Improving staff wellbeing – Continuing the Journey

Last school year we gave out a questionnaire to help us plan actions to improve staff wellbeing. As school leaders, we want to make sure we were doing the best for our staff and children, and to create a healthy environment that enables everyone to give of their best. We also want to keep our brilliant team together, and to give people the chance to enjoy a better work-life balance.

We carried out a follow up questionnaire at the end of the year, which showed that we have made a difference, but that there is still work to do.

As a result of last year’s questionnaire we have tried hard to make sure staff are consulted on and kept better informed about changes. For example, we gave all teachers that wanted to the chance to get involved in redesigning our school reports for this year, due to the fact that they felt they took a disproportionate amount of time to write compared to the actual information they gave to parents. The newly designed reports will be going home this year.

We also reduced the expectation for written marking, especially in maths. Interestingly, we achieved our best ever results in this year’s Key Stage 2 SATs – suggesting that the new approach is at least as effective as the policy we followed in the past.

We have also kept wellbeing to the forefront when making decisions about approaches to take, and before starting any new initiatives. School leaders asking the question ‘how will this effect workload?’ before planning anything new is a really important brake on potentially ever-increasing expectations.

We also changed our approach to lesson observations. We moved away from graded observations a few years ago, which reduced much of the associated stress that went with this activity. This year we changed to mainly peer observations, which teachers report to be far more helpful for their professional development and involve much less pressure.

This year, to keep the momentum going we decided to be as open as possible, and to ask everyone one question – ‘What do you think we can change that would reduce workload and improve wellbeing?’ This gave people the opportunity to say what they really think! The answers are interesting, and will help us to make our school a better place to work, and a healthier place for adults and children to come to every day.

The most frequent response from teachers was that there are some routine tasks that they currently do that could be carried out by admin staff. These include naming books and lockers – things that have become more time consuming as we have increased expectations for presentation. These extra tasks seem to have crept up on teachers, especially as teaching assistant time has become more stretched. I hadn’t really considered the impact of what seemed like small changes as we made them over the past couple of years.

Action 1 We will give admin staff more time, and ask them to complete these tasks for the next school year.

It is important to remember that making something an ‘admin task’ comes with a cost, both to the workload of a group of staff as well as to the school budget.

The second most common response involved communication between groups of staff. Teaching Assistants want more information about the curriculum, and teachers want clearer guidance about the support they will be able to access during the year. This is often a time issue, as well as being linked to me not allocating teachers and teaching assistants enough opportunities during the term to have professional conversations.

Action 2 We will make sure Teaching Assistants have copies of half termly plans before we start teaching the topics, and will get timetables to teachers more promptly in the future

The next most frequent set of comments were positive – teachers wanted to keep the current marking policy, which involves much greater use of verbal feedback, and has done away with written feedback completely in maths. Teachers were also really looking forward to the changes to annual reports, which will see more use of tick boxes and a huge reduction in the amount of writing required.

As part of the different approach to reports, we have introduced the use of SeeSaw, which will allow parents to see some of the work their children are doing in class. The introduction of SeeSaw, as well as the extension of our use of Mathletics, gave us our next area for action. Teachers wanted written guidance on how to use these resources, to go along with the training they received at the non-pupil days. They also were keen that we don’t introduce anything else until these initiatives are fully embedded.

Action 3 Provide crib sheets for new initiatives, and don’t add anything else in until we are sure the current new ideas are fully embedded.

The next group of responses were made by a small number of people, but are probably felt by many:

  • There is a real desire for more social and fun activities that allow everyone to be involved
  • Teachers would really value being given time for moving classrooms at the end of the school year
  • As well as peer observations, teachers would like to be more involved in book scrutiny activities
  • Teachers need more designated time to carry out subject leader or other whole school responsibilities
  • We need to look again at how we analyse standardised tests to reduce the time spent deciding next steps in teaching

These are all things that we will continue to work on during the coming year.

I was really pleased with the feeling of openness and positivity that came out of the responses, and also by the fact that there wasn’t an outpouring of serious concerns.

Everyone that works in our school is committed to achieving the highest possible standards for our children. This does not need to mean increasing workload or disregarding the wellbeing of the people who make this happen.



What difference has a focus on wellbeing made?

This year we have put the wellbeing of staff and children at the centre of our School Improvement Plan. In this short blog post I’ll be talking about our staff wellbeing work.


