Wellbeing Award for Schools (WAS) Action Planfluencycontent2-schoolwebsite.netdna-ssl.com/.../27-02-19/MKS-Well… · Provisional month for verification: July 2018 ... The school

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Wellbeing Award for Schools (WAS)

Action Plan

School name: Marjory Kinnon

School address and postcode: Hatton Road, Bedgont, Middx TW14 9QZ

School telephone: 0208 890 8890

School website: www.marjory kinnonschool.co.uk

Head teacher: Tracy Meredith

Head teacher’s email: [email protected]

WAS coordinator: Tracy Meredith

WAS coordinator’s email: [email protected]

Award adviser: Judith Nelson

Award adviser’s email: [email protected]

Date of registration:

Provisional month for verification: July 2018 (usually 12-15 months after registration)


Brief description of the school.

We are a special school in Hounslow with pupils from Reception to Year 11. Our pupils have Autism and Moderate Learning Difficulties. We have 200 pupils on role. We have just moved into a new purpose built building in March 2018. We are graded as Good with Outstanding for Behaviour and Personal Development.


Objective 1

The school is committed to promoting and protecting positive emotional wellbeing and mental health by achieving the Wellbeing Award for Schools.

Adviser’s comments on the school’s achievements

The headteacher is fully committed to achieving the Wellbeing in Schools Award and she is the lead. The school does much to promote wellbeing and positive mental health and is using the award process to strengthen and celebrate its practice.

Key performance indicator SSEF level Action to be taken Who will deliver / monitor the action?

When will action be taken?

1.1 The award process is reviewed by the Senior Leadership Team (SLT) and governors and formally adopted.

Fully Achieved Evidence required for portfolio: Minutes from relevant SLT and governors’ meetings

1.2 A statement of commitment is signed and stored in the portfolio of evidence.

Fully Achieved Evidence required for portfolio: A copy of the signed statement of commitment

1.3 A Change Team is nominated and appointed.

Partly achieved Appoint additional members to reflect the

range of jobs and diversity of the school

workforce. Include pupils, pupil advocates,

parents, governors and members of the

wider community if possible. Check whose

voice is missing. Not all members need to

attend all meetings.

Schedule meetings

Evidence required for portfolio: A list of the Change Team members and roles


1.4 The School Self-Evaluation Form is completed.

Fully Achieved Complete the self-evaluation on the WAS SP area of AwardPlace

Evidence required for portfolio:

A copy of the completed School Self Evaluation Form

1.5 The Stakeholder Evaluation Forms are sent out and the results analysed.

Much More Development Needed

Complete the stakeholder evaluations

Analyse the results and use to inform next steps and the longer-term strategy

Evidence required for portfolio: A document outlining strengths and areas to address following the analysis of >50% return for pupils and staff, and parent responses

A document detailing how parents were given opportunities to engage with the evaluation process

1.6 The Action Plan is prepared and approved by the SLT.

Partly Achieved Evidence required for portfolio:

Completed action plan, signed by a member of SLT

1.7 The Action Plan has been fully completed and shared with all key stakeholders.

Partly Achieved Prepare a simple communication

strategy to follow throughout the award

process and allocate a member of the

change team to take responsibility for

communications. E.g. Who, How,When

Share the purpose and details of the award with pupils, staff, parents and governors


Evidence required for portfolio: A briefing paper with communications methods detailed Results from the Staff, Pupil and parent Stakeholder Evaluation Forms: Theme 1: Providing information about the award At least one piece of evidence for each group that demonstrates how they were given initial information about the WAS e.g. staff meeting minutes, website, parents’ newsletter, minutes of school council meeting, noticeboard, minutes of governors’ meeting or presentation to governors

1.8 EVALUATION: The Action Plan is regularly monitored, progress is evaluated, and the findings shared and acted upon.


SLT and/or the Change Team to

monitor, evaluate and review the action

plan at least every half-term to ensure

progress. Perhaps use RAG rating to

show progress.

Share findings regularly with all

stakeholders to demonstrate

achievements and next steps

Evidence required for portfolio: A copy of the annotated action plan showing progress towards actions


Objective 2 The school has a clear vision and strategy for promoting and protecting emotional wellbeing and mental health, which is communicated to all involved with the school.


