Health & Wellbeing Priority: Emotional Health and Well-being Universal Outcomes Baseline Data Strategy / Action / Resources Person Responsible Milestones Summary of Evidence Qualitative outcome What data do you have or need to collect to provide the baseline data necessary to show any impact made? The actions, strategies and resources that you are going to put in place in order to meet your outcome. Person(s) who will be responsible for managing and evaluating the outcome Specific points or steps that can be identified as the school progresses towards meeting the outcome. What evidence is there that work undertaken has made an impact and met the outcome? This can take place throughout the process. Baseline data/ teacher assessment of pupils who say that they feel stress or worried (In-house survey) Number of children in play therapy Number of children in social skills groups Target tracker data PSHE/ Well-being data Initiate mediation/ relaxing session in EYFS and KS1 classrooms on a daily basis, e.g. after lunch. Relax Kids resources to be used to support this. Introduce a classroom worry box for pupils to share a concern. Raise awareness of the worry box through KS1 assembly and in classrooms. Teachers/ LSAs to look at boxes on a dedicated day of the week. (If children have extra worries, they know to seek advice from adults. Implement a ‘peace/ chill out corner’ in every classroom where pupils can take themselves if they feel stressed, angry, out-of-control or overwhelmed. Teachers to teach techniques that can be used by pupils when in the peace corner. Stress balls, bottles and cushions to be kept in each class ‘peace/ chill out corner’. Whole staff training on self-regulation/ Healthy Schools co-ordinator Health and Wellbeing group Head teacher Senior leadership team EYFS teachers KS1 teachers EYFS and KS1 LSAs Pupil forum School council Spring 2016 to Summer 2017 Meditation relaxation sessions start May 2016 Review: December 2016 Worry boxes implemented Spring 2016. Reviewed December 2016 staff meeting. All classrooms to have peace/ chill corner in September 2016. Reviewed December 2016 staff meeting. Class buddy system to start September Notes from staff meeting review sessions. Feedback from teachers Repeat baseline data questions On-going teacher assessment Children in play therapy/social groups PSHE planning and regular reviews of curriculum input Monitor use of worry boxes over the year Pupil forum meetings
Quantitative Outcome What data do you have or need to collect to provide the baseline data necessary to show any impact made? The actions, strategies and resources that you are going to put in place in order to meet your outcome. Person(s) who will be responsible for managing and evaluating the outcome Specific points or steps that can be identified as the school progresses towards meeting the outcome. What evidence is there that work undertaken has made an impact and met the outcome? This can take place throughout the process. To increase the number of pupils receiving high quality, good or outstanding PSHE lessons from 60% to 95% out of 297 (number of pupils in whole school) PSHE end of unit reviews PSHE lesson observations Teacher PSHE questionnaire Review PSHE scheme of work - with focus on the emotional health and aspects - complete PSHE review tool and action plan PSHE co-ordinator training Whole staff training to address gaps identified by staff Whole staff training on PSHE assessment Resources reviewed and updated Monitoring of lesson planning and assessment. Publicising the use of the PSHE book corner to all teacher. Strengths and training questionnaire for teachers to assess knowledge and any worries. Pupil forum for pupils – when do they have PSHE lessons? Do they enjoy them? Do they find them useful? PSHE PSHE adviser – contact through Provide Health and Wellbeing team Head teacher Teaching staff Staff training on PSHE assessment to be held in Summer 2016 PSHE coordinator to contact Provide adviser Spring 2016 Staff meeting on PSHE to beheld in summer 2016 Units of work and planning reviewed and put in place for Summer 2016 Strengths and training questionnaire to be given to teachers Summer 2016, and then again Summer 2017 PSHE Pupil forum Summer 2016 and again Summer 2017 PSHE lesson observations PSHE assessments completed Responses to staff PSHE questionnaires Staff reporting feeling more confident about teaching PSHE The number of staff using the PSHE book corner Pupil forum PSHE responses Health & Wellbeing Priority:Emotional Health and Well-being
Targeted Outcomes Baseline Data Strategy / Action / Resources Person Responsible Milestones Summary of Evidence QQ What data do you have or need to collect to provide the baseline data necessary to show any impact made? The actions, strategies and resources that you are going to put in place in order to meet your outcome. Person/s who will be responsible for managing and evaluating the outcome Specific points or steps that can be identified as the school progresses towards meeting the outcome. What evidence is there that work undertaken has made an impact and met the outcome? This can take place throughout the process. Target tracker data Number of children in play therapy Number of children in social skills intervention Teacher assessment of pupils Peer massage with Anita Austin Peer massage experts from targeted group who then introduce strategies to rest of class. Then extend to Year 1 classes. Mindfulness colouring and play dough intervention/ extracurricular club for Year 1 pupils Time to talk intervention (EYFS) Healthy Schools co-ordinator Health and Wellbeing group EYFS staff KS1 staff Summer 2016 (first reception cohort) Spring 2017 (second reception cohort) Mindfulness colouring and play dough intervention/extracurricular club from mid-September 2016 Peer Massage intervention to commence in Summer term 2016 Peer massage introduced in EYFS and KS1 classes from end summer term 2016/ September 2016 Pupils attending mindfulness club reporting feeling calm Teacher observations of pupils Pupils responses to group intervention Pupil forum responses Children’s responses to peer massage Time to Talk intervention notes show progress for children involved Strength and Difficulties SEN questionnaire completed