Some of the actions we have taken to improve staff wellbeing this year include:

  • More consultation about changes to the way we do things
  • Changes to PPA time to give you more time working as a year team
  • Allocated time in PDMs to carry out admin tasks and keep working environments looking good
  • Saying ‘thank you’ publically, for example on the Shout Out board
  • Leaders taking account of wellbeing before asking you to do anything
  • Adding wellbeing advice to staff notes
  • Restricting ‘all staff’ emails to mainly staff notes
  • Wellbeing time allocated the latest non-pupil day
  • Changed the marking policy to reduce time spent marking
  • Been very public about the importance of wellbeing
  • EH4MH training and consultation time

I thought the best way to find out if these actions have made a difference was to ask the staff, so we carried out a follow up questionnaire. We will be asking all staff groups before the end of term, but I started with the teachers to get some feedback in time for #wellbeingdgmeet.

The actions that have made the biggest difference in the opinion of teachers are:

  • Staff meeting time allocated for carrying out admin tasks and keeping classrooms looking good
  • Leaders taking account of staff wellbeing before asking teachers to do anything new
  • ‘Wellbeing’ time allocated during non-pupil days
  • Changing the marking policy to reduce time spent marking
  • More consultation with staff before making changes to how we do things

None of the actions we took have made wellbeing worse (thank goodness) but the things that have made the least difference are:

  • Saying ‘thank you’ publicly on the ‘Shout Out’ board in the staffroom
  • Adding wellbeing advice to staff notes
  • Restricting ‘all staff’ emails to a weekly bulletin

It seems clear that although wellbeing awareness initiatives are important, the thing that makes the biggest difference to our teachers involve giving them time to carry out their jobs properly.

If we want our teachers to complete an assessment form or to give feedback about something, we do this at our weekly staff meeting. We allocate staff meeting time for teachers to add data  on to our online system, and put aside a staff meeting each half term for teachers to work on the learning environment in their classroom.

We want our teachers to give good feedback to children, so we don’t waste their time asking them to write long, detailed comments in children’s books that the children either don’t read or can’t act upon. One of our most experienced teachers – the delightful @debhughes56 – commented that the reduction in written marking is ‘extremely positive, has made a huge difference, and has had the most impact’. 

The next step will be sustaining the work we have done this year, and looking at ways we can reduce the time burden of our annual reports. A group of teachers have come up with a proposal for this, and it will be interesting  to see what difference it makes.

Summer Half Term 2 Pledges

The second half of the summer term can be difficult. Some children find the impending change of year group, and for Year 6 the thought of moving school, especially difficult to handle, and the tiredness that builds up during the year can make everything that happens at this time of year a bit daunting.

My plan for this half term holiday was to prepare as well as I could for the rest of the school year. My plan was to rest, read, and run, and to catch up with all of the admin tasks I had got behind with over the last few weeks. I’ve kept to this, and now feel ready for the fun and challenges of the next eight weeks.

I have also made some work-based pledges to myself. I have found that writing and sharing these pledges helps me to keep them!

I will…

Look forward to and enjoy all the events that make this half term special. Instead of looking at the calendar and dreading the sight of three late nights in a week, I will make a conscious effort to enjoy everything that happens. Governors meetings are an opportunity to share successes and to get the challenge that I need to keep working on our improvement targets. Concerts and Productions are uplifting, and a chance to see the children shine.

Continue to exercise regularly. By making myself run a couple of times a week I find I have more energy and feel better. I don’t run very quickly, and I’m sure it’s not a particularly pretty sight, but gave up worrying about that a long time ago. For me, the hardest part of running is getting out the front door, but I will make sure that I keep up a good routine.

Have a good sleep regime. There’s always more to do, but I will make sure I stop in time to allow myself a good night’s sleep. I have got much better at closing off the worrying and thinking about work that used to keep me awake at night, but need to make a conscious effort to do this. So no late nights, and switch off all the phone and iPad by 9.00pm.

Eat a healthy diet. It’s easy to cut corners when you’re tired, but the body won’t work properly without the right fuel. So I will make sure I eat and drink properly until the summer holidays.

Smile, keep cool and keep calm. Whatever I’m feeling like, the outward me will be calm and positive. As Haim G Ginott says, ‘It’s my personal approach that creates the climate. It’s my daily mood that makes the weather.’ 

Keep the regular things going. To make things as easy as possible for the children and staff it’s important to keep school routines going throughout the term. We keep teaching a normal timetable right up to the last day, apart from special events like sports days. Keeping that structure and routine is so important for everyone, especially the children who struggle with changes to the normal pattern.

The plan is to enjoy the journey to the summer holidays. Keeping to these pledges will help that happen.

Our Peer-to-Peer School Review

I am not a believer in the value of ‘Mocksteads’. A bit like graded lesson observations, someone coming in from outside can only ever see a snapshot of what is happening in a school and it’s very difficult to make a helpful general judgement about how good a school is. Mocksteads can also create unnecessary stress and workload for teachers.