The school has wellbeing as an integral part of its culture which is built around the values of nurture, challenge and inspire. The award will provide a framework for promoting and protecting wellbeing and mental health as pupil numbers increase in the future. To achieve Objective 2, a long-term strategy must be planned to ensure that the school’s vision around wellbeing and mental health is realised and sustainable beyond the achievement of the award; with clear outcomes, actions and measures of success. This may be a stand-alone document or part of the school improvement plan.

Key performance indicator SSEF level Action to be taken Who will deliver /

monitor the action? When will action be taken?

2.1 The school’s vision statement is in place that puts emotional wellbeing and mental health at the heart of the school’s aspirations.


Review the school’s vision statement Evidence required for portfolio: A copy of the school’s vision statement highlighted to show where the commitment to emotional wellbeing and mental health is articulated

2.2. The school has reviewed its provision and understands how it currently supports emotional wellbeing and mental health and where strengths, gaps and weaknesses in provision exist.

Partly Achieved Undertake mapping exercise (see the guidance) and/or SWOT analysis to create an awareness of provision across the school: strengths and areas for development. This can be done e.g. as a whole staff, or with groups of staff and the wider school community to get as many different perspectives as possible. Consider all aspects of school that support wellbeing e.g. transition work, use of outside areas, social activities


The results of the stakeholder evaluations will support this review

Share the strengths and gaps with stakeholders Evidence required for portfolio: A copy of the mapping exercise or SWOT analysis

2.3 All relevant school policies (bullying, safeguarding, etc.) have been audited to ensure they connect with the school’s work on emotional wellbeing and mental health.

Fully Achieved Evidence required for portfolio: A copy of the school’s policy audit Some examples of relevant policies showing how the school promotes wellbeing and mental health

2.4 The school has reviewed and understands all the relevant risk factors that can impact on emotional wellbeing and mental health in pupils.

Partly Achieved Identify further training needs for the whole staff

Are there any gaps in your provision? Evidence required for portfolio: Evidence of how an analysis of the risk factors has contributed to the longer-term strategy

2.5 A strategy for emotional wellbeing and mental health, which takes into account all reviews and audits and addresses any gaps in provision, is approved and in place.


Use the analyses from the stakeholder evaluations and the mapping/SWOT exercises to develop a longer-term sustainable strategy which builds on current practice and shows how the school plans to develop the components of the award.

Evidence required for portfolio: A copy of the emotional wellbeing and mental health strategy; or appropriate section(s) of the school development plan or similar document


2.6 The strategy and vision statement are communicated to the whole-school community.

Much More development Needed

Ensure the staff, parents, pupils and

governors have a clear understanding of

what the school aims to achieve.

Communicate this following the strategy in

1.7


Copies of letters, emails, newsletters, meeting

agendas etc that have been used to inform the

school community about the strategy.

2.7 EVALUATION: The SLT has identified a clear set of outcomes for measuring the impact of the strategy and progress towards them is monitored and appropriate follow-up action taken.

Much More development Needed

Monitor, evaluate and review the strategy on a regular basis at SLT and Change Team meetings

Evidence required for portfolio: A copy of the annotated outcomes, showing

progress towards them.


Objective 3 The school has a positive culture which regards emotional wellbeing and mental health as the responsibility of all.


It was evident during my visit that all staff believe that emotional wellbeing underpins the success of pupils at Marjory Kinnon.

The school is a UNICEF rights respecting school.

The curriculum is regularly reviewed to meet the pupils’ needs and an adapted curriculum based on Nurture Group and Thrive principles is in place for the more vulnerable pupils.

The new headteacher has successfully led and managed the transition into the new school buildings and the emotional responses to the change.

During my visit positive relationships were observed between the whole school community.



3.1 The school takes steps to create an awareness across the whole-school community of the importance of emotional wellbeing and mental health, including its impact on academic performance.

