienced and brings a broad range of skills to the post. Staff can access help through a variety of routes including anonymous self-referrals, counselling is available and key staff are aware of other support to which they can refer colleagues. The great majority of staff report feeling that their welfare and wellbeing are well supported at school.

The individualised approach to supporting CPD is impressive. It is led by staff interests and the school uses the CliftonStrengths programme to help staff identify and develop their abilities. Regular, all staff CPD session have been reduced in frequency and are designed around what staff would find most valuable. Alongside teachers, support staff are also enabled to progress and gain qualifications. As well as benefitting staff, SLT report feeling more confident about identifying strengths and putting appropriate support in place to develop staff confidence.

The creation of a teaching and learning committee has helped to give staff more say in planning, design and delivery of lessons. As well as having a greater sense of ownership over their work, staff also receive scale points for their efforts. They also report that they feel they have more control over decision making.