St. Paul’s N.S

School Self Evaluation 2022-2023

“Wellbeing is present when a person realises their potential, is resilient in dealing with the normal stresses of their life, takes care of their physical wellbeing and has a sense of purpose, connection and belonging to

a wider community. It is a fluid way of being and needs nurturing throughout life” WHO (2001)

Key Principles:

Child/Young person-centred:

The wellbeing needs and the best interests of our children and young

people are a central focus of this policy. This requires us to respect and value the voice of children and young people and foster their belonging and connectedness to the school community. This ensures a sound developmental base for present and future wellbeing, as well as academic achievement.

Equitable,fair and inclusive

 All children and young people need access to equitable, fair and inclusive

opportunities to develop their wellbeing, in ways that are responsive and suitable to their particular needs and contexts. Practices need to be tailored, responsive and relevant, building on the existing strengths of children and young people, school staff, families and school communities. This means that practices will vary across schools and centres for education and from student to student. 

Evidence-informed: 

This policy promotes the use of evidence-informed practice, which brings together local experience and expertise with the best available evidence from research. It acknowledges that what works in one context may not be appropriate or feasible in another.

Outcomes focused:

This policy promotes continuous improvement practices and the use of data

relating to outcomes to guide practice in our schools in relation to the promotion of wellbeing for all children and young people. This policy and framework for practice will ensure the use of a self-reflection process for the identification monitoring and review of outcomes.

Partnership/Collaboration:

 The wellbeing of our children and young people is a shared responsibility.

Working  in  partnership with  other  departments  and  agencies  is  key  to  ensuring  this  policy  is implemented.

This plan records the findings of our evaluation of wellbeing and how it impacts teaching in our school and our current improvement plan, including targets and the actions we will implement to meet the targets which we have decided on.

• The focus of this evaluation.

 We undertook self-evaluation of well-being in the school during the period September 2022 - June 2023. We looked at the four key areas as part of the well-being framework for schools.

• Culture and Environment,
• Curriculum Teaching and Learning,
• Relationships and Partnerships
• Policy/Planning.

Statement(s) of Effective practice for all: The wellbeing of the whole school community is central to the school’s ethos/mission statement and school leaders and management actively promote wellbeing.

Statement(s) of Effective for some and a few: The school demonstrates commitment to identifying, including and providing targeted supports for children an young people experiencing barriers and challenges to wellbeing and learning.

Key Areas: Indicators of success

• Children young people and staff experience a sense of belonging, feel safe, connected and supported
• The creation of a student council in St. Pauls so the voice of the pupil, is heard and lead to improvements in school culture and ethos.
• The creation of Wellbeing Activities throughout the year to ensure that staff consider and prioritise their own health and wellbeing.
• To enable staff students, parents and school community through a Wellbeing Week and ongoing Wellbeing activities throughout the year, that wellbeing is a priority in the school and is everybody’s business.

Findings:

2.1: Strengths

List the main strengths of the school in teaching and learning.

• Pupils have the necessary knowledge, skills and attitudes required to understand themselves and their relationships
• Pupils demonstrate knowledge, appropriate to their stage of development, of their own behaviour as individuals and as members of a group.
• Pupils demonstrate an enquiring and openminded attitude towards themselves and those around them.
• Pupils grow as learners through respectful interactions and experiences that are challenging and supportive
• Interactions among pupils and between pupils and teachers are very respectful and positive, and conducive to well-being.
• Relationships and interactions in classrooms and learning areas create and sustain a cooperative, affirming and productive learning environment.
• Pupils contribute their opinions and experiences to class discussion with confidence.
• They are respectful of and interested in the opinions and experiences of their classmates.

2.2. This is how we know

• Correlation of data from Wellbeing Questionnaires from the pupils, parents and staff
• Pupil Voice through student council
• Teacher observation

2.3 This is what we are going to focus on to improve our practice further

On examining the results we found some key areas to work on as a school community in relation to Wellbeing

• To look for and listen to children’s opinion when developing school policy and planning (64.1%)

• To prioritise staff to consider their own health and Wellbeing (54.4%)

• To promote a culture of Wellbeing as a priority for the whole school community (72.7%)
• To communicate with parents when things are going well for their child   (61.5%) for parents (72.7% staff)
• To provide more opportunities for music, sport, drama dancing etc (74.4%)

Success will be measured using data collected at the end of the year from/through consultation with children, parents, and staff in academic year 2023-2024

1. Our improvement plan

On the next page we have recorded:

• The targets for improvement we have set
• The actions we will implement to achieve these
• Who is responsible for implementing, monitoring and reviewing our improvement plan
• How we will measure progress and check outcomes(criteria for success)

As we implement our improvement plan we will record:

• The progress made, and adjustments made, and when
• Achievement of targets (original and modified), and when