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As UNICEF reports that 700 million days of education could be lost this academic year in the UK, Jon Murphy, NACE Associate and recently retired headteacher of Llanfoist Fawr and Llavihangel Primary Schools Federation, reflects on the need to focus on social and emotional wellbeing as schools prepare to return, and asks if the focus on health and wellbeing in the new Curriculum for Wales could be helpful to all schools.

Over a shockingly short timescale we have become all too familiar with a vocabulary that was most certainly not part of our daily conversation only a few months ago. “Lockdown”, “social isolation” and “social distancing” have become common parlance regardless of age, occupation or the part of the world in which we live. The coronavirus has undeniably changed the world as we know it. As we learn to live with the consequences of COVID-19 and the “new normal”, and as we start to contemplate a return to school, we will be teaching children to use and apply these new concepts to ensure the continuing safety of all. Like no other period in history, we will be sharply focusing our work to ensure the health and wellbeing of children and young people is secure. Not an easy task when children are naturally gregarious and demonstrative, and when their basic instinct is to be tactile with their peers, particularly the youngest of our charges.

Backed by support and resources from schools, commendable efforts have been made to home educate children. Anecdotally we know there has been considerable variance in the provision made, and there has been a very definite re-affirmation that there are few substitutes for a classroom staffed by qualified professionals. As children return to school, they will be at very different stages in their readiness to learn.

Backed by support and resources from schools, commendable efforts have been made to home educate children. We know there has been considerable variance in the provision made, and there has been a very definite re-affirmation that there are few substitutes for a classroom staffed by qualified professionals. The DfE last week published school case studies presenting a range of emerging practice. As children return to school, they will be at very different stages in their readiness to learn.

Layers of trauma and “the unseen monster”

Without doubt, young people will relish the social interaction of being with peers again. However, there will also be challenges after an unprecedented prolonged period spent out of school. For months many children have been kept at home, told that this is a safe sanctuary and the world beyond is not. Children are incredibly perceptive. Some will have absorbed the stress and fear of their parents and carers, adding to their own insecurities. Some could be painfully aware of the financial impact the virus has had on family income, adding yet another layer of trauma.

When children are integrated back into society and school, many will be taking tentative steps filled with trepidation, re-entering a world which was for so long seen as a place of danger. As they leave their families for the first time, some will fear for their parents or carers, many of whom are employed on the frontline as key workers.

Swiss psychologist Jean Piaget, renowned for his work on child development, simply but very profoundly stated: “children think differently to adults”. With this in mind, we should be aware of how children might perceive COVID-19 and what role we can play in school to mitigate any negative impact on their emotional wellbeing. More able learners may well be able to grasp and understand at an abstract level what the virus actually is. Meanwhile for learners still operating at a concrete level, particularly the very young, the virus is a mysterious thing that they can’t see, smell, taste or feel. It remains something that in their imagination can be conjured up in so many manifestations. Film directors of the horror genre are very aware that the unseen monster is far more terrifying than anything that is visible.

Preparing for a safe return to school

This week the DfE released plans for a phased reopening of schools in England from 1 June at the earliest. Meanwhile Welsh Government has launched the Stay Safe Stay Learning initiative, with Education Minister Kirsty Williams setting out five principles to guide thinking about a safe return to education. The first principle, quite rightly, is the health, safety and emotional wellbeing of children, young people and staff.

COVID-19 has dominated life all day every day for the past few months and we should be under no delusions about its long-term impact; as such we need to be prepared to plan long-term. Safeguarding the health, safety and emotional wellbeing of all in our school communities will be both an immediate and long-term priority; school doors will not open again without planning and preparation for what will be a carefully considered and measured transition back to school life.

Children’s experience of school life is going to be vastly different to what they were used to before school doors were forced to close so abruptly. When schools recommence, we will have to teach them a whole new set of sophisticated behaviours and values relating to social distancing and peer interaction. As stated by the Welsh Minister, physical, mental and emotional health is more important than anything at the moment – an area which had already been brought to the fore in the new Curriculum for Wales.

Bringing health and wellbeing education to the fore

Previous to the pandemic, schools in Wales had been charged with reimagining the educational offer for children and young people through development of the new curriculum. One of the six Areas of Learning and Experience (AoLEs) that will constitute the new orders is Health and Wellbeing, an area that will take centre stage when schools return. Welsh Government sees this AoLE as an area that “will help to foster a whole-school approach that enables health and well-being to permeate all aspects of school life”. The component parts of this AoLE – development of physical health, mental health, and emotional and social wellbeing – must be core to the education of all children on their return to school. Initial provision will need to focus on transition activities that support social and emotional literacy; we cannot even begin to teach the academic subjects until emotional wellbeing is secure.

Currently, alongside the task of teaching, education professionals in Wales are planning for the new curriculum and testing new ways of working for the future. It would seem prudent, considering the current health crisis, to bring their vision for the new curriculum into sharp focus now and to prioritise and even accelerate the development of the Health and Wellbeing AoLE. There is an urgent need to plan for a series of activities and experiences that rebuild children’s confidence and resilience in light of what has now become a part of their daily lives. We must teach them how to live with the pandemic and the part they must play to keep themselves and others safe. Now is the time to be innovative and to reimagine this element of the curriculum because now is the time that it is most needed.

