Improving the emotional wellbeing and mental health of an education setting, staff as well as all children and young people
Re-examining a whole school community’s relationship with “behaviour” and “behaviour management”, creating culture and practice that is trauma-informed and relationships-driven
Applying the latest knowledge in the neuroscience of learning to create classrooms that support neurodiverse learners through grounded cognitive and metacognitive practice
Removing individual barriers to learning through the advanced deployment of Assistive Technologies
- Children and Young People receiving SEN Support (as well as those with EHCPs)
- Children in Care or on the edge of care
- Children and Young People with specific vulnerabilities (self-esteem and confidence, emotional self-regulation skills, etc.)
- Pupil Premium Cohort
- New migrants or Travellers
- Neurodiverse learners below the threshold for statutory SEN support
This Programme is designed to have a profound whole-school impact, supporting your journey out of RI, or from Good to Outstanding. Outstanding Schools will also be able to demonstrate a drive for continual improvement and system leadership.
It is important to critically examine the impact of any school improvement programme, for a number of reasons:
a) to monitor progress across a wide range of measures
b) to assess, identify and celebrate what is working and identify what isn't
c) to critically reflect on barriers to progress and address them
d) to feed whole-school self-evaluation reporting, to Governance and to statutory inspection
Raising Attainment with Wellbeing is designed to support impact evaluation using a range of tools and strategies:
A first step is to identify how your school community measures wellbeing currently, and consider ways of enhancing these tools and approaches as a first step.
The programme also offers:
a) A detailed and comprehensive Needs Analysis framework that identifies strengths and areas for improvement, supports the prioritisation of activity, and can be revisited to judge progress. Although this initial step within the Programme can be conducted internally, an external coach could be commissioned to add independent scrutiny and assessment to the process.
b) Freely available wellbeing measurement tools are signposted in the leadership modules, such as the Anna Freud tool to measure staff wellbeing (available as an online template), although it is strongly recommended to extend your engagement with the programme through the additional commissioning of Myself as a Learner (recommended by the EEF) and the Sterling Wellbeing Test.
c) Individual focussed activity within different elements of the Programme will generate their own measurable outputs (such as positive behaviour management peer reviews and adapting Wave 1 teaching behaviours to be more inclusive)
Additionally, key school improvement measures, such as attendance and punctuality, engagement in learning, use of school discipline pathways including fixed-term suspension, permanent exclusion and managed move statistics, will reflect progress made and a journey travelled.
Options with in-person coach will incur additional travel expenses.
Schools completing Options 1 or 2 are eligible for the Silver National Whole School Wellbeing Award.
Those completing Option 3 are eligible for the Gold Award.
To monitor progress throughout the programme we recommend regular surveys of staff and, with children, the use of tools like Myself As A Learner Scale (recommended by the EEF ) and The Stirling Wellbeing Test (recommended by the DFE)
Unlimited Staff attendees
12 months Access
Monthly updates and webinar support
On two staff completing the Programme and demonstrating evidence of improved wellbeing the school is eligible for the National Whole School Wellbeing Award (silver)
16 hours of coaching, in-person or online, including a school review
Unlimited staff attendees
12 months Access
Monthly updates and webinar support
The Gold National Whole School Wellbeing Award can be obtained on two staff at least completing the programme and demonstrating evidence of progress to the external coach (NB.All In-person coaching will involve additional travel expenses)
1 Raising Attainment with Wellbeing | For School Leaders
Supports leadership teams to forensically analyse the social and emotional “health” of their setting, through policy review and a detailed Needs Analysis. It contains a comprehensive guide to supporting the wellbeing of your staff.
2 Wellbeing and Core Strength
Explores the critical relationship between emotional wellbeing and mental health, and the impact these two factors can have on learning and personal development.
3 Making sense of behaviour
Gives education professionals a deeper insight into childhood trauma, neglect, attachment issues and the impact these have on the observed behaviours of children and young people.
4 Changing culture and climate
Offers a rich seam of developmental tools, strategies and approaches aimed at transforming the culture and climate of the whole education setting. This is relevant to experienced staff as well as those who are newly qualified.
5 Accelerating Development
Assembled for your consideration, including tools to build cognition, the introduction of Assistive Technologies to support neurodiversity, Coaching Conversation training resources and other emotional wellbeing and mental health strategies.
The programme addresses explicitly the wellbeing of staff as well as learners, whilst never losing sight of a school's prime purpose: securing the best possible outcomes for every child or young person
A critical aspect of wellbeing is building the social and emotional resilience of a learning community- the materials given practical solutions to develop good culture and practice
The programme supports senior and middle leader professional development
Materials are written to support a variety of learning contexts: whole school INSET, small group training, one-to-one coaching or individual study and reflection
The content is designed to be used in a number of ways, ranging from quickly raising awareness of key issues, but with additional learning to drive professional learning and understanding to Masters level.
supports leadership teams to forensically analyse the social and emotional “health” of their setting, through policy review and a detailed Needs Analysis. It contains a comprehensive guide to supporting the wellbeing of your staff teams, aligned to the DfE Staff Wellbeing Charter: something of immediate importance given the impact of Covid-19.
Emotional Wellbeing and Core Strength
explores the critical relationship between emotional wellbeing and mental health, and the impact these two factors can have on learning and personal development. The concept of core strength is also introduced, how it is central to self-efficacy, resilience and personal effectiveness, and its importance in developing lifelong learning capacity in children and young people.
Making Sense of Behaviours
gives education professionals a deeper insight into childhood trauma, neglect, attachment issues and the impact these have on the observed behaviours of children and young people. The unit also examines social and emotional resilience, with practical steps a learning community can take to incorporate resilience-building into everyday practice.
In the Classroom
offers a rich seam of developmental tools, strategies and approaches aimed at transforming the culture and climate of the whole education setting. This is relevant to experienced staff as well as those who are newly qualified. New ways of developing inclusive classroom practice and improving behaviour can be explored, introduced and developed.
are being assembled for your consideration, including tools to build cognition, the introduction of Assistive Technologies to support neurodiversity, Coaching Conversation training resources and other emotional wellbeing and mental health strategies, that can be considered as "next steps" on the achievement through wellbeing journey.