Aspect 3: Personal development, wellbeing and welfare

Inclusivity and personal development, wellbeing and welfare.

3.1: Social and emotional wellbeing and self-awareness

Is there evidence that

  • there is an open and supportive atmosphere that promotes self-awareness and allows children and young people (CYP) and staff to reflect on their own emotional needs and triggers
  • staff and CYP well-being are promoted and supported allowing them to flourish
  • CYP are given opportunities to share their feelings and emotions and these are acted upon by the adults within school
  • the school curriculum is reflective of CYP needs and provides a universal curriculum for all CYP to develop all areas of social and emotional well-being and self-awareness?

Discussion prompts and evidence of impact

  • The school has a social and emotional wellbeing policy in place that impacts positively across the school. This policy includes supporting the wellbeing of staff and consideration of their workload.
  • Staff at all levels understand CYP’s behaviour in context, in terms of communicating or attempting to address unmet needs. Staff understand their role in co-regulating and developing CYP’s capacity to become independent, regulate their emotions and manage their behaviours effectively.
  • Staff audit the learning environment on a regular basis, ideally with parents and CYP, to explore how it meets the needs. The planning of the environment takes account of the triggers for CYP. Adjustments are made to the interior and exterior environment to make it accessible for example sensory garden or low arousal spaces. Staff try to see the world through the CYP’s eyes and really listen to their experience, even though they may not truly understand exactly how this feels.
  • The setting has activities that are well organised, structured and planned for. Where possible, advanced warning is given, to both CYP and parent, of any changes to familiar routines in a meaningful and helpful way, particularly to those with neuro diverse needs.
  • Strategies to support CYP’s social and emotional needs, including those derived from a therapeutic thinking approach, are embedded within the classroom and used consistently across the school. CYP see these tools and structures as useful and purposeful tools. CYP’s needs are met such that they can remain in the classroom and learn effectively.
  • Staff do not assume CYP understand the language of emotions so use scaffolds to support their understanding and use language that supports co-regulation.
  • Staff understand the link between emotional regulation and readiness to learn and refer to the special educational needs co-ordinator (SENCO) when concerns arise.
  • Staff are aware of the risk factors for CYP in response to life events and at times of crisis that might contribute to social, emotional and mental health difficulties, e.g. trauma, Adverse Childhood Experiences, sensory dysregulation and attachment issues.
  • A range of holistic assessment tools are used effectively to support CYP. These highlight strengths, progress and areas for development and action plans outline activities and ideas to develop skills. See SEND Toolkit for examples.
  • Social and emotional health and well-being of all CYP is monitored, and interventions are put into place to support CYP to develop their social and emotional needs. Outcomes are shared with parents.
  • A whole school approach to Education for Safeguarding (such as WSCC E4S) is clearly evident and facilitation of learning is effective in meeting the needs of the school community.
  • The school works with parents to support the child’s emotional well-being, this is reflected within the school’s Relationship and Health or Relationship, Sex and Health Education (RSHE) and wider Education for Safeguarding curriculum (please refer to WSCC E4S) in line with statutory guidance.

3.2: Respecting each other

Is there evidence that

  • positive relationships support all members of the school community and shared values are understood by all
  • all children and young people (CYP) feel individually valued and known
  • personal strengths are recognised within day to day school life
  • the school counters all forms of discrimination
  • the school curriculum is reflective of CYP needs and provides a universal curriculum for all CYP to develop all areas of relationship education
  • staff need to be challenged and reflective to teach a diverse curriculum, such as teaching history from different perspectives
  • to teach a diverse curriculum, staff need to be challenged and reflective?

