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AKS Lytham, Wellbeing Policy, Whole School Updated September 2017

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WELLBEING POLICY

Contents

Policy Statement (1)


Key Personnel

Profile & Planning

Definition of Wellbeing

Affiliation (1): Tougher Minds

Affiliation (2): Strong Young Minds

Affiliation (3): WAKTU

Affiliation (4): Inner Drive

Affiliation (5): United Learning

Affiliation (6): Round Square

Affiliation (7): Health Ambassadors

Our Journey (1): Developing A Pupil Focus

Our Journey (2): Wellbeing Sub-Committees

APPENDIX 1: Wellbeing in Schools Charter

APPENDIX 2: Wellbeing ‘6 Daily Habits’

APPENDIX 3: Wonders of Wellbeing (Wow) Day 2016

APPENDIX 4a: Pupil Questionnaire (Senior School)

APPENDIX 4b: Pupil Questionnaire (Junior School)

APPENDIX 5: Wellbeing Development Plan 2017-2018


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We believe that Wellbeing is our primary educational goal for all our pupils, as well as our

core workplace responsibility as an employer; since this is the bedrock foundation for

happiness and success in school and in later life.

In a national context of increasing anxiety, mental health issues, stress, work-related and

academic pressures, we recognise that a pro-active and strategic approach to delivering

Wellbeing throughout our school is not only necessary, but will also be the best thing we

may do for our pupils and staff in the short-term, as well as the long-term.

“It is our aim to educate our pupils within a caring school community, guiding each

individual to develop and grow into a knowledgeable and successful young adult with the

skills, character and personality both to lead and to serve.”

The principles and procedures that define the school’s Wellbeing provision are intended to

prevent or limit problems arising, as much as provide effective support if they do,

complementary to the school’s existing, strong pastoral care.


1) This policy applies to all members of the AKS school community, including those in

our EYFS setting and all temporary staff and volunteers.

2) AKS implements this policy through adherence to the procedures set out in the rest

of this document.

3) This policy is made available to all interested parties, including on the school’s

website and on request from the general office, in accordance with our Provision of

Information policy. This policy should be considered alongside other related policies

in school and in the United Learning group, particularly related to pupil and staff

physical and mental health, as well as the school’s ethos, expectations, and

provision.

4) AKS is fully committed to ensuring that the application of this policy is non-

discriminatory in line with the UK Equality Act (2010). Further details are available in

the school’s Equal Opportunity policy document.

5) This policy is reviewed at least annually, or as events or legislation changes require,

by the and by the school’s Local Governing Body. The next scheduled date for review

is no later than 12 months after the most recent Update, as indicated in the Header.

Key Personnel

The AKS Wellbeing Committee, which met formally for the first time in April 2016, is:

i. C Jenkinson (Chair/WSLT)

ii. J Cooper (WSLT)

iii. A McKeown (Assistant Head)


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iv. J Allen (JSLT)

v. H House (Head of PSHE/Head of KS3)

vi. G McIntyre (Deputy Head of KS3)

vii. D Jenkinson (Deputy Head of KS4)

viii. N Hamilton (Deputy Head of Sixth Form)

ix. F Burnett (SS Middle Leader)

x. S Collings (SS Middle Leader)

xi. F Marland (SS Middle Leader)

xii. A Briggs (JS ‘Wellbeing Ambassador’)

xiii. H Dixon (Nursery)

xiv. D Aldred (Support – Reception)

xv. H Hotchkiss (Support – Matron)

xvi. T Jackson (Support – Reception)

Profile & Planning

1) The LGB is updated and informed through the termly meetings of the Education &

Welfare Sub-Committee, who then report to the LGB as a whole.

2) Wellbeing is a standing agenda item for weekly WSLT consideration.

3) Wellbeing features explicitly in the school’s strategic Development Plan.

4) Wellbeing is specifically referenced in the Discovery Framework of Round Square, to

which the school aims to adhere.

Definition of Wellbeing

Wellbeing in its simplest form means: being well in body and being well in mind.

Being well in body includes (in no order):

Sleeping, resting and relaxing well

Eating well

Drinking well

Exercising well

Working in appropriate balance to other activities

Having energy

Being in good health

Being safe

Being well in mind includes (in no order):

Having mental resilience or ‘bounce-back-ability’

Having a positive/growth mindset, that learns constructively from any failures

Having a realistic perspective on Life with balanced expectations of self and others

Being self-aware and managing emotions appropriately

Being able to be self-disciplined, maintain focus, and avoid distractions


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Being self-assured, confident of own strengths, values, and abilities

Being productive, having dreams, setting goals and making things happen

Being adaptable, embracing a continuum of development, growth and change

Being reflective, finding quiet time to strengthen one’s sense of self

Being social, contributing with helpfulness and kindness towards a community good

“Health is a state of complete physical, mental, and social wellbeing,

and not merely the absence of disease or infirmity.”

