SHANARRI Wellbeing Indicators



Protected from abuse, neglect or harm at home, at school and in the community.


  • Consistent approach to lesson structures and discipline procedures adopted across the department.

  • Teachers are aware of pupils’ ASN requirements and know where to access support for them.

  • Teachers are aware of Guidance procedures within the school and know how to raise a concern and access support for a child.

  • Teachers feel that they have sufficient information from Guidance on a child’s wellbeing.

  • Teachers are aware of the school’s anti-bullying policy and monitor changes in their pupils’ mental and emotional wellbeing. Teachers keep records of this and know how to report concerns to Pupil Support.

  • Teachers understand their responsibility in reporting concerns about a child (for example, suspicion of abuse at home, exposure to drugs,etc) and know what to say to pupils should a child approach them about such an issue.


Having the highest attainable standards of physical and mental health, access to suitable healthcare and support in learning to make healthy, safe choices.


  • Pupils demonstrate age appropriate language and communication skills.

  • Teachers meet the emotional and developmental needs of all learners.

  • Pupils are aware of the health benefits in engaging in specific subjects (for example, Music, Art, Technology, Computing, Languages, etc)

  • Measures are put in place to reduce the stress of learners.

  • Parental engagement is encouraged (letters, Google classroom, etc)

  • Pupils are able to express feelings appropriately

  • Age appropriate physical development is observed.

  • Teachers know how to report concerns with regards to a child’s diet, weight, hygiene, physical development, physical appearance, mental wellbeing, evidence of substance misuse.

  • Specific promotion of health within the PE and HE departments.


Being supported and guided in learning and in the development of skills, confidence and self-esteem, at home, in school and in the community.


  • Attendance is monitored via Seemis and paper registers.

  • Pupils are positively engaged in learning.

  • Pupils respond to additional support.

  • Pupils follow class routines and work both independently and as part of a group. Examples of activities to promote the social skills of pupils (cooperative learning, interdisciplinary learning opportunities, vocational or life skills, reciprocal reading, etc).



Having a nurturing place to live in a family setting, with additional help if needed, or, where possible, in a suitable care setting.


  • Concerns about a child’s basic needs are recorded and reported (clothing, hygiene, etc).

  • Concerns about a child’s emotional attachment and appropriate boundaries are recorded and reported.

  • Measures are in place to improve positive learning and reduce harmful behaviours.

  • Measures are in place to develop the pupils’ self-esteem.


Having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, at home, in school and in the community.


  • Departments highlight the importance of physical activity in improving the health and mental wellbeing of pupils within their curriculums.

  • Classroom activities which engage pupils in group work and allow the teacher to observe age appropriate social skills.

  • Interests and talents of the pupil developed through opportunities and encouragement.

  • Pupils’ sense of achievement is promoted through belonging to extra-curricular groups. How departments track and monitor this.

  • Promotion of physical activities in departments where appropriate. 


Having the opportunity, along with carers, to be heard and involved in decisions that affect them.


  • How pupil voice is used and encouraged within departments (evaluations of coursework, reporting issues to the Pupil Forum, etc)

  • How pupils are actively involved in decision making processes within departments

  • How departments work with Pupil Support to resolve problems/conflicts

  • How departments show care and respect for pupils

  • How an inclusive ethos is developed within departments

  • How teachers teach pupils about dignity, respect, privacy and personal space

  • Anti-bullying strategies and how staff record and report instances of bullying

  • Use of praise within departments (praise walls, certificates, posts on Google classroom, etc)




  • How good behaviour is promoted within departments

  • How classroom activities provide opportunities for pupils to develop social skills. How staff model these to pupils.

  • Use of restorative practice to help pupils to accept responsibility for their actions/behaviour and make positive choices.

  • How pupils are supported in planning for their future.



  • ASN requirements are in place for all pupils.

  • Teachers know how to access support from the Pupil Support department, Guidance staff and classroom assistants to support learners’ progress.

  • How departments promote pupil voice and use this to make visible changes in learning and teaching.

  • Teachers model social skills and allow opportunities for pupils to develop these within the classroom.

  • Specific strategies to discussing issues of race, discrimination, bullying, moral decisions and mental health within departments.

  • Teachers understand how to record and highlight concerns to Pupil Support.




St Peter the Apostle High School, 
Kirkoswald Drive,
G81 2DB

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