Over the last few months we have been working in a new Learning Partnership with a group of local schools. We aim to spend as much of our time as possible focussing on improving teaching and raising standards, and to this end decided that we would help each other by taking a close look at what actually goes on in each
school. What I didn’t want was anyone coming into the school and telling us what Ofsted grade they thought we would get.

As a group, we therefore designed a process that we thought would be helpful for the school, and also helpful for the people carrying out the review. The school being reviewed took the lead in deciding what should be looked at, what activities would be undertaken, and how long the review should take.

I decided that I wanted two of the other headteachers in the Partnership to spend their time with us looking at a sample of children’s books, walking around the school visiting every class, and going through our self evaluation paperwork. I wanted them to talk to the children, and to try to answer the question ‘If you took over as headteacher here tomorrow, what would be the first thing you would do?’

We told our teachers to carry on as normal and not to prepare anything extra – and they all took us at our word. I asked them at our staff meeting two days after the review if they had felt worried or stressed about it, and they all said they hadn’t. One teacher even said he had forgotten it was happening until we walked through his classroom door.

At the end of the morning our reviewers were able to give us some clear suggestions for improvement that we would not have come up with on our own. They made excellent use of their own experience, and their understanding of the strengths of their own schools.

We were left with some good ideas and a written summary which will serve as the basis for our next headteachers report. They were frank, rigorous and honest, and it was a very positive experience. The key things that made it so useful were:

  • We took the lead in setting up the way the review worked, and decided when it was to be carried out
  • Teachers were not putting on a show or preparing anything extra
  • The reviewers were experienced headteachers who both lead very good schools
  • I know we have things in our school that we can improve, and I wanted the reviewers to help me clarify what we need to do next
  • We received a written report outlining strengths and things to work on
  • We have scheduled a follow-up visit to check that actions have been taken, and that these have had the desired impact

I am really pleased that we decided to take part in this process, and that we could shape the review to meet the needs of our school.



Infant to Junior Transition

I work in a 3 form entry Junior School. We work really hard to make the transition from our partner Infant School a positive and enjoyable process for families and children, and have refined our practice over the years to design an approach that we get very positive feedback about. A group of staff from across both schools came up with our Transition Plan – this is what we do and the order we do things in:

We keep everyone informed about what is happening, including all the key dates.We have a calendar of transition activities that is shared with the staff of both schools as early in the year as possible. The dates are put into the school diary and don’t change – all the other things that happen in a busy school are planned around them. The dates are shared repeatedly with parents and carers so that they know what to expect.

We make transition booklets for targeted children. These include pictures and information about the school and key people. They are made with the children, who often make repeated visits to take photos, meet staff and become familiar with the setting.

Our SENDCo meets the parents and carers of SEN children to discuss how we will make the transition process work for them.

Face to face handovers. We allocate two staff meetings for teachers to spend time talking to the teacher of their new class – one to listen and one to tell. This happens across the whole Federation, and includes sharing any information about EAL and low level safeguarding issues.

Our Year 3 teachers spend a morning in the Year 2 classes observing the provision for SEN children, and to meet with all relevant staff.

Year 2 children have an afternoon orientation visit. They come up to the Junior School to learn where everything is and what the routines are. At the same time the Year 3 children return to the Infant School for ‘Memory Lane’ visit. They make a ‘Welcome to the Junior School’ booklet to leave for the Y2 children to read when they return to their class.

Sampling Day. All children spend the whole day in their new class. We have a shared assembly with all 700 children from both schools (quite an experience) where we sing our Federation Song. The children spend a playtime together, and then the Infant School children go back down the hill. We then carry out the same shared activities during the day:

Share the timetable for the day
Share a video that the current class have made to introduce the children to their new year group
Share pen portraits of all adults that work in the class and year group
Complete English and maths focussed activities that link to the curriculum for the new year group
Have a circle time to share aspirations and to allow the teacher to get to know the children

Following this plan has made sure the children, staff and families are all ready for the new school year.


There’s a lot going on at the moment, with huge pressures coming from a challenging assessment system  and a shrinking budget. This will inevitably mean changes to the way we are able to work with our children. There is also a sense of uncertainty in national and international politics that has an unsettling effect on our school community, including our children.

This term, I will do what needs to do be done to make our budget balance. I will also do what I need to do to support teachers and children working with an assessment system that seems to be in a constant state of flux. With these massive things going on it’s even more important to keep our school a calm, happy place where ‘children feel safe and happy and everyone can truly shine’.

I spent a bit of time over the holidays looking for inspirational videos to share with teachers at out non-pupil day. In the end I decided on Rita Pierson’s ‘Every Kid Needs a Champion’. We have watched it before, but the emphasis of the importance of good relationships is something that bears regular repetition.