(World Health Organisation)

Affiliation (1): Tougher Minds

‘Tougher Minds’ is a national company, whose main focus is the neuroscience of self-control

and conscious management of behaviours or habits, resulting in more efficient and effective

performance. They presented to parents and pupils in the autumn term of 2015, and again

in the spring term of 2016. Following the autumn term presentation, there was minimal

take-up of the paying pupil and/or parent programme, due to costs, which is why we invited

them back in the spring and subsidised the specific ‘revision skills’ conference, towards

which pupils also paid. ‘Tougher Minds’ are increasingly committed to schools in the South,

more local to them, and for purely practical reasons it is anticipated that our involvement

with the company will be reduced. In the meantime, the school actively promotes ‘Tougher

Minds’ messages and updates through social media, and remains in contact with them as

they continue to evolve the company and their products for schools.

Affiliation (2): Strong Young Minds

‘Strong Young Minds’ is a local charity, whose main focus is on developing resilience in

young people through coaching techniques, which increase self-awareness, self-belief, and

self-confidence. They presented to staff in the autumn term 2015, and then to Yr9 pupils in

the spring term 2016. A no-cost resilience programme was offered for up to 30 Yr9 pupils,

and during the summer term 2016 our first group of Year 9 pupils (prior to starting GCSE

courses in September) took part. This involved a 5 week course, allowing pupils to focus

more on their strengths than weaknesses and start to develop skills to overcome negative

thoughts and help build self-esteem and self-confidence. The feedback from the course has

been very positive.

In light of this there was another Resilience Coaching course offered to 12 Sixth Form

students in the Autumn term of 2016, which also was well-received.

8 staff (members of the Wellbeing Committee) undertook training in Resilience Coaching in

the second half of the summer term 2016, so these skills can be utilised on an everyday

basis with pupils in school.


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In addition, SYM helped us to complete the first stage of a self-evaluation tool for the

national ‘Wellbeing in the Workplace Charter’. This went well, but formal accreditation has

stalled, due to differences in Council funding between areas.

However, SYM intend to take this forward through their own website, along with our

initiative of a school version - a ‘Wellbeing in Schools Charter’ (see later). SYM have advised

and supported us with regard to creating a self-assessment ‘Wellbeing Standards’ tool for

any school to use, including our initiative of a pupil questionnaire (Appendix 4) to enable

analysis of impact, where they have also assisted and guided, including in the interpretation

of initial results (2017).

SYM also agreed to provide key speaker input on our January (2017) staff training day, and

Andy Rhodes’ session on Wellbeing in the Workplace received significantly positive feedback

from colleagues afterwards.

A partnership has been effectively agreed between the school and SYM to pilot these

initiatives, along with the school’s ‘6 Habits’, with a view to then taking a tried, tested, and

successful proposal to Public Health England (PHE) and the DfE for consideration and

additional funding on a wider scale.

Affiliation (3): WAKTU

The CEO of WAKTU (meaning ‘Time’ in Indonesian) was a former accounts manager for Kukri

at AKS and has now established his own local company, delivering outward-bound resilience

programmes to professional sports teams and individuals.

Participants undertake a variety of demanding and challenging physical activities, in the Lake

District, which is then complemented by reflection on personal outcomes, with a view to

raising self-awareness and inner resilience and endurance.

We have considered carefully whether this is something that our pupils could benefit from

and have decided to put a relationship on hold for the moment. Instead, we are minded to

review the school’s existing outward-bound provision, through the newly-formed

Residentials Committee, and incorporate explicit Wellbeing outcomes and pupil-reflection

as part of future ventures; this will be further enhanced by the evolving integration of the

Round Square Discovery Framework into the daily ethos of the school.

Affiliation (4): Inner Drive This link is presently exclusively online, although the company do offer school-based presentations

and supportive resources. However, we display their useful and informative posters around school

and there exists a mutual connection through social media.


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Affiliation (5): United Learning

In addition to the Group’s current initiatives on Workplace Wellbeing, the school has been

instrumental in establishing a separate profile for Pupil Wellbeing; this is an exciting and

developing area for 2017-2018.

