The following achievements of the school reflect the school’s focus on staff development and staff health:
The Head teacher saw that joining the Well-Being Programme was another way to reflect on the current practices within the school and help to inform the strategic way forward for the school. He felt that while they had well-established support mechanisms in place, the Programme including the Employee Assistance Line, would give another point of contact for staff. One of the strengths of the Programme in his view, was that it is voluntary and non-statutory, and focuses on staff in a way which complements IiP, Healthy Schools and workforce Remodelling.
The time between Phase 1 and Phase 2 has seen significant changes for staff e.g. changes to the school day which have impacted on meetings and how they manage their time.
All work throughout the Well-Being Programme has been supported by a process of consultation and communication about changes that have been made and are planned for future implementation. This process is supported by the Well-Being Facilitator. The Facilitator is a member of the support staff and a staff governor and has also become a member of the school’s management team since she began her role in the Well-Being Programme.
The good informal social structures in the school also support these changes and have helped staff, including the leadership team, through a difficult time for the school. This was a time when the Head teacher considered that their fundamental professional judgments were being challenged. These existing structures - a meeting for staff to air their strong feelings and the awareness raised by the Programme – have contributed to acknowledging the staff’s needs.
The feedback from the first OSRM indicated that getting a better work-life balance and improving aspects of communication were the priorities from the staff. The OSRM for Phase 2 coincides with the school’s Development Plan review so that outcomes can be incorporated in the school’s strategic plan.
Through discussion and in response to solving identified issues related to managing pupils’ needs and creating space for meetings, there was consultation with all stakeholders to change the timing and format of the school day. Principles were agreed such as split lunch breaks for Key Stage 3 and 4 pupils, and the need for an extra-curricular end of school activity which the pupils enjoyed and were totally engaged in.
Changes have been made to the original plan in response to staff raising issues since implementation. The issue of co-ordinator time and Planning Preparation and Assessment (PPA) time is still to be addressed for implementation in September 2005. A positive impact on staff is the control they have over managing their time on the two days their contact time finishes at 14.30.
Prior to joining the Well-Being Programme the staff were a mutually caring group, who readily provided support for each other. The Programme clearly endorsed this and encapsulated the leadership team’s personal beliefs that it is important to support people at all times and especially when life is difficult.
The Head teacher is looking to consult staff on ways to further address workload issues and work-life balance during their time in school. The Head teacher will also include himself in his discussions with governors. The outcomes of the Phase 2 OSRM will be both a comparison with Phase 1 and give the school the opportunity to move on in addressing longer term solutions to staff wellbeing.