TES Open School solutions Education jobs Tes magazine Teaching resources Tes Institute School Portal Home School solutions Staff management Staff Pulse Give your staff a voice Bring your wellbeing strategy to life by gaining an in-depth and accurate insight into how your staff are feeling, allowing you to identify issues and track improvements. Request a demo What is Staff Pulse? Staff Pulse offers regular short surveys made up of questions developed by a psychologist. All answers are anonymous, allowing staff to share how they are feeling honestly, and allowing you to track wellbeing trends across the year and develop action plans around any issues and pressures. Once an action plan has been put into place, staff can see that they’re been listened to and that their opinions matter. And as well as our bank of expert-created questions - which cover 21 categories, from workload to communication and enjoyment - you can also add up to three custom questions for each survey, to target particular areas of interest or concern. Support your school community Monitor and support your staff, and track improvements through regular, short surveys. Use custom questions to ask about areas that are specific to your school. Build a long-term wellbeing strategy with data-driven action plans that enable you to dig deeper into areas of improvement. Track how your school’s results change over time and compare these to national trends. Identify and celebrate why your school is a great place to work. Give your staff a voice Check how many staff have completed the survey so far, as well as how satisfied they are in general and across each category, with the easy-to-use dashboard. Engage in anonymous conversations with staff by responding to comments to show that you're listening. I’m extremely pleased with the insight to my staff that Staff Pulse has given me. By gathering weekly snapshots, I’m able to build a picture of how my staff are feeling, where the strengths are and, more importantly, where people feel enhancements could be made. 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