Affiliation (6): Round Square

The school has the support of Round Square for current Pupil Wellbeing initiatives, which

evidently complement the new Discovery Framework, and Round Square will promote the

Wellbeing Diary on their website to all RS schools.

Affiliation (7): Health Ambassadors The school is proud to support the NHS’ Health Ambassadors initiative, and students led a focus on

mental health in 2016-2017, working alongside the school’s Matron.

Our Journey (1): Developing A Pupil Focus

Arising from the initial completion of the ‘Wellbeing in the Workplace Charter’ was a new

initiative: it was clear to us that the ‘Wellbeing in the Workplace Charter’ was aimed at an

adult workforce, mainly, whereas our interest was primarily with young people. We,

therefore, proposed an outline structure for what a ‘Wellbeing in Schools Charter’ may look

like, which was greeted enthusiastically by ‘SYM’ and this specific proposal is also being

discussed at higher levels outside of school (Appendix 1).

HMC were informed, following their high-profile Conference on Wellbeing in Spring 2016,

and we continue to request more direct access to matters discussed at HMC’s newly-formed

Wellbeing Committee.

Because the ‘Wellbeing in Schools Charter’ proposal is very organisational in its focus, it was

decided to create a more accessible pupil-focused version, which would set out clearly for

any individual pupil what a high level of Wellbeing would look like. The model chosen

deliberately reflected the existing AKS Self-Review ‘Wheel of Life’ template, not only since

pupils were familiar with the principles under-pinning this, but also because the Wellbeing

Review would supersede the Self Review (which aimed to define the school’s academic and

character educational provision in 8 key areas). The proposed Wellbeing Review was

originally called ‘8 Daily Habits for Happiness and Success’ (Appendix 2).

Our Journey (2): Wellbeing Sub-Committees

The ‘Standards Sub-Committee’:

1) Was chaired by C Jenkinson, with members: A Briggs, S Collings, F Marland (née

Horrocks), H Hotchkiss

2) Was tasked with reviewing and confirming a final version of the proposed standards

(Appendix 1) for a ‘Wellbeing in Schools Charter’, including conscious reference


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against the DfE’s ‘Promoting children and young people’s emotional health and

wellbeing’ guidance document [Completed: summer ‘16]

3) Was tasked with applying this ratified self-evaluation tool to our own practice as a

school, to inform improvement-planning [Completed: autumn ‘16]

4) Was tasked with considering work with other United Learning schools to assess

impact in different educational settings [Completed: summer ‘17]

5) Was tasked with maintaining liaison with Strong Young Minds, to support dialogue at

Council, HMC, and DfE level [On-going]

The ‘Habits Sub-Committee’:

1) Was chaired by J Cooper, with members: J Allen, J Browell, N Hamilton, H House, D

Jenkinson

2) Was tasked with reviewing and confirming a final version of the proposed ‘Daily

Habits’ (Appendix 2), including pupil consultation [Completed: autumn ‘16]

3) Was tasked with creating and implementing a pupil self-assessment survey, which

would support analysis of impact on pupil wellbeing over a period [Completed:

autumn ’16 and pupils in our Senior and Junior schools took the survey in spring ‘17]

4) Was tasked with considering each element of the ‘Daily Habits’ and identifying

where existing school practice explicitly encourages or supports this outcome [On-

going]

5) Equally, was tasked with considering where current practice could do more, so that

all pupils have an enhanced and continued awareness of the Daily Habits and how

they could implement them in practice in their personal lives (Appendix 5)

[Completed: spring term ’17, post-pupil survey and discussion with the Wellbeing

Committee, Student Councils, and Strong Young Minds]

The ‘School Council’ (SS):

1) Held several extra-ordinary meetings in the Senior School during 2016-2017, working

alongside J Cooper and C Jenkinson, with 2 explicit aims:

a. Review the proposed Daily Habits and advise

b. Review the proposed Wellbeing Diary and advise

c. Review the results from the January pupil survey and advise on development

for 2017-2018

2) Resultant to the above discussions:

a. The 8 Daily Habits were re-focused to 6 Daily Habits

b. The text of the Wellbeing Diary was completely reviewed, with various

changes made and new text added

c. The feedback from pupils was included in the overall Development Plan

(Appendix 5).


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The ‘Junior School’:

1) J Allen co-ordinated in the main a suite of assemblies on the Daily Habits, as well as

consulting with the JS School Council on the proposed pupil survey, which was then

completed in early Spring 2017.

2) A synchronised, whole school approach to Pupil Wellbeing is maintained through

regular communication at WSLT level.

