Impact statement:

Whilst Woodlands is a school which has always had the wellbeing of the whole community at its heart, the Award process has been a means of them discovering how to be ‘even better’ and of celebrating all that they have done, and continue to do, to ensure that wellbeing remains a key feature of their best practice. The behaviour witnessed during the verification visit was exemplary and clearly showcased the excellent work that the school offers in the field of emotion coaching. The walking bus scheme which brings over 100 children into school every day, which has resulted in a great improvement in regular attendance. Through the walking bus scheme, the staff have no hesitation in knocking on doors to ensure that children join the ‘bus’ and the school has even supplied alarm clocks to parents who have trouble waking up in time! The main strength witnessed at Woodlands was most definitely the passion for wellbeing and positive mental health. The verifier of the Wellbeing Award for Schools was overwhelmed by the wonderful care and support they deliver to the whole community on a daily basis and in awe of their determination to improve the life chances of their pupils. Key impacts include but not limited to:

• The school are committed to supporting parents. One mother told the award verifier that she has had ‘ridiculous amounts of support’ going on to say that even on her worst days when she might arrive at school in tears and wrestling with a child having a meltdown, the ‘school has always been there for us – they seem to know how to help and make things better.’
•  Parents unanimously confirmed that that would have no hesitation in coming into school to talk if they were feeling overwhelmed or wished to discuss their mental health and wellbeing.
• Staff went on to tell the award verifier about how there is a very strong staff voice at the school and how the marking policy and behaviour policy have been revised as a result of ‘relaxed conversations on wellbeing at staff meetings.’
•  Regulation stations were introduced to help children express their feelings which really helps staff to approach tricky conversations with parents and other staff too. Staff told the award verifier how they use restorative conversations to encourage children to reflect on issues that have occurred and how they often use their own feelings to help the children talk more easily. 
• Children at the school were confident and eager to express their understanding of mental health. Once child went on to say that 'mental health is about how we feel on the instead and how we act on the outside because of this'. A Year 6 girl told me that 'we have physical health to look after out bodies and mental health is just as important. Mental health is knowing what strategies to use to help your brain get a rest'.
   

Headteacher comments:
'The award recognises the work that we have done, so far, to support emotional wellbeing and positive mental health in our school community and provides a sound basis for our plans for further development. It has been a long and demanding process, but one which has allowed us to reflect carefully on all aspects of our pastoral care and to think creatively and strategically about what comes next. The award required us to look at the School’s vision and structures, to consider how we support the whole community in promoting positive mental health, and to ensure that we have a clear plan to continue doing so over the coming years.'
Jo Duncombe