Moving forward: a stronger, wiser generation

It is said that stopping the pandemic is “the most urgent shared endeavour of our times”, and one thing is for sure: when children return to school their health, safety and wellbeing is being placed in the capable of hands of a workforce that will help them learn to interact and exist in a changed world. Schools who made the investment of training staff in emotional literacy initiatives such as Thrive and ELSA will reap the benefits of being able to provide support for the most fragile of those returning to a world that can now seem especially frightening and uncertain. We can take heart in knowing that most learners are innately resilient and will adapt with few problems as schools evolve. We have the tools with the Wellbeing AoLE to be able plan and offer the best provision for keeping all in school safe. The principles and rationale behind the AoLE are sound and the present is the time we would benefit most from the best practice it advocates. As we help children to adapt to a different way of life, who knows, we may even nurture a generation of learners who will be inspired to go onto careers of caring for others or even to be the innovators that prevent such a crisis happening again.

The shadow cast by COVID-19 has forced children to grow up very quickly. It has already stolen a significant portion of their schooling, and we must not allow it to rob them of their precious childhood. As educationalists we are in the privileged position of guiding children as positively as we can through this unprecedented period of history, so they emerge stronger, wiser, safer and more conscious of health and wellbeing than any generation that has gone before.

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.

At the 2017 Pupil Premium Awards, NACE member Fullhurst Community College was celebrated as a regional champion for its success in raising attainment for those from disadvantaged backgrounds. Deputy principal Tom Hague, who oversees the school’s pupil premium strategy, outlines the key factors behind this success.

While innovative, our approach to pupil premium is also simple, in that it’s grounded in good teaching and learning. We believe the most important factor is what goes on in the classroom, and this is backed up by research – but we also recognise the significance of other factors, such as attendance, behaviour and wellbeing. We take a “marginal gains” approach, trying to remove as many small barriers as we can for pupils, so they can do well academically.

Over half of our students qualify for pupil premium. As the majority, this group is always at the forefront of teachers’ minds, and the expectation of these pupils has to be high, because the school’s success is based on theirs. Though typically on entry our students start below the national average in terms of attainment, they still need to reach the highest levels to have the best prospects – and our disadvantaged more able learners perform above the national average for their group.

Combining external and in-school research

We use a simple software, MINTclass, to identify and track disadvantaged students. When underperformance is identified, we intervene rapidly, giving priority to these students in classroom interactions. We also ask teachers to mark these students’ work first, to ensure they receive timely feedback, and to keep them at the fore of teachers’ minds.

The data we track is not only shared with staff, but also with learners. Visual displays in each classroom show performance against targets, focusing on progress rather than attainment, with the aim of motivating students to keep improving.

Evidence from external sources is also used to inform our pupil premium strategy, including research published by organisations such as the Education Endowment Foundation, DfE white papers, and the work of previous Pupil Premium Award winners. Such research has led us to run CPD on effective feedback, re-evaluate our use of teaching assistants, and even make changes to the way we reward students. However, external evidence is always approached with caution; we are aware that any single intervention will not necessarily work in every context.

Within school, we encourage our staff to engage in research projects, with the intention of raising standards for our students. Recent examples include a project by our Embedding Literacy Leader, evaluating the effectiveness of different reading schemes and subsequent outcomes among students. Such research is showcased in our weekly teaching and learning staff briefing, disseminated by faculty leaders, and uploaded to our staff VLE, so it informs our teaching and learning strategy going forward.

In-school research by one of our Curriculum Leaders focused on effective teaching and learning strategies for more able disadvantaged students, and identified modelling as particularly effective for this group. For example, instead of just giving students a practice paper and then marking it, we break the paper down into chunks. Students are given time to work on a section, then the teacher models the process of answering each question – showing them how the answer is arrived at, how to set it out, and so on.
 
The modelling approach has worked well in maths, English and science, and we plan to spread it across the whole school – not just for revision and exam preparation, but more widely. This will be one of our main strategies for all students, with a particularly high impact expected for the more able disadvantaged.

Removing barriers to achievement

Being a member of NACE has complemented our intention to continue to drive standards up for more able learners, both in the classroom and from an enrichment perspective. One such benefit of our NACE membership has been CPD, which has helped our more able coordinator to inform the planning and delivery of our More Able Programme. The online resources provided by NACE have been used across faculties within the school, and the research featured on the website has aided our development of teaching and learning for more able learners.

Part of our pupil premium funding goes towards CPD. The funding also covers our More Able Coordinator role, which focuses on support for more able disadvantaged learners, building cultural capital as well as academics. This includes a series of Year 7 projects which students present to parents each half term, and a Year 9 project with The Brilliant Club.

Careers guidance is another major focus in our support for disadvantaged more able learners, with the aim of raising their aspirations. Our full-time lead on enterprise and employability works with all students, with priority given to the more able disadvantaged to ensure they receive bespoke advice.

Beyond this, we try to remove as many additional barriers as we can. In the past year we’ve worked with the Education Endowment Foundation on a research project they were evaluating, running a project to educate our students on good sleep patterns and the importance of sleep. Another example involved reaching out to Specsavers after realising many of our students were reporting difficulties seeing the board; this led to Specsavers developing a free eye-screening kit which is now used by schools across the country.

Our recent success at the Pupil Premium Awards is recognition for the work we’re doing at every level in the school, involving all members of staff. It’s proof that the available research and guidance are effective, and that those marginal gains really add up.

Tom Hague is a deputy principal at Fullhurst Community College in Leicester. Tom leads on outcomes and curriculum, including the use of the pupil premium. Tom joined Fullhurst through the Teach First programme, and recently also completed the Future Leaders programme with Ambition School Leadership.