The ‘Workplace Sub-Committee’:

1) Was chaired by A McKeown, with members: K Wright, D Aldred, F Burnett, G

McIntyre

2) Was tasked with reviewing the ‘Wellbeing in the Workplace Charter’ self-evaluation,

which focused more on staff wellbeing [Completed: autumn ‘16]

3) Was tasked with leading the school’s local involvement with the Group’s pilot

initiative through RobertsonCooper, focusing on staff wellbeing [Completed: from

Sep ’16, including the theme of the staff training day in January ’17 being ‘A Good

Day at Work’, with speakers Aqndy Rhodes from Strong Young Minds, Dr Jan Goss on

Mindfulness, and tools/activities from RobertsonCooper]

4) Was tasked with creating and implementing a staff self-assessment tool, in support

of the above [Completed: as above]

5) Was tasked with identifying any areas for further development; informed by

RobertsonCooper feedback analysis and returns from the annual United Learning

staff survey; making additional recommendations for the school’s revised

Development Plan from September 2017. [Completed: spring term ‘17]

The ‘Carousel Sub-Committee’:

1) Was chaired by Faye Marland (née Horrocks), with support from P Crouch (WSLT)

and H House

2) Was tasked with constructing and proposing a schedule for a ‘Wellbeing Day’, to

take place in the summer term, every two years, after the internal examinations,

where all year groups 7-12 are taken off lessons and attend a timetabled carousel of

activities, all related to Wellbeing (Appendix 3) [Next action: summer term ’18?]


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APPENDIX 1: Wellbeing in Schools Charter

Introduction:

Having considered the present format of the national Wellbeing in the Workplace Charter, it

is clearly more focused on adult-orientated organisations and how employees are treated.

Given the current drive to improve wellbeing for pupils, which has been identified as a

national need, there is a strong argument for introducing a specific Wellbeing in Schools

Charter, where the educational organisation’s welfare provision for young people is the

main focus, supplementary to the existing Charter for their staff.

A Wellbeing in Schools Charter would certainly incorporate all applicable educational

regulatory requirements, by which any school must adhere; whether OFSTED, ISI or

equivalent; but would also encourage best practice beyond the regulations and complement

DfE guidance (2015) ‘Promoting children and young people’s emotional health and

wellbeing’. An approach which may also be helpful would be to consider how any school

seeks to prevent wellbeing concerns, as well as how effectively it deals with them when

they do arise.

The proposal would be to define a set of gold standards, each of which can be evidenced,

and against which a school could assess itself as it works towards achieving them. Once a

school believes that it has achieved all stated standards, a process of external accreditation

and verification would be required, so that the Charter Mark could be awarded.

Standards for a ‘Wellbeing in Schools Charter’:

Strategic Priority – Leadership & management that supports and champions efforts to

promote emotional health and wellbeing.

1. A clear intention to prioritise Pupil Wellbeing is explicitly included in the stated

‘Aims’ of the school.

2. The school’s strategic improvement plan includes explicit reference to Pupil

Wellbeing, with evidence of pro-active and effective review and developmental

planning.

3. The school has in place, and can evidence, highly effective data protection

procedures, which meet legal requirements as a minimum.

4. The school provides facilities and premises, which evidently create an excellent

educational environment to support Wellbeing priorities.

5. The school’s health and safety procedures, including risk assessments and

procedures for managing educational trips and visits, meet all regulatory

requirements as a minimum.

6. The school reviews its pastoral provision regularly and can evidence a high level of

pupil and parental satisfaction with its provision.


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7. The school meets all regulatory safeguarding requirements as a minimum.

8. The school provides comprehensive and appropriate supervision for all pupils,

meeting regulatory requirements as a minimum.

9. The school reviews and monitors its own provision of Wellbeing effectively, with

direct involvement by the school’s Governing Body.

Prevention – Curriculum, teaching, and learning to promote resilience and support social

& emotional learning.

1. The school provides an appropriate and well-managed co-curricular programme,

which intentionally aims to develop all pupils’ character and life skills outside of the

classroom.

2. The school regularly reviews its co-curricular provision and the take-up of all pupils,

achieving a high level of appropriate engagement and demonstrably effective

enhancement of character and life skills at individual pupil level.

3. The school’s curriculum, incorporating PSHE, includes explicit and comprehensive

planning for and well-qualified delivery of Wellbeing topics, including: healthy

lifestyles, fitness and exercise, mindset awareness, emotional intelligence, resilience

strategies, and informed choices.