Partly Achieved Evidence required for portfolio: List of awareness raising activities carried out Results from the Staff, Pupil and Parent Evaluation Forms: Theme 2: Understanding the importance of emotional wellbeing and mental health

3.2 The whole-school community has contributed to the vision and strategy for emotional wellbeing and mental health.

Partly Achieved Use the findings from the Stakeholder

evaluations and the SWOT/mapping analysis to

contribute to the long-term strategy

Consult with staff, pupils and parents through the Change Team and established forums

Evidence required for portfolio: Summary of key engagement activity for pupil

voice, parent engagement and staff involvement


3.3 The whole-school community understands their role in promoting and protecting emotional wellbeing and mental health.

Partly Achieved Through: -Thrive approach -Safeguarding -Values

Consider additional ways to build on the

current awareness and understanding of

responsibility e.g. training, assemblies, Life

Skills/PHSE curriculum, website, newsletters,

parent workshops. See e.g. Anna Freud, Young

Minds, Mentally Healthy Schools and Time to

Change websites for ideas.

Include in relevant policies Evidence required for portfolio: Results from the Staff, Parent and Pupil Stakeholder Evaluation Forms: Theme 3: understanding my role in promoting emotional wellbeing and mental health

3.4 An accountability framework clearly sets out who is responsible for emotional wellbeing and mental health within the school leadership.

Fully Achieved Produce a document which shows

accountability and reporting lines for your

school (see the document in the guidance)


A copy of the accountability framework

3.5 The school works to implement positive ways of talking about, and removing the stigma around, mental health.

Partly Achieved -Part of THRIVE approach -Open culture: e.g. sharing with HR -Trust between colleagues -Approachable SLT

Use Time to Change, Mentally Healthy Schools and Young Minds websites for ideas and resources

Evidence required for portfolio: Summary of anti-stigma interventions introduced


-School has invested in counselling

3.6 EVALUATION: The school evaluates the extent to which the whole-school community feels comfortable talking about, and taking responsibility for, emotional wellbeing mental health within the school, and appropriate follow-up action is taken.

Partly Achieved Evidence required for portfolio: Results from the Staff, Parent and Pupil Stakeholder Evaluation Forms: Theme 4: Ensuring emotional wellbeing and mental health is seen as the responsibility of all Theme 6: Encouraging people to talk about mental health issues


Objective 4 The school actively promotes staff emotional wellbeing and mental health.


The school prioritises staff wellbeing:

The HT believes ‘people make the school’ and ‘if staff aren’t happy –pupils aren’t happy’.

Every year there is a staff wellbeing week with a variety of relaxation and stress management sessions on offer encouraging staff to take responsibility for their own wellbeing.

Leadership and HR are aware of the pressures that the staff are under, support flexible working and have robust procedures to support return to work.

Leaders have access to coaching. As a result this has contributed to a low staff turnover.



4.1 Staff emotional wellbeing and mental health is specifically included in the strategy.

Partly Achieved Take account of staff views

Decide on a clear set of measurable

outcomes for this KPI

Evidence required for portfolio: A copy of the emotional wellbeing strategy with elements relating to staff highlighted

4.2 A budget is in place and resources allocated for staff emotional wellbeing and mental health.

Fully Achieved As with other parts of the school development plan, ensure the long-term strategy is costed and resourced

Evidence required for portfolio: A copy of the budget and resources allocated for

staff emotional wellbeing and mental health.


4.3 Stress management, positive wellbeing interventions and reward systems are in place for staff.

Partly Achieved Through e.g: -Staff consultation on workload July 2018 -Career progression opportunities -Access to counsellor after school

Produce a document outlining the steps being taken to remove unnecessary workload

Ensure staff know how to access wellbeing

and mental health support e.g. through the

funded employee assistance programme or

the Education Support Partnership

helpline. E.g. posters in staff room

Evidence required for portfolio: A copy of policies relating to staff mental health, wellbeing, or welfare including any support mechanisms available to staff.

4.4 The staff appraisal system, alongside ongoing supervision, ensures emotional wellbeing and mental health is recognised and monitored.

Partly Achieved Supervision is provided for all therapeutic staff and the safeguarding lead

Include wellbeing and mental health as a principle of the staff appraisal policy

Evidence required for portfolio: A copy of the appraisal policy or proforma (or similar supervision guidance), highlighted to show where emotional wellbeing and mental health is emphasised

4.5 EVALUATION: Feedback is gathered from staff about the quality of support in place for their emotional wellbeing and mental health, and appropriate follow-up action is taken.

Partly Achieved Evidence required for portfolio: Results from the Staff Stakeholder Evaluation Forms: Theme 11: Supporting staff emotional wellbeing and mental health.


