Inclusion Support Expertise
Experience
Excellence
The Sandwell Whole School Approach to Wellbeing Dr Helen Tyson (Senior Specialist Educational & Child Psychologist, SEMH)
Sandwell’s Whole School Approach to Well-being Inclusion Support Sandwell: A multiprofessional support service within the Education directorate 3 year project, offered to all Sandwell Schools
Well-being Charter Mark
Led by Dr Helen Tyson & Dr Colette Soan: Senior Specialist Educational Psychologists and supported by 4 Research Psychologists
The Whole School Approach to Well-Being Well-being Curriculum “Healthy Mind, Happy Me”
Well-being Screening Tool
Commissioner: Sarah Farmer, Sandwell Public Health
Research Base “Promoting children and young people’s emotional health and wellbeing: A whole school and college approach”. Public Health England, 2015.
Curriculum, Teaching & Learning
Ethos and Environment
Pupil Voice
8 principles that have been identified as being key emotional, health and well being in schools.
Leadership Targeted Support
Staff Development
Working with parents
Identifying needs, monitoring impact
Challenge: How can we get this into schools and support best practice?
Our approach to the challenge… We knew it needed to appeal to schools…but how… Develop a Charter Mark that schools can work towards and make them really want it!
Thus creating impetus and motivation to engage!
The Charter Mark then becomes the vehicle for: The delivery of an action-research process beginning with an audit of existing EHWB provision Supporting the implementation of an evidence-based whole school approach An opportunity to develop consistent universal provision for EHWB across Sandwell Promoting the use of the new Sandwell “Healthy Mind, Happy Me” and the Sandwell wellbeing screening tool.
Whole school approach element one: The Well Being Charter Mark •
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Schools supported through a process of enquiry, reflection, action planning and review. (Action Research). Data collected by the research psychologists exploring the 8 key areas. Multiple methods: Hard data, staff questionnaire, pupil and parent focus groups. Exploring multiple perspectives: Pupils, parents & staff Evidence-informed questions: informed by the ten element map of mental health (Donald & O’Hara, 1998) Data generated mapped against the 8 key areas. Baseline, action planning, review, award. 3 yearly follow up
What do the Charter Mark Criteria Look Like? E.g.: Principle 3: Curriculum, Teaching and Learning
Emotionally literate curriculum delivery Specific teaching e.g. building resilience
3.Curriculum, teaching and learning
A Charter Mark school will demonstrate teaching and learning that promotes resilience and supports social and emotional learning, cultivating a love of learning for the whole school community Criteria (What this looks like) 3a
An evidence-based curriculum that directly promotes SEMH is in place in school
3b
Positive behaviour management is evident within teaching and learning that promotes feelings of competence and resilience in pupils
3c
Differentiation is in place to support the SEMH of vulnerable pupils
3d
There is evidence of a curriculum that requires the application of qualities and skills such as: motivation, self-awareness, problem-solving, conflict resolution, collaboration etc.
Evidence Generated
Examples of good practice in this area might include: • Schools have used Sandwell Residential Education Services (SRES) • An approach to marking that includes a high ratio of positive feedback about work • Excellent practice in teaching, differentiation, and personalisation for pupils with Additional Educational Needs • Evidence of approaches such as SEAL and Behaviour Recovery to support teaching and learning • General and specific teaching opportunities are in place to enable pupils to develop the qualities and skills required for effective learning
Element 2: ‘Healthy Mind, Happy Me’ Curriculum A brand new social, emotional learning curriculum for primary schools engaged in the Charter Mark process Links to principle 3 of the Charter Mark “Curriculum Teaching and Learning” Based on a review of research literature Explicitly psychological Builds upon previous successful curriculums such as SEAL, while encompassing recent developments within the Character Education literature and local identity Each of the 6 modules features a Sandwell specific character that promotes the character elements promoted through Character Education
Structure: A Spiral curriculum delivered throughout primary school, addressing 6 key themes using a developmental approach. Now available to all Charter Mark schools Themes: All About Me, Friendships, Resilience and Coping, Belonging, My Wider World & Being the Best I Can Be
• Schools are encouraged to deliver 3 modules per class, each year • They are provided with developmentally appropriate lesson plans for each year group • Characters based on Sandwell children have been developed to support delivery • Starter ideas for assemblies provided • Psychology shared through the guidance manuals
Element 3: Well-being Screening Tool Links to principle 6 of the Charter mark “Identifying need and monitoring impact” Based on a detailed Literature Review The tool is positively framed and looks at four areas of well-being; social, emotional, prosocial behaviours and feelings toward school, as defined by Public Health England
• Pilot data from 4 schools was used to • confirm Internal validity • Correlates with the widely used SDQ
Where are we now? 35 Participant primary schools and 2 high schools 4 schools have now been awarded with their Charter Mark, with several more close to completion 4 Research Psychologists now employed to support the work Curriculum and well-being survey tools are being distributed and their impact monitored From schools perspective : Many positive actions taken as a result of participating Full waiting list of participant schools Measurable impact on key areas is found at review High levels of engagement with the process. Positive feedback from schools, parents and pupils at review Any questions?