4. The school regularly reviews the Wellbeing aspects of its curriculum and evidences a

high level of pupil satisfaction with its provision, as well as the overall effectiveness

of its intended outcomes, which may be enhanced by supplementary provision by

external Wellbeing expertise.

5. The school commends individual pupils’ curricular and co-curricular achievements

regularly and in an ethos of mutual peer-support.

6. The school also encourages and commends pupils’ curricular and co-curricular

achievements which serve collective success, rather than individual (eg. team, House

etc.)

7. The school promotes, at least as equally as achievement, the importance of effort

and doing one’s best as a measure for personal success.

8. Careers guidance procedures are comprehensive, combing internal advice at

individual level for all pupils, at applicable stages in their education, with regular

insights into the real world of work.

9. Careers guidance procedures are regularly reviewed and the school can evidence a

sustainably high level of pupil satisfaction with its provision, including an increasing

sense of empowerment on the part of pupils as they consider their own futures.

10. The school evidences a sincere commitment to promoting Online-Safety, and can

demonstrate high quality and effective outcomes at pupil level.

11. The school can evidence regular, high profile promotion, outside of the curriculum,

of lifestyle guidance on physical fitness and exercise.


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12. The school can evidence regular, high profile promotion, outside of the curriculum,

of lifestyle guidance on healthy eating, fully supported by the school’s own catering

facilities and provision, which are of a sustainably high standard.

13. The school evidently promotes its own place in the local and wider-world community

and pro-actively encourages all pupils to contribute beneficially to improving the

lives of others, with a demonstrably high level of pupil engagement and effective

outcomes.

Empowerment – Enabling student voice to influence decisions.

1. The school is pro-active and committed to including pupil ‘voice’ in its on-going self-

review and development.

2. The school provides a wide range of high quality opportunities for pupils to take on

roles of responsibility, interacting both with adults as well as with peers, as

applicable.

3. The school evidently promotes a sense of community across all year groups and pro-

actively encourages all pupils to contribute towards it, with a demonstrably high

level of pupil engagement and effective outcomes.

Professional Training – Staff development to support their own wellbeing and that of

students.

1. A comprehensive and accurate definition of Pupil Wellbeing is provided in school

policy or other relevant documentation.

2. All staff demonstrate a full understanding of what Pupil Wellbeing means.

3. The school’s first aid/medical provision exceeds regulatory requirements, with a

committed approach to training a high proportion of staff and pupils in first aid

procedures.

4. The school’s planned provision of pastoral care meets regulatory requirements as a

minimum, and the school can evidence high quality and regular training for all staff

in matters of pastoral care, and a commitment to maintaining high standards of

individual pupil care and guidance while in loco parentis.

5. Some staff have specific training in Wellbeing-related professional skills (eg.

Mindfulness, coaching, counselling etc.), which evidently enhances the school’s

overall provision of Wellbeing.

Intervention – Identifying need and monitoring impact of interventions.

1. The school has comprehensive and effective procedures in place for collecting,

storing and sharing appropriately internally welfare information for all new pupil

entrants.

2. Attendance procedures meet all regulatory requirements as a minimum, and the

school evidences a pro-active and effective approach to monitoring patterns of pupil


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absence, following up on reasons for absence, and dealing with any applicable

welfare issues as may arise.

3. The school has clear and effective procedures in place to identify individual pupils’

Wellbeing needs and concerns.

4. The school employs a range of intervention strategies at individual level as required

and applicable, and monitors the effectiveness of their impact to improve any pupil’s

Wellbeing.

Referral – Targeted support and appropriate referral.

1. The school has in place effective liaison with, and referral to, external

agencies/providers, to enhance its own welfare provision for pupils, where

additional expertise may be required beyond the reasonable remit of the school’s

capability.

Community – Working with parents/carers.

1. The school has in place comprehensive procedures, meeting regulatory

requirements as a minimum, for maintaining frequent and high quality

communication with parents and pupils about all pupils’ individual progress,

including academic and pastoral as well as character development, throughout their

time at school.

2. The school regularly reviews communication procedures and can evidence a

sustainably high level of satisfaction with how information is shared and matters are

discussed between parents, the school, and each individual pupil.

Ethos – An ethos and environment that promotes respect and values diversity.

1. The school has detailed procedures in place to support the induction of all new

pupils, aiming to help them settle quickly and feel safe and cared for.

2. Induction procedures for all new pupils are reviewed regularly and are demonstrably

effective.