Objective 5 The school prioritises professional learning and staff development on emotional wellbeing and mental health.


The school invests in training and CPD on emotional wellbeing and mental health.



5.1 Professional learning and staff development forms part of the strategy, including consideration of resource allocation.

Partly Achieved Include CPD for all staff in the long-term strategy

Evidence required for portfolio: A copy of the emotional wellbeing and mental health strategy; or Appropriate section(s) of the school development

plan or similar document

5.2 The school is aware of current confidence and capacity among staff in promoting emotional wellbeing and mental health, and training needs are identified.

Partly Achieved Evidence required for portfolio: Results from the Staff Stakeholder Evaluation Forms: Theme 7: Promoting professional development and training for wellbeing and mental health Theme 8: Ensuring confidence and capacity among staff in addressing emotional wellbeing and mental health

Theme 9: Identifying mental health issues


5.3 The school has a targeted short-term and long-term CPD programme in place that includes emotional wellbeing and mental health, with training opportunities offered.

Partly Achieved Induction package

Review the CPD programme and include wellbeing and mental health training to meet the needs identified in 5.2.

Evidence required for portfolio: A copy of the Continuous Professional Development (CPD), staff development or training plan

5.4 A programme of mental health awareness training is available to all staff.

Partly Achieved Educare courses MHFA

The Change team to review the resources and CPD opportunities available locally and nationally and plan into the long term CPD programme

Evidence required for portfolio: >80% uptake among staff of awareness training; A copy of the CPD, staff development or training plan with section on mental health highlighted.

5.5 EVALUATION: The school evaluates the extent to which all teaching staff feel they have the knowledge and skills to promote emotional wellbeing in their class teaching, and appropriate follow-up action is taken.

Partly Achieved Evaluate the impact of CPD activities on

class teaching and plan next steps

Evidence required for portfolio: Results from Staff Stakeholder Evaluation Forms: Theme 8: Ensuring confidence and capacity among staff in addressing emotional wellbeing and mental health


Objective 6 The school understands the different types of emotional and mental health needs across the school and has systems in place to respond appropriately.


The school is well placed to achieve this objective through its established systems to respond to the emotional and mental health needs of pupils and its HR provision for staff.



6.1 Assessments of pupil and staff needs are conducted at regular points and feedback is acted upon.

Partly Achieved The school uses a range of methods to assess pupil needs throughout the year

Design a wellbeing staff questionnaire and use on a regular basis

Evidence required for portfolio: Summary of results from assessment of pupil and staff needs.

6.2 All staff can identify and respond appropriately to signs of emotional or mental distress in pupils and each other.

Fully Achieved Evidence required for portfolio: Evaluation of relevant training programmes; Results from the Staff Stakeholder Evaluation Forms: Theme 8: Identifying and acting on mental health issues.

6.3 There is a clear identification and information sharing system for pupils.

Fully Achieved -My Concern software -Safeguarding policy

Evidence required for portfolio: A copy of relevant school policy or policies that reference identification of mental health problems; Overview of the identification and information sharing system; Information sharing protocols.


6.4 The school uses its best endeavours to provide for pupils a range of interventions appropriate to the needs identified.

Fully Achieved - THRIVE - SCERTS - Counselling - Play, music and

art therapy - Sensory room

Evidence required for portfolio: A copy of relevant school policies or documents that set out the support available to pupils with mental health needs with the relevant sections highlighted. These may include:

- The SEND Information Report and SEND

policy,

- The policy for pupils with medical

conditions,

- Provision that the school is expected to

provide which is listed on its local

authority’s local offer,

- The school accessibility plan,

- The pastoral care policy

6.5 Arrangements with external specialist services are in place with clear referral pathways and outcomes agreed for pupils.

Fully Achieved Evidence required for portfolio: A list of liaison roles and referral protocols.

6.6 The school provides signposts to appropriate online information, services and support.

Partly Achieved Review how best to signpost online support to parents and pupils

Evidence required for portfolio: A website directory or list of trusted online

resources used by the school.

6.7 EVALUATION: Evidence is gathered about the effectiveness of the support available for pupils’ emotional and mental health needs, and appropriate follow-up action is taken.

