Evidence for this could be through the findings of the staff well-being at school survey which could be repeated following analysis and action plan (possibly conducted by a staff team). The school culture enables questions to be asked routinely about well-being. All staff are kept informed of progress towards enhanced well-being provision (e.g. via the well-being team). Our school actively promotes a healthy work-life balance for The school creates an atmosphere where all have permission to have a work-life balance (e.g. times on site ; ‘no work Wednesdays’ ; strict time-limits to meetings). Consider putting whole school objectives into annual appraisal/ professional development discussions e.g. suggest having planned work-free time such as at weekends, some evenings. Consider agreed times for arriving / leaving school (e.g. at least one ‘early time’ each week). Signpost to evidence based approaches for enhancing wellbeing such as: The 4 pillar plan – how to relax, eat, move and sleep your way to better health: 5 Ways to Well-being : We work together to reduce workload pressures See poster ‘Reducing Teacher Workload’ produced by Teacher Unions, Ofsted & DfE. Regular items on staff meeting and Governor / MAT board agendas re: Well-being and workload. Governing Body /Trust discusses/ monitors staff workload.
Where specific policies have to be put in place (such as managing performance and absence management) these processes are managed with sensitivity. Absence management processes are normalised so reporting absence & return to work discussions become automatic. Informal procedures around managing performance are fully implemented before formal procedures begin. I know where to get support in and out of school Support is available for staff undertaking emotionally demanding tasks, such as safeguarding or pastoral issues. Supervision* or similar may be offered. Staff are given/ reminded of information on support available to them outside school such as any employee assistance programme that gives staff 24/7 free & confidential access to counselling and other support services. Notice boards and the well-being team can signpost staff to support, including that of professional associations. Effective use is made of occupational health to support well-being e.g. phased returns or ‘reasonable adjustments’. All staff, including BAME, LGBT and those with other protected characteristics feel safe and comfortable to “be who they are” and are signposted to support if required. * Supervision gives staff an opportunity to establish a trusting, confidential, non-judgemental relationship. It offers a space to develop through self-reflection. Supervision offers one-to-one uninterrupted time to consider current demands and challenges faced. It helps to minimise any sense of isolation, along with an opportunity to celebrate personal successes and to consider, where things have become ‘stuck,’ how to find a way forward that will work.
The climate of trust in our school allows me to have a professional dialogue with other staff over challenging issues if or when they arise There are opportunities, at staff and other meetings, for staff to raise issues in a non- threatening, non-accusatory manner. If the issue concerns a professional relationship, staff are empowered and supported to reach a mutually satisfactory outcome. Professional associations can play a positive role at an informal stage. Staff meetings and other meetings are focused, useful and have a clear purpose The / purpose of meetings - and who should attend them - is clearly thought-out (not just meetings because we always have them / for meetings’ sake). There are sometimes introductory activities e.g. to share best practice around something which has worked. Time-keepers + ‘focus observer’ remind colleagues at the meeting to keep on track. Staff know the intended aims and outcomes well before the meeting and have an opportunity to be consulted on the agenda. There is time in meetings to reflect and contribute. A variety of people are empowered and encouraged to lead (aspects of) meetings. All staff are given opportunities to contribute their ideas openly Staff are consulted to find out how they best want to contribute their ideas – in meetings or elsewhere.
In meetings, the ‘chair’ acts in an inclusive manner to encourage participation from all – for example: goes round everyone inviting responses; responses are shared with a partner and ‘pair’ feedback is given. Comment slips are available to write comments / ask questions at the end of meetings or elsewhere. I think that our school is a happy and enjoyable place to work The staff room is a clean, calm and pleasant place to relax. The staff room is available for all staff to access. There are opportunities for staff to socialise within and outside school e.g. staff meals, outings, events , fun activities are arranged. Consider how the well-being team will demonstrate how the school is a happy, enjoyable place to work.