3. The school can evidence pro-active commitment to passing on appropriate and

relevant welfare information to a subsequent educational institution, such that will

help swift and effective future induction.

4. The school evidences through regular procedures, which go beyond minimum

regulatory requirements, a pro-active and sincere commitment to maintaining a

school environment that is free from bullying and discrimination for all pupils,

promotes respect, and values diversity.

5. Anti-bullying and discrimination procedures for all pupils are reviewed regularly and

the school can evidence that any instances are “rare” and, if they do occur, are dealt

with effectively.


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6. Behaviour and discipline procedures meet all regulatory requirements as a

minimum, and the school evidences comprehensive and transparent procedures for

managing rewards and sanctions for all pupils with consistency and appropriateness.

7. Behaviour and discipline procedures for all pupils are regularly reviewed, and the

school can evidence a consistently high standard of pupil behaviour, within an

identifiable school ethos of mutual courtesy, respect and good order, where all

pupils feel safe.

8. The school plans full and appropriate provision to meet its obligations to all pupils

under the 2010 Equality Act, and pro-actively promotes a school ethos of inclusivity

and tolerance, meeting related regulatory requirements as a minimum.

9. The school reviews its Equality provision regularly and can evidence a high level of

effectiveness in achieving an inclusive and tolerant school environment.

10. The ethos of the school evidently incorporates Wellbeing as a priority aspect,

explicitly encouraging all pupils on a regular and sustained basis to be reflective, to

be more aware of themselves, their strengths, their expectations of themselves and

others, how to manage their emotions, and being happy and successful as who they

are.

11. The school can evidence excellent pupil/pupil and staff/pupil relationships, which

clearly contribute to the overall ethos of stability, care, and trust in the school.


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APPENDIX 2: Wellbeing ‘6 Daily Habits’

Please refer to the actual Wellbeing Diary (staff intranet click here) for further detail &

guidance


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APPENDIX 3: Wonders of Wellbeing (Wow) Day 2016


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APPENDIX 4a: Pupil Questionnaire (Senior School)

Working closely with your Student Council representatives, we have designed this short survey to help us all think more carefully about our own, individual Wellbeing; and to help us, as a school, support you as much as we can. Your answers are completely anonymous – we really will not know who you are. For each statement that follows please select the option from ‘Always’ to ‘Never’, which most correctly (and honestly) reflects your daily habits at the moment. If you do not feel comfortable answering any particular question, please leave it blank and move on to the next one. If, having completed these questions, you wish to talk to someone at school about any of the issues raised, please do. With many thanks in anticipation for your time, thought, and openness in answering these questions!

ALWAYS (7 days a week)

OFTEN (5/6 days a week)

SOMETIMES (3/4 days a week)

RARELY (1/2 days a week)

NEVER (0 days a week)

Be Rested:

I turn off my mobile and computer at least 30 minutes before I go to bed

I go to bed at the same time

I sleep for at least 7 hours

I get up at the same time

Alongside my work and other commitments, I make time to relax

Be Healthy:

I make informed choices to eat a balance of nutritious food

I eat unhealthy food (e.g. salty, sugary, fatty, processed)

I drink at least 1 litre of water

I drink sugary and caffeine drinks

I have a healthy breakfast

I do physical exercise which increases my heart-rate

I spend time outside to benefit from the fresh air and light

Be Mindful:

I think about what I want to achieve

I have goals and work towards them, step by step

I think about what I have achieved

I value my efforts as much as my achievements

I have some silent time, just in my own thoughts


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I can recognise when my emotions are positive or negative

I manage any negative emotions effectively and keep calm

Be Productive:

I do my best to make the most of each day

I take responsibility for what I say and do

I take responsibility for my own progress and development

I help other people and aim to make a difference to their lives

Be Social:

I talk and listen to other people in person, more than on social media

I am kind and supportive towards other people

I spend time with friends who like and value me for who I am

Be Positive:

I remind myself to be realistic and not to aim for perfection

I remind myself that some things in life don’t seem fair and I accept that

When I make a mistake, I learn from it, and move on

I think of any failure as a helpful step towards a future success

I look for the good in people and in situations

I deal with challenges positively, seeing them as opportunities

I think positively about myself

I smile and laugh

I seek help and support from other people when I need it

I am mindful to be thankful for all that I have

I am optimistic about my future

I am happy with my life

Thank you for completing our survey. Your answers will help us, as a school, in improving Wellbeing for all pupils. If you wish to talk to someone

at school about any of the issues raised in the survey, please do.