While looking, I came across a compilation of videos showing marathon runners struggling to get themselves over the finish line. It made me remember how hard the last few weeks of the summer term can be, and made me think about how I need to prioritise my actions to make sure I get to the end of the school year in a fit and healthy state. I also need to prioritise my requests on staff to make sure they feel the same.

This took me back to my #teacher5aday pledges I made in January. The best thing about making these pledges was that it helped me to prioritise my actions for the spring term, and although I was tired at the end of term I felt satisfied that I had achieved some of what I set out to do.

My Pledges were:


  • I will continue to read, read, read
  • I will listen more and try not to make the same mistakes more than once.


  • I will give our Learning Partnership the necessary energy and time so that it has every opportunity to succeed.
    I will continue to use Twitter to learn and share, and to be amused and entertained.
    I will keep talking about what we do in our school to get feedback and celebrate our work, and I will keep listening to help us get better.


  • I will be better at asking for help and listening to the advice of colleagues
  • I will offer help if I think other people might need it, even if they don’t ask for it


I will go to some new places and take photos of them, with the aim of enjoying the places and getting better at photography.


I really like the process of identifying a running event to take part in, training for it and taking part feeling as well prepared as possible. I will enter (and take part in) some 10K races before the end of the year.

My priority for the summer term is to keep my pledges.

In summary, I will:

  • Enter a 10k race in June, and to get ready for this will take part in #OutRunMay again.
  • Make sure our Learning Partnership moves to the next stage of it’s development, hopefully formalising it’s structure.
  • Write a couple of blog posts a month, celebrating what is happening in our school
  • Be reflective, ask for help, and offer help. I will always think about workload before asking anything of anyone else.

To keep our school a calm and happy place, I will continue to work really hard at maintaining positive relationships with our fabulous Y6 children as they get ready to leave for secondary school. I can remember being told years ago by an Educational Psychologist that some children leave a school psychologically before they do physically, and that in their last few weeks they sometimes try to break the relationships they have to help them leave more easily. I will do my best to remember this.

If I can keep these priorities in mind I will hopefully end the term feeling tired but satisfied – not like a marathon runner that sets off too quickly and hits the wall a few miles before the end of the race.







What we do on our Planning Days

We are a 3-form entry Junior School. Every six weeks the teachers in each year group to get together for a Planning Day to prepare for the coming half term. These days are invaluable, and here are some of the things teachers do during this precious time.

Reflection the first part of every planning day is spent thinking and talking about what the children enjoyed learning about and the successes they had the previous half term. This acts as a reflection and a celebration, and helps teachers thinks about what made particular activities successful in helping children learn most effectively.

Hook ~ Visit ~ Outcome We plan each half terms work using the same structure. Teachers decide on a hook to engage the children, and visit or visitor to give them a broader experience, and a final outcome that gives the children something tangible to work towards. For example, next term our Y4 topic is ‘The Great Outdoors’. Their hook will be spending a day out in the school grounds shelter building, creating art work and cooking their lunch on an open fire. They will visit a local outdoor centre for a guided walk, and their outcome will be to perform poetry and a dance routine in our amphitheatre.

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The content to be taught in each of the Foundation subjects has been agreed across the whole school to ensure we teach everything we need to. The way it is taught is up to the teachers to decide.

Revisit assessment policy We ask teachers to remind themselves of our school assessment and feedback policy. The policy is designed to make feedback as effective as possible while reducing the need for written marking. It has changed over the last year, and it is worth the time spent reading it again and talking about it with colleagues to ensure everyone understands it in the same way.

Gap Analysis At the end of each term the children complete standardised maths and reading tests. At the planning day teachers go through the results, and identify which topics individuals, groups and perhaps the whole class are clearly struggling with. This information is used to help plan what needs, perhaps as a personalised intervention, to be taught during the coming weeks.

What key objectives are we going to teach? Teachers also look at key objectives in reading, writing and maths to identify what the focus of their teaching needs to be for the next six weeks. This is another opportunity for the team to talk together about the approaches they will take and to really understand and think about what the objectives really mean.

Homework Menus Each year group plans homework for the coming half term to give the children (and their parents) a choice about what kind of activity they would like to complete. This came about because our parent questionnaire showed a wide range of preferences, and we wanted to try something that would meet as many of these as possible.

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Online Safety and PSHE The final thing teachers do is to identify the activities they will use to reinforce online safety. For example, this term our Year 4, 5 and 6 children will all be following the ChildNet ‘Trust Me’ lessons. We use 1-Decision as our PSHE programme, and teachers decide which units to teach that best fit in with the rest of the curriculum.

As you can see, our Planning Days are very busy. I think the most important aspect is that teachers get time together to plan, think and reflect on children’s learning. The quality of teaching, the exciting curriculum and reflective practice we get as a result of prioritising this time make them worth every penny of the money invested into them.