Discussion prompts and evidence of impact

  • The school has developed an understanding of the culture of its local community and can demonstrate how it uses this knowledge to meet the needs of its CYP and their families. For example: facilitating cultural events and festivals to celebrate different customs, food, dress, dance etc. The views of parents from all community groups are sought to improve accessibility and equality of opportunity.
  • A whole school approach to Education for Safeguarding (such as WSCC Education for safeguarding (E4S)) is clearly evident and facilitation of learning is effective in meeting the needs of the school community.
  • CYP show they have a real understanding of different viewpoints and feel able to positively challenge others’ language or behaviour and understand why they need to do this. They show respect for the different protected characteristics defined in law and no forms of discrimination are tolerated.
  • Staff are supported to challenge each other when stereotypical views are perpetuated. Acknowledging that even if the offence caused may not have been intentional, actions are still taken to redress the situation and allow the staff member to grow.
  • The staff room as well as the classroom is part of the school community therefore the same expectations apply, there is no room for “banter” that causes offence to anyone in the school community, whether they are present or not.
  • Systems and procedures for celebrating success are highlighted within the positive behaviour policy or equivalent, which is informed by a therapeutic approach and consistently used across the school. Quantitative evidence shows that success and positive incidents are being recorded and reported more frequently than negative indicators.
  • Success, both in and out of school, is acknowledged and celebrated in a way that is supportive to CYP. CYP have trusted relationships with staff which enables them to have confidence to demonstrate and develop their skills within different contexts.
  • Parents are routinely contacted regarding their child’s success including effort, progress, academic and wider achievements. Parents form part of the celebration of success.
  • There are well known and clear school wide procedures for dealing with, and reporting, issues and incidents of discrimination and harassment, including homophobia, racism, sexism, disability, religion. These are also reflected in the curriculum. CYP have trust in staff and have positive supportive conversations with them.
  • The curriculum is a vehicle to promote the CYP’s understanding of cultural diversity. Schools that are predominantly monocultural make an even greater proactive effort to ensure their CYP have a greater understanding of the world, in order that they leave school with balanced, well-informed and non-stereotypical views. CYP are supported to be empathic, thoughtful and curious about experiences and perspectives that are different to those they are more familiar with.
  • The school can provide evidence that incidents of bullying, harassment or hate crime have been used as opportunities to develop understanding and to promote better relationships within the school community.
  • There are opportunities for CYP from diverse backgrounds, contexts and needs to learn from each other and together.

3.3: A safe place to be

Is there evidence that

  • The school works proactively with all children and young people (CYP) and their parent carers, to explore their experiences around school, their learning and to positively address sensitive areas.

Discussion prompts and evidence of impact

  • All safeguarding procedures are clearly reflected in school policies and are fully compliant with ‘Keeping Children Safe In Education (KCSIE).‘ The needs of disadvantaged children and those with special educational needs and disabilities (SEND) are specifically considered and effectively included in safeguarding policies and procedures. All staff are aware of the local services available to assist CYP and their families.
  • A whole school approach to Education for Safeguarding (E4S) is clearly evident and facilitation of learning is effective in meeting the needs of the school community.
  • All staff can confidently describe their roles and responsibilities in relation to behaviour, attendance, exclusions and anti-bullying, and how it impacts on CYP’s outcomes.
  • CYP from all groups report that their experience of school is positive, supportive and safe. There are opportunities for peer support such as playground buddies, peer mediators and peer mentors.  Staff are insightful and can spot power imbalances in friendships, that may be based on subtle differences that the more vulnerable CYP isn’t aware of.  These instances are used to allow the more “powerful” CYP a chance to reflect and learn other ways of interacting.
  • The school can provide a range of examples where creative and imaginative learning opportunities have assisted the CYP with SEND, additional needs or from disadvantaged groups to feel safe and achieve well. These CYP are routinely asked what vehicles they find useful in furthering their learning and engagement.
  • There are designated calm, safe spaces within the school and school grounds. These have been identified with and can be used by the CYP to self-regulate when needed.
  • Safe places and routines are identified within individual support plans for those who need support to maintain their emotional regulation.
  • CYP are encouraged to know how to access support mechanisms that exist outside of school, such as national helplines.
  • CYP can describe how they have helped to shape systems to report bullying (including when it occurs online), and how they play an active role in combating bullying and supporting those who have been targets of bullying.
  • There is a system for CYP and staff to report incidents of bullying, including confidential listening opportunities. CYP know who to speak to when they do not feel safe and report that action is taken: observations of CYP around school and discussions with CYP confirm this. The school consistently counters all forms of discrimination.
  • Interventions and support ensure that all CYP involved in alleged incidents remain safe throughout all stages of investigation through to resolution. Support is provided for both the victims and perpetrators of bullying behaviours with a clear plan on how this is managed across the school to avoid future incidents.

