Cliciwch yma i ddarllen yn y Gymraeg.

Estyn’s Mark Campion HMI shares key findings from the inspectorate’s recent report “Healthy and happy – school impact on pupils’ health and wellbeing”.

Tackling issues that affect children and young people, such as bullying, obesity and poverty isn’t easy for teachers. In school, it is the everyday experiences of pupils that have the greatest impact – positive or negative – on their health and wellbeing. In a new report, Estyn highlights the importance of giving consistently positive messages across all aspects of school life. Here, the inspectorate explores what it takes to help pupils be healthy and happy.

Pupils’ wellbeing has always been an area at the heart of our inspections. And as schools develop their areas of learning experience in readiness for the new curriculum, the focus on wellbeing will be even stronger. The new curriculum recognises that good physical, mental and emotional health and wellbeing underpins successful learning.

Our report brings together insights from a range of different sources, making for stark reading in parts about pupils’ own experiences including smoking, drinking and sexual health.

We found that in the best schools, messages about health and wellbeing in lessons, assemblies and in policies are consistent with pupils’ everyday experience.

Space to socialise, a nurturing culture, enjoyable opportunities to be physically active, timely pastoral care and positive work with parents are just some of the approaches that collectively support pupils to be healthy, confident individuals, ready to lead fulfilling lives.

A nurturing culture, where positive relationships enable pupils to thrive is essential to strengthen young people’s health and wellbeing. The little things that good teachers do like smiling and greeting pupils by name at the start of the day or an individual lesson should not be underestimated. They help pupils feel valued and encourage a positive mindset.

Consider whether the approach of your school is consistent across all aspects of its work. Does the school have:

• Policies and practices that ensure pupils make good progress in their learning?
• Leaders who ‘walk the talk’ about supporting pupils’ health and wellbeing?
• A nurturing culture, where positive relationships allow pupils to thrive?
• An inclusive community and ethos?
• Detailed knowledge about pupils’ health and wellbeing that influence policies and actions?
• An environment and facilities that promote good health and wellbeing, such as space to play, socialise and relax at break times?
• A broad and balanced curriculum that includes discrete, evidence-based learning experiences that promote health and wellbeing?
• Supportive pastoral care and targeted interventions for pupils that need additional support?
• Effective links with external agencies?
• Close partnerships with parents and carers?
• Continuing professional learning for all staff that enables them to support pupils’ health and wellbeing?

Inspiring good practice is highlighted through case studies in the report. In secondary schools, in particular, pupils’ day-to-day experience of health and wellbeing does not always match school leaders’ stated aims. But Eastern High School in Cardiff successfully improved the leadership of the school which had a notably positive effect on the culture and support for pupils’ wellbeing. Their culture recognises that young people are still developing physically, mentally and emotionally and that teachers have a responsibility to address the developmental needs of the whole child. The school also identifies that a teacher’s expertise lies in their understanding of how young people learn rather than simply their subject knowledge.

At Gilwern Primary School, Monmouthshire (a longstanding NACE member), the school’s approach to supporting vulnerable pupils has helped staff to better understand the reasons behind poor self-esteem or undesirable behaviour.

Health and wellbeing is an important feature in achieving the four purposes of the new curriculum in schools. Schools have the opportunity now more than ever to provide lifelong benefits to the children and young people in Wales.

The full report is available at estyn.gov.wales and recommends ways that schools, local authorities, regional consortia, initial teacher education providers and government can improve pupils’ health and wellbeing. Teachers and leaders can use the report’s case studies to inspire changes in their own schools.