Tracking and Monitoring Health and Wellbeing Springfield Primary

Tracking and Monitoring Health and Wellbeing Springfield Primary School and Bonnytoun Nursery

Our Strategy “Our vision, values and aims reinforce a community of health and wellbeing. The health and wellbeing of our pupils and staff is paramount. We believe that positive health and wellbeing allows our staff to teach at their best and our pupils to be in a favourable place to learn. Our approach to Health and Wellbeing permeates through our work with families, partners and into the wider community. Health and Wellbeing is part of our continuous cycle of self-evaluation and improvement. It infiltrates our curriculum and underpins our approaches to raising attainment and achievement across school. ” Springfield Primary and Bonnytoun Nursery School Health and Wellbeing Strategy 2019 -2020

Health and Wellbeing: the responsibility of all Everyone within Springfield and Bonnytoun’s learning community, whatever their contact with our children may be, shares the responsibility for creating a positive ethos and climate of respect and trust – one in which everyone can make a positive contribution to the wellbeing of every child.

Health and Wellbeing: the responsibility of all Our role as practitioners: Establishing open, positive, supportive relationships across the school community, where children will feel that they are listened to Creating an environment where children feel secure in their ability to discuss sensitive aspects of their lives Promoting a climate in which children feel safe Modelling behaviour which promotes health and wellbeing and encouraging it in others Using learning and teaching methodologies which promote effective learning Being sensitive and responsive to the wellbeing of each child

Tracking and Monitoring Approaches How we track and monitor children’s health and wellbeing: Ongoing reflection by the child (termly self-reporting) Ongoing daily observations of each child Use of weekly reflections at some stages of school Protected time for 1 -1 dialogue (Bubble Time) Using information gathered through existing whole school approaches (profiling, learners reflections, pastoral notes) Information from parents/carers Information from other partners or outside agencies

Profile of a Springfield Learner How we ensure we know our learners and cater for their unique needs, strengths and areas for development: Class-based assessments against Cf. E benchmarks Standardised assessments, e. g. SNSA Professional judgements by staff Class attainment meetings between teaching staff and SLT Tracking personal achievements in/out of school Dialogue on parents evenings and end of year reports Ongoing feedback from staff, peers and at home Ongoing analysis of pupil work

Wellbeing Indicators

Gathering and Analysing Data (Termly) Children’s ongoing reflection on their health and wellbeing using wellbeing indicators Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible, Included Carried out on a termly basis Nursery to P 3 using smiley face form P 4 to P 7 using online questionnaire Follow-up conversations with class teacher and SLT where appropriate

Termly self-reporting from nursery – P 3

Termly self-reporting from P 4 – P 7

Gathering and Analysing Data (Weekly) Some classes carry out weekly reflections Each child using a ‘Reflection Diary’ Self-evaluation of their learning from the week Mini wellbeing webs to self-report completed at the beginning of this Class teacher gains a quick snapshot and can intervene where necessary Follow-up conversations take the form of ‘Bubble Time’ in classrooms

Mini wellbeing webs used as part of weekly reflections

Gathering and Analysing Data (Daily) - The Incredible 5 Point Scale Implemented whole-school use of the ‘Incredible 5 Point Scale’ during 2017/2018 session Approach supports the ongoing daily tracking and monitoring of children’s health and wellbeing Unpicking and understanding triggers and seeing behaviour as a form of communication Each classroom has scale displayed where children can move their name/picture to reflect how they are feeling Each child has individual ‘Chill Skills’ and strategies to de-escalate, self-regulate and manage their emotions Class teachers monitor changes and use ‘Bubble Time’ where appropriate

‘Chill Skills’ tray P 3’s Incredible 5 Point Scale P 5’s Incredible 5 Point Scale

Learner Conversations – Bubble Time Developed use of our 1 -1 wellbeing conversations from P 1 -7 These take the form of ‘Bubble Time’ 5 minutes of protected time to speak to a trusted adult Used to follow-up on termly questionnaires, weekly reflections and moving of names/pictures on ‘Incredible 5 Point Scale’ All children given this opportunity as some may not communicate any issues via their questionnaire, weekly reflections or ‘Incredible 5 Point Scale’

Early Learning and Childcare Setting Bonnytoun Nursery School Use of wellbeing indicator visuals/characters puppets Focus on one wellbeing indicator at a time according to children’s interests, e. g. “We are Nurtured” (Nancy Nurtured) related to care of Nursery’s guinea pigs Regularly have wellbeing assemblies focusing on wellbeing indicators in school Nursery have a pupil-led Health and Wellbeing committee supported by a nursery practitioner; children create a floor book which they share with

oger’ – R e l b i s ‘Respon ompleting c children endently, dep tasks in e dishes h t g n i o e. g. d ‘Achieving Archie’ – tree of recent achievements ‘Everyo ne Include d’ – sharing , ta turns, w king orkin togethe g r

‘Healthy Hector’ – drinking water, milk and eating healthy snacks/lunches jay’ – n a S e f ‘Sa w to o h g n i n lear. road g. e , e f stay sa risk safety, lay p n w o ing assess ‘Nurture Nancy’ – d lo after our oking pe and guin t fish ea pigs, Jack an d Victor

Health and Wellbeing display with wellbeing indicator icons and names

Other Examples at Springfield and Bonnytoun Nursery Care Inspectorate rating of ‘Excellent’ for Pupil Care and Support – 2018/2019 Assemblies focusing on wellbeing indicators and school values Key part of monthly newsletters in both nursery and school Strong regard for wellbeing of all staff Annually survey both nursery and school parents/carers to gather views ‘You Said, We Did’ display and documents Learning and teaching covers all six organisers throughout session Regularly updating resources to support effective delivery of this – Emotion Works Staff working group focused on developing Health and Wellbeing curriculum Health and Wellbeing pupil voice committees in both lower and upper school Teaching to indicators flagged in termly questionnaires, e. g. focus on ‘Achieving through sport’