3.4: Behaviour policy and procedures

Is there evidence that

  • The school balances the need for consistent implementation of behaviour policies with the need to make reasonable adjustments to meet the needs of individuals and the Equalities Act 2010.

Discussion prompts and evidence of impact

  • Behaviour policies are personal to the school and reflects its uniqueness and provision. It encourages pro-social behaviours and allows for a range of approaches tailored to specific children and young people’s (CYP’s) needs and circumstances.
  • Staff, parents and CYP evaluate the impact of behaviour policies at a developmentally appropriate level. They can discuss positive and negative outcomes and can describe adaptations that have been made as a result.
  • Consideration should be made to discuss behaviour policy and any behaviour incidents or sanctions with parents who use English as an additional language, to ensure thorough understanding of procedures.
  • Staff are trained in appropriate de-escalation approaches. When de-escalation techniques are implemented, behaviour incidences are effectively recorded and analysed, and individual plans are updated. 
  • All staff remain professional, are trained in and use restorative techniques in the face of all behaviours. Staff strive to identify the need communicated by the CYP’s behaviour and endeavour to meet that need.
  • There are opportunities to explore recent developments in neuroscience, see SEND Toolkit, and its links to brain development, the stress system and trauma. Staff can link this to practice and policies that support emotional regulation and de-escalation.
  • All staff use creative restorative approaches to resolve conflict or re-engage those returning to school. CYP facilitate restorative approaches with their peers.
  • Fixed-term and internal exclusions are only used when appropriate. Excluded CYP are effectively supported to make a timely reintegration back into school. Permanent exclusion is only used as a last resort.
  • Records of exclusions are regularly analysed to ensure that no group of CYP is represented more than others.  Staff acknowledge that their own unconscious bias will play a part in how behaviour is addressed and sanctioned.  The school provides systems to allow all staff to reflect on their attitudes and assumptions in a non-judgemental way. 
  • Physical intervention is rarely used. Staff know that this can be particularly difficult for CYP with needs such as autism, and staff understand the legal framework of positive handling intervention to respond in a safe and appropriate way when managing behaviours that challenge. If physical restraint is used, staff are well trained, competent and supported. All incidents are accurately recorded, reported to parents and scrutinised by a senior member of staff not involved in the intervention.

3.5: Attendance

Is there evidence that

  • the school celebrates good attendance and can demonstrate that it analyses attendance data to identify patterns and trends and impact of interventions, this includes that of disadvantaged groups?

Discussion prompts and evidence of impact

  • There is a consistent approach, with clear accountability across the workforce, in relation to attendance. At a practice level, this may mean getting the approach right for the individual children and young people (CYP).
  • The school clearly acknowledges the partnership element in promoting good attendance, creating a welcoming, positive environment that encourages attendance for all CYP.
  • Attendance and punctuality are regularly monitored, and when attendance starts to fall, meetings with parents are held to foster strong relationships and understand the reasons for non-attendance. Effective plans are put in place and monitored to ensure attendance improves.  This is particularly crucial in the case of families from different cultural backgrounds as they might have different views on attendance.
  • There is proactive tracking of disadvantaged groups and data identifies the main types of attendance behaviours and the groups more at risk. The school has bespoke initiatives to successfully improve the attendance of these individuals.
  • Support is in place for CYP experiencing, or who are at risk of, emotional based school avoidance (EBSA). Please see EBSA toolkit for further information.
  • Schools know where every child on their roll is. Action plans are in place for all CYP who are persistently absent or are at risk of persistent absence. Leaders can demonstrate that where CYP attendance is low, effective strategies are in place and attendance is improving.  Leaders can demonstrate that the views of CYP play a central part in improving attendance.  Leaders should take individualised steps to allow the CYP to share why they are not attending school.
  • School contacts Child Missing in Education (CMIE) when there are concerns that a child is not on roll at any school or being home schooled.
  • Leaders ensure that the school maintains responsibility for any CYP attending off-site alternative provision. Leaders ensure that alternative provision is a suitable and safe environment that is meeting CYP needs effectively. The school works in partnership with the alternative provision provider to include planning for appropriate re-integration.  The opportunities given to CYP to attend off-site provision are based on true interests.
  • The school considers, in conjunction with a wide group of professionals, the risks associated with a reduced timetable prior to implementation. Where reduced timetables are used, there is a clear rationale and time-bound plan for reintegration. There is a clear understanding that all CYP are entitled to full time education.
  • Parents and CYP are fully involved in the development of personalised provision following return from exclusion or illness or other reasons for prolonged absence.
  • There is no ‘off-rolling / gaming’ or unrecorded exclusions at the school.

