Leadership and Management

Providing visible senior leadership for emotional health and wellbeing is essential when establishing a 'whole school approach' to mental health

Key question: How is the school providing visible senior leadership for emotional, mental health and wellbeing?

Checklist: Senior Leadership in school should:

  • model positive wellbeing and promote staff wellbeing
  • have a shared understanding of what wellbeing means and develop this into a mission statement
  • lead the development of a Wellbeing Action Group (WAG) that involves staff, pupils and parents who can champion, implement and embed policies into practice.
  • develop policy that has children’s wellbeing at the centre including safeguarding, PSHE, behaviour and bullying policies. You can view an example policy and guidance, here.
  • lead curriculum planning includes ways to promote wellbeing
  • ensure the school has a lead governor who can champion organisation-wide practices. 
  • have good knowledge of specialist children and young people’s mental health services
  • provide opportunities for designated champions to attend specific training and CPD

Activities for developing good leadership and management:

  • Run a workshop to develop an understanding of what wellbeing means for your setting and share with the school population and the wider community 
  • Produce a briefing for governors, parents and all staff about the whole school approach to wellbeing
  • Ensure 'wellbeing' is a standing item on staff and SLT meetings
  • Draw up a programme of wellbeing training for the Wellbeing Action Group to include; LIFEbeat, emotion coaching and Wellbeing Framework sessions.
  • Ensure staff INSET days include ways to promote wellbeing for staff and pupils 


Ofsted expectations

Schools have to demonstrate how effectively leadership and management enable all pupils to overcome specific barriers to learning, for example through effective use of the pupil premium and sports premium, and the extent to which leaders and managers create a positive ethos in the school.


The framework also specifies that schools should demonstrate capacity for further improvement, for example by working in partnership with other schools, early years providers, external agencies and the community; as well as by engaging with parents.