Developing a culture that supports staff well-being.
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Information about the school
Woodlands High School is part of the Western Learning Federation that works alongside Riverbank and Ty Gwyn School. It provides day education for pupils from 11 to 19 years old. The majority of pupils are of statutory school age and around 40% are in post compulsory education. The additional learning needs of pupils are varied, and all pupils have a statement of special educational need. Approximately 44% of pupils have severe learning difficulties, a further fifth have physical and medical needs speech and a further fifth have communication and language difficulties. A few pupils are autistic or have a general learning difficulty. A very few pupils have sensory impairments and profound and multiple learning difficulties.
Context and background to the effective or innovative practice
Woodlands High School is a special school situated in Ely Cardiff, which is one of the top 10% of deprived areas in Wales. Half of the school’s pupils live in the local area and 56% of pupils access free school meals. Due to these factors many pupils suffer from the impact of poverty.
Description or nature of strategy or activity
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The school engages fully with the whole school approach to emotional and mental wellbeing (WSAEMW) which requires schools to develop a continuous process of reflection and improvement.
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An ethos of praise has developed where “shout outs” from staff are used to publicly thank and congratulate each other for their work and support at the end of morning meetings and through whole staff emails.
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A guardian angel scheme is managed by school staff. Staff are assigned anonymously as a guardian angel for a colleague. Once assigned the guardian angel provides messages of support and encouragement and rewards their colleague with small gifts throughout the school year.
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The local authorities’ educational psychology service supports staff through group and individual supervision sessions. Supervision is offered to staff and leaders. The school’s educational psychologist schedules individual, confidential sessions for those staff who are at most risk of trauma through their role in the school. This often includes safeguarding leads and therapeutic practitioners. These seasons provide a safe space where staff can reflect and discuss their complex emotional concepts in a confidential space.
What impact has this work had on provision and learners’ standards?
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The WSAEMW survey results were used as a self-evaluation tool and influenced priorities in the school development plan. As a result, the school has a better understanding the local community, focusing its methods of parental communication and therefore improving them, developing a robust parent’s forum which has now developed into a parents and friends association (PFA), improving post Covid-19 work experience offers, and forging links with local community groups offering a range of enhanced provisions which pupils are now able to access.
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In the latest staff well-being surveys most, staff agree that the school is a positive place to work. The ethos of praise amongst staff serves to support this with all staff stating they know who to go to if they need support.
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Guardian angels often leave messages at times of difficulty for their colleagues. This has the impact of ensuring staff feel the appreciation of those around them when they are often feeling at their most challenged.
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100% of staff stated that their supervision sessions had benefited their health and wellbeing which in turn improved their resilience and ability to work with children who require complex and intensive support. 100% of staff stated that they would recommend supervision to a colleague.
How have you shared your good practice?
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The school have shared their methods of using the WSA as a self-evaluation tool at healthy schools’ events run by Cardiff Council for all schools in the authority.
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Social media posts highlight the success of the PFA and the opportunities for all parents to join the parents’ forum.
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All information is shared in Western Learning Federation panels and Governing Body committees.