3.6: Promoting wellbeing through safeguarding practice

Is there evidence that

  • safeguarding policy is well understood and implemented by the whole school community
  • there is a strong culture of safeguarding in the school
  • children and young people (CYP) understand, in an age appropriate way, the safeguarding procedures in place and have trust in these procedures to work in their best interests
  • all staff have a working knowledge of key policies, for example behaviour, safeguarding, Keeping Children Safe in Education (KCSIE) and understand that it is good practice to question procedures?

Discussion prompts and evidence of impact

  • There is a clear culture among adults that safeguarding is everyone’s responsibility and all staff understand exactly what role they play in keeping CYP safe. All staff can clearly articulate what they would do if they were worried about a CYP.
  • The names of the school’s Designated Safeguard Lead (DSL) and any deputy DSL are on display across the school and are known by all staff and CYP. The pastoral team is well known and accessible to all CYP.
  • All staff are attuned to subtle differences in presentation that may signal a pastoral or safeguarding concern.  Staff feel equipped to listen actively and with empathy to the CYP and provide appropriate updates to the DSL when necessary.
  • The DSL leads whole school safeguarding training, at least once a year, which is tailored to reflect the needs of the CYP whilst remaining in line with KCSIE.
  • The child protection and safeguarding policies reflect the school’s uniqueness and provision. The policies are understood thoroughly by CYP and parents.  
  • Safeguarding audits or recommended self-evaluation tools are completed annually and any actions from previous years are addressed in a timely fashion.
  • The nominated governor(s) regularly monitors child protection, safeguarding and health and well-being across the school.  The senior leaders for behaviour, attendance and safeguarding can demonstrate that the school makes effective provision for all CYP and can describe how their role contributes to CYP’s positive outcomes.
  • There are systems in place to ensure CYP feel safe. CYP report in surveys they feel safe and know what to do if they wanted to share their worries or concerns. A whole school approach to developing CYP’s’ knowledge, skill, attitudes and values related to and education for safeguarding is clearly evident.  The school acknowledges the demographic within the CYP population and takes steps to ensure those in minority groups can honestly contribute their voice, in an easy and safe way.
  • Members of disadvantaged groups and from the Black, Asian, Minority Ethnic (BAME) community are pro-actively supported to contribute meaningfully to surveys and CYP voice using different methodology if appropriate.  It is acknowledged that their contribution, if negative or difficult for staff to read, could lead to reprisals that other CYP wouldn’t experience. This is taken into account and sensitively handled by staff collecting the data.
  • A whole school approach to safeguarding is evident throughout the school ‘curriculum’. Please see West Sussex Education for Safeguarding Curriculum.
  • CYP who may need Early Help, or who are at risk of harm, or have been harmed are identified swiftly and get the help they need.
  • CYP who maybe Children in Need (CIN) have support from Early Help; those suffering from harm or at risk of suffering from harm are referred to Multi Agency Safeguarding Hub (MASH) in a timely fashion in accordance with safeguarding policy and procedures. All staff should be aware that mental health problems can, in some cases, be an indicator that a CYP has suffered or is at risk of suffering abuse, neglect or exploitation.
  • Parents have high confidence in school safe-guarding provision. Key messages regarding safety of CYP are shared with parents.
  • The views of CYP with SEND, additional needs and those from disadvantaged groups are sought by trusted professionals and these CYP also state that they feel safe. The school uses data to understand the links between attendance and attainment for all CYP.
  • CYP are supported to lead risk assessment processes and take responsibility for ensuring that they are implemented safely.
  • For relevant settings, there is an effective Intimate Care Policy in use for those that need support in maintaining dignity.
  • Depending on setting, there is an additional touch policy outlining appropriate use of touch which is informed by the school sensory provision and is based on neuroscience evidence.