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APPENDIX 4b: Pupil Questionnaire (Junior School)

Working closely with your Student Council representatives, we have designed this short survey to help us all think more carefully about our own, individual Wellbeing; and to help us, as a school, support you as much as we can. Your answers are completely anonymous – we really will not know who you are. For each statement that follows please select the option from ‘Always’ to ‘Never’, which most correctly (and honestly) reflects your daily habits at the moment. If you do not feel comfortable answering any particular question, please leave it blank and move on to the next one. If, having completed these questions, you wish to talk to someone at school about any of the issues raised, please do. With many thanks in anticipation for your time, thought, and openness in answering these questions!

ALWAYS (7 days a week)

OFTEN (5/6 days a week)

SOMETIMES (3/4 days a week)

RARELY (1/2 days a week)

NEVER (0 days a week)

Be Rested:

I turn off my mobile and computer at least 30 minutes before I go to bed

I go to bed at the same time

I sleep for at least 9 hours

I get up at the same time

I make time to relax

Be Healthy:

I make choices to eat a balance of food

I eat unhealthy food (e.g. salty, sugary, fatty)

I drink at least 4 glasses of water per day ( 1 litre of water)

I drink sugary and caffeine drinks such as coffee, tea, cola and hot chocolate

I have a healthy breakfast

I do exercise which increases my heart-rate

I spend time outside in the fresh air

Be Mindful:

I think about what I want to achieve

I have targets and work towards them

I think about what I have achieved

I know that trying hard is as important as doing well

I have some silent time, just in my own thoughts


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I can recognise when I am feeling happy, sad, excited, angry, surprised or frustrated

I know what to do if I am feeling happy, sad, excited, angry, surprised or frustrated

Be Productive:

I do my best to make the most of each day

I take responsibility for what I say and do

I take responsibility for my own learning

I help other people and aim to make a difference to them

Be Social:

I talk and listen to other people in person, more than on social media such as the Internet and Snapchat

I am kind and supportive towards other people

I spend time with friends who like me for who I am

Be Positive:

I remind myself to be realistic and aim not to be perfect

I remind myself that some things in life don’t seem fair and I accept that

When I make a mistake, I learn from it and move on

I think of any failure as a helpful step towards a future success

I look for the good in people and in situations

I like to try challenges

I think positively about myself

I smile and laugh

I seek help and support from other people when I need it

I know how lucky I am

I am looking forward to my future

I am happy with my life

Thank you for completing our survey. Your answers will help us, as a school, in improving Wellbeing for all pupils. If you wish to talk to someone

at school about any of the issues raised in the survey, please do.


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APPENDIX 5: Wellbeing Development Plan 2017-2018

Pupil Outcomes: What would we like to

improve?

Contributory Factors: What will we do? Who will lead?

Be Rested 45% of Yrs 2-6 and 50% of Yrs 7-13 “always” or “often” turn off

their mobile & computer at least 30 minutes before going to bed.

58% of Yrs 2-6 “always” or “often” sleep for at least 9 hours; 15% of Yrs 7-13 “rarely” or “never” sleep for at least 7 hours.

16% of Yrs 7-13 “rarely” or “never” make time to relax, alongside work & other commitments.

Investigate the possibility of inviting the ‘Sleep Professor’ to lead a day of information and awareness across the whole school, further to Hull Collegiate’s initiative.

CWJ

Focus on best habits for ‘Be Rested’ in the first half of the autumn term, using assembly, tutor, and House time.

SPC

SS Planners include a termly review of co-curricular for the first time, enabling tutors to consider and advise on individuals’ balance of commitments more accurately.

AJM/PC

Be Healthy

13% of Yrs 7-13 “rarely” or “never” make informed choices to eat a balance of nutritious food.

21% of Yrs 7-13 “rarely” or “never” have a healthy breakfast.

Re-design the SS break-time Dining Hall menu, explicitly encouraging and enabling healthier choices.

AS/SS

Continue to seek School Council feedback on catering provision, adjusting menus where possible and appropriate.

JAC/SS

Investigate the possibility of ‘Free Fruit Fridays’. AS/SS

Investigate the possibility of providing breakfast in the JS & SS as an additional, paid option.

AS/SS

Increase/review displays of nutrition information in the JS & SS. AS/SS

Increase specific dietary information about the school’s menus, with traffic light & allergens guidance.

AS/SS

Focus on best habits for ‘Be Healthy’ in the second half of the autumn term, using assembly, tutor, and House time.

FMMB

Be Mindful

57% of Yrs 7-13 “always” or “often” have goals and work towards them, step by step.

