SHANARRI Wellbeing Indicators

 

Safe

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

Safe

  • 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.

Healthy

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

Healthy

  • 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.

Achieving

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

Achieving

  • 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).

 

Nurtured

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

Nurtured

  • 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.

Active

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.

Active

  • 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. 

Respected

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

Respected

  • 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)

 

Responsible

Responsible

  • 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.

Included

Included

  • 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.

SHANARRI

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

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