Staff feedback demonstrates that the introduction of policies such as ‘wellbeing week’, when staff have a break from marking, as well as other changes to marking policies, data drops etc, have had a positive effect on wellbeing.

Staff also take part in a range of wellbeing related activities in ‘wellbeing week’. In response to feedback, these activities are now run on a termly basis. These sessions, along with things like the introduction of secret buddies and providing opportunities for staff to report concerns online (which are then followed up in person), have all been received positively by staff.

There are a ‘treats’ (e.g. pizza lunches, donuts, cookies and fruit on Friday’s etc) and staff are encouraged to take time off to attend events at their own children’s schools. Leaders listen to staff and responds in kind – for example, a number of changes have been made in response to the annual ‘little things’ survey including adding desk top computers in the school office, the addition of fruit to the Friday treats and additional free time for middle leaders. Feedback shows that staff appreciate having their voices heard and the resulting changes.

‘Champagne moments’, whereby staff nominate others for treats in return for going the extra mile, are popular and staff enjoy both receiving recognition and nominating colleagues. They also appreciate the information about discounts and other benefits shared via the staff wellbeing board.

The school offers flexible working opportunities to support staff around childcare and other responsibilities. Evidence submitted includes positive feedback from staff with regard to ‘academy days’ (when students work at home and staff can use the time to access additional training or to support their wellbeing) and the introduction of the weekly ‘Insight’ newsletter which has significantly reduced the number of emails and other communications that staff need to access out of school hours.

Performance management processes include wellbeing-related targets for all staff; there is an Employee Assistance Programme in place and all new staff are allocated a ‘buddy’. The student wellbeing room is available for staff to have confidential discussions about wellbeing concerns at the end of the school day. Again, staff feedback on this provision is positive and many report that just knowing that the space is available and that wellbeing is a matter of concern for leaders impacts positively on their wellbeing.

Most staff appreciate the coaching model used for observations and how this enables them to reflect on their own practice without feeling judged. There was also positive feedback for the Mental Health First Aid training undertaken by some staff who said that it also provided them with strategies that they could use to support their own wellbeing.

As mentioned above, staff are frequently consulted about aspects of provision including that which supports their wellbeing. They appreciate the opportunity to contribute to working parties which have allowed them to influence decisions about different aspects of provision. They say that their voices are heard and that they have opportunities to discuss changes before they are enacted.