46% of Yrs 7-13 “always” or “often” value their efforts as much as their achievements.

Pilot introductory, reduced-rate courses in Mindfulness for pupils and also for staff, delivered by Dr Jan Goss in the autumn term.

CWJ

Re-design SS Planners to encourage more effective use of reflective & target setting pages, following feedback from School Council and staff.

AJM


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63% of Yrs 2-6 “always” or “often” know what to do if they are feeling sad, cross, excited, angry or surprised.

42% of Yrs 7-13 “always” or “often” manage any negative emotions effectively and keep calm.

Report on Effort before Attainment across the whole school from September.

CWJ & JA

Focus on best habits for ‘Be Mindful’ in the first half of the spring term, using assembly, tutor, and House time. Specific advice may include 4-2-4 breathing techniques.

CWJ

Be Productive

75% of Yrs 7-13 “always” or “often” take responsibility for their own progress & development.

71% of Yrs 2-6 “always” or “often” help other people and aim to make a difference to their lives; 18% of Yrs 7-13 “rarely” or “never” help other people and aim to make a difference to their lives.

(Ref. SS Pupil Planners in ‘Be Mindful’) (AJM)

Review SS Homework procedures to include longer-term overviews and choice of tasks, similar to aspects of JS provision.

CWJ

Raise the profile of the RS Discovery Framework and ‘flip’ school vision, direction, and ethos, so that the learner and character profiles of RS are integrated explicitly throughout school.

FEM/WSLT

Review the school’s Mentoring procedures, including a review of the House system and vertical clans, so that more pupils are engaged in meaningful and effective mentoring/coaching.

JAC

Introduce an ‘Introduction to Coaching’ programme for Sixth Form students, to support development of peer coaching/mentoring.

CWJ

Focus on best habits for ‘Be Productive’ in the second half of the spring term, using assembly, tutor, and House time.

PC

Be Social

69% of Yrs 7-13 “always” or “often” talk & listen to other people, more than on social media.

Consider ‘phone-free days/weeks’, raising awareness and the profile of face-to-face connectivity.

(WSLT)

Raise the profile of the RS’ ‘Global Perspective’, with more evident international links/connections.

FEM/WSLT

Review the school’s residential/team-building programmes, in terms of timetable and content.

PC

Focus on best habits for ‘Be Social’ in the first half of the summer term, using assembly, tutor, and House time.

AB

Be Positive

60% of Yrs 2-6 and 41% of Yrs 7-13 “always” or “often” think of any failure as a helpful step towards a future success.

Develop an explicit Growth Mindset strategy across the whole school, raising awareness for pupils, staff, and parents, as well as influencing pedagogical practice in the classroom, marking work, and giving feedback.

AJM/DS


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81% of Yrs “always” or “often” seek help & support from other people when they need it; 22% of Yrs 7-13 “never” or “rarely” seek help & support from other people when they need it.

Introduce explicit lessons in ‘Learning2Learn’ from September 2017 to Year 7, including metacognition and Growth Mindset.

AJM

Review how we publicise available support in school, including coaching capacity.

JAC

Review how we encourage pupils to discuss and understand their feelings (eg. JA has ‘emotion pebbles’ in her classroom and encourages daily conversation and reflection).

JAC/JA

Focus on best habits for ‘Be Positive’ in the second half of the summer term, using assembly, tutor, and House time.

DAJ

All 6 Habits

Provide all pupils with a ‘Wellbeing Diary’ with information and advice related to being rested, and encourage better habits.

CWJ & JA

Present to parents at Information Evenings, raising their awareness and explicitly seeking their support (not preaching).

CWJ & JA

Create an information display for Wellbeing in the SS & JS. CWJ & JA

Increase pupil profile with specific committees, clubs, and possibly ambassadors.

CWJ & JA

Create a Wellbeing parental survey, partly to raise awareness and also partly to triangulate some of the pupil responses.

CWJ & JA

Investigate whether a second WoW (Wonders of Wellbeing) day is desirable or beneficial in the summer term 2018.

CWJ & Committee

Weekly ‘Thoughts for the Week’ continue to maintain awareness and inform on specific Wellbeing habits; Twitter, staff email, (parents?)

CWJ


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At the time of writing, the initiatives outlined in this document are the intellectual property of the individual members of staff from AKS

Lytham who have contributed to them. This specifically includes: the ‘Standards’, the ‘6 Habits’ and notes, and the ‘Pupil Questionnaire’.

The school is prepared to share specific content by agreement only.

C Jenkinson

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