Hertfordshire Well-being Programme Case Study

Southfield MLD School, Hatfield

School No: 665

Introduction

Southfield School joined the Hertfordshire Well- Being Programme in February 2004 and between then and April 2006, staff completed three Well-Being surveys.  This case study outlines how the staff were able to build on an already high level of staff well being and embed this into the culture of their school. 

The school had already achieved the Investor in People standard and the headteacher considered that the Well-Being Programme would complement this work and sit very comfortably with Workforce Re-modelling and their aim to improve worklife balance.  The Headteacher saw the Programme as being a developmental process that would focus on the identified needs of all staff and would not be  just a package with a badge.  He felt it would have a continuous influence on what staff were doing.

Contextual Information

Southfield  is a purpose built primary school for children with moderate learning difficulties.  The school also has a class for children with autistic spectrum disorders.  It has eighty places for children aged 4-11 years from a ten mile radius around Hatfield.  There are 13 teachers and 18 support staff on roll.

The Process

The two Well-Being facilitators were self-nominated. They worked well together and were particularly interested in PSHE. Both were concerned about people’s welfare and both felt this was important.  Their involvement and attitude to the Programme has had a major impact on it’s success at Southfield. 

After attending training, the facilitators introduced the Programme to the rest of the staff at a briefing session.  Initially staff were interested but not exactly excited about another new initiative. A large dose of ‘tlc’ was needed to get things going.

Time was allocated for each member of staff to carry out the survey and help was at hand in case this was needed.  Thirty three out of a total of thirty eight staff took part in the first survey.

After the survey feed back from the County Co-ordinator, two separate meetings were held, with both facilitators in attendance, to give this feedback to the other staff. Staff priorities for development included improved communication, more effective organisation and improved work/life balance. These priorities were fed into the School Improvement Plan.  No formal action plan was written.  This gave the staff the freedom to adapt to need.  They had a list in mind and knew the issues they needed to address.  Improving communication was high on this list together with creating closer links between teams.  Keeping staff aware and involved was an important part of the facilitator’s role.

Governors were informed from the start and were given a summary of the survey outcomes and future progress through the headteacher’s termly reports.

Links were made with other school documents such as the SIP and the SEF.  One of the facilitators is a member of the SLT and this enables well being issues to be further discussed at a more senior level.

Staff well being has never been  a separate concern.  It is discussed in many areas of school life and at a variety of staff meetings.  Improving well being is part of the school’s day to day existence.

The second and third surveys carried out in April 2005 and 2006 enabled staff to measure the improvements they had made in every section of the survey and realise that it was possible to build on already high levels of staff satisfaction.

Outcomes and Impacts

Communication improved through the whiteboard in the Staff Room which is used for daily notes.
A weekly written briefing sheet is circulated and an ideas box is in the staff room. 

All meetings have a clear agenda and outcomes are posted on the schools internal network together with any other well being documents.

Duty rotas have increased involvement of the staff rather than having this imposed on them.

The support staff have twice termly meetings with agendas and minutes. This has improved communication and helped create closer links between the teams.  The transition of children between classes is now more effective.

The Well-Being survey is seen as a valuable self evaluation tool and well being issues are incorporated into the school’s annual review.

Staff  consider the Well-Being Programme to be a process that allows them to decide what they want to improve. They agree it is flexible enough to allow them to identify their own needs and to work in ways that suit them. They are able to see the value of what they are doing in many small areas rather than one large one.

Well-Being awareness is now very much part of the school culture and is referred to frequently.  When making any decisions or changes, staff always consider the impact this action will have on the well being of those involved.  This approach has created a well being ethos throughout the school and affects how all new initiatives are managed.

The Future

It is hoped to introduce performance management reviews for all staff.  This is currently in place for teachers and teaching assistants.  The new format will include well being targets.

Well Being information is to be included in the school’s induction programme.

Governors are fully aware that the school uses the Well-Being Programme to evaluate staff welfare and thus meet their duty of care.  A fourth survey will therefore be carried out in the autumn term when staff may possibly feel under more pressure than in the spring term.  The aim will be to get everyone to take part and get a 100% completion rate.

Comment from the Headteacher

“The Well-Being Programme has been very relevant to the school. It certainly helps in our self-evaluation process and improves staff performance and morale.  The Programme is now fully embedded into the culture and ethos of the school.  There are fewer stresses and strains through shared responsibility and staff absence is rare”.