Partly Achieved Evidence required for portfolio: Results from the Staff and Pupil Stakeholder Evaluation Forms: Theme 10: Supporting pupil emotional wellbeing and emotional health.


Objective 7 The school actively seeks the ongoing participation of the whole-school community in its approach to emotional wellbeing and mental health.


There are effective pupil voice mechanisms.

A middle leader has responsibility for continuing to develop parental engagement.

The school provides a range of support for parents.



7.1 Pupil voice mechanisms are in place and used at regular points.

Fully Achieved Evidence required for portfolio: Records of views on emotional wellbeing and mental health gathered from pupil voice mechanisms

7.2 The school works in partnership with parents/carers to respond to their views and needs.

Partly Achieved -A middle leader has responsibility for parental engagement -The school counsellor is also the family liaison officer and offers parent support 2 days a week -Annual reviews -The school uses structured conversations to

Continue to develop current practice, particularly with hard to reach parents

Evidence required for portfolio: Results from the Parent Stakeholder Evaluation Forms: Theme 12: Engaging the whole school community in emotional health and wellbeing and mental health issues


involve parents in targets and strategies to support their child’s progress -Parent social networking for ASD parents -Parent workshops

7.3 The school has identified ‘Wellbeing Champions’ from across the whole-school community.

Much More Development Needed Older children are given the role of ‘buddies’ to support Years 6/7 and new pupils

Consider wellbeing as a new pupil ambassador role

As the award process progresses, identify people who will continue to build on the work of the award once it has been achieved.

Evidence required for portfolio: A list of Wellbeing Champions, including roles and

planned activities

7.4 The school proactively and regularly communicates with the whole-school community regarding emotional wellbeing and mental health issues.

Partly Achieved Build on current methods using a systematic communications strategy (see KPI 1.7)

Include as a standing item for briefing and newsletters

Evidence required for portfolio: A copy of the communication strategy and/or

examples of communication


7.5 EVALUATION: The school monitors the extent to which the whole-school community feels engaged with the school’s approach to emotional wellbeing and mental health, and appropriate follow-up action is taken.

Partly Achieved Evidence required for portfolio: Results from the Staff, Parent and Pupil Stakeholder Evaluation Forms: Theme 12: Engaging the whole school community in emotional wellbeing and mental health issues


Objective 8 The school works in partnerships with other schools, agencies and available specialist services to support emotional wellbeing and mental health.


The school works very effectively with a range of external partners. The expertise and provision for therapeutic support and emotional wellbeing is shared with other schools.



8.1 The school has identified and maintained links with appropriate local health, social care and voluntary and community sector services.

Fully Achieved Through: -Social Care -Ed Psychologists -Speech and Language -School Nurse -CAMHS -MenCap -Save the Children -National Autistic Society -Thrive approach -Place2Be

Evidence required for portfolio: Document detailing key external agencies and type of contact e.g. commissioning, communication or personal relationship

8.2 The school has identified representatives who attend local mental health forums to share information and new learning.

Partly Achieved Investigate and attend a local mental health forum

Evidence required for portfolio: A list of representatives including role and how information is fed back


8.3 The school works with other schools to share best practice and new learning, establishing networks where appropriate.

Partly Achieved? -REACH Academy Feltham (Save the Children project) -Links with other special schools -Provides support for other Hounslow schools -Plans are in place to be a hub school for THRIVE

Evidence required for portfolio: Membership of: Local partnerships or clusters that address emotional wellbeing and mental health

8.4 The school informs and participates in local commissioning arrangements undertaken by the local authority and/or Clinical Commissioning Group.

Partly Achieved The HT sits on the local Safeguarding Children Board

Have a point of contact and/or contribute views to the Hounslow Health and Wellbeing Board

Evidence required for portfolio: A copy of data, reports or other written

submission to local commissioners

8.5 EVALUATION: The school evaluates feedback received from its partners regarding joint working, and appropriate follow-up action is taken.


Evaluate and develop the impact of partnership working

Evidence required for portfolio: A survey and/or minutes from discussions

Documents

Wellbeing Award for Schools (WAS) Action Planfluencycontent2-schoolwebsite.netdna-ssl.com/.../27-02-19/MKS-Well… · Provisional month for verification: July 2018 ... The school