• Schools should try to build in opportunities for staff to connect with colleagues and peers, providing check in spaces as appropriate, and areas for calm and relaxation within the school site.

• Staff should be supported and encouraged to regularly access appropriate network opportunities such as SEND RSHE Leads meetings, SMHL network and training events.

• All staff have access a range of CPD, training and learning that supports whole school health and wellbeing. 

• Schools should have at least one Mental Health First Aider and at least one Orange Button holder. 

• Evidence-based health & wellbeing campaigns, initiatives and approaches such as mindfulness, 5 ways to wellbeing, counselling, smoking prevention services, Somerset Drugs and Alcohol Service (SDAS) that support the health and wellbeing of staff and pupils are actively promoted.

• The school has clearly understood systems and review meetings to discuss and support the health and wellbeing needs of learners.

• There are opportunities for confidentially understanding workplace and staff health and wellbeing. 

• The school uses and promotes their Employee Assistance Programmes (EAP) such as Care First. 

•    Is there a workplace wellbeing charter in place?

•    Are there opportunities in place to assess the wellbeing of staff?

•    Are staff encouraged to reflect on their own health and wellbeing?

•    Is support in place to address health and wellbeing need in staff?

•    Is work life balance and self-care encouraged?

•    Does the senior leadership team model positive health and wellbeing? 

•    Does the setting support its staff to adopt positive wellbeing habits?

•    Are there CPD opportunities for staff to increase their knowledge of health and wellbeing and services to support their learners?

The following UNCRC (United Nations Rights of the Child) articles support this principle:

•           Article 3 - Everyone who works with children should always do what is best for each child.

The quality of teaching and learning is a key judgement area for Ofsted but is dependent on how well the school supports the development and wellbeing of staff:

• The importance of ensuring that all teaching staff benefit from appropriate professional development.
• The extent to which leaders take into account the workload and well-being of their staff, while also developing and strengthening the quality of the workforce.
• Staff consistently report high levels of support for wellbeing issues.
• Leaders ensure that highly effective and meaningful engagement takes place with staff at all levels and that issues are identified and dealt with appropriately and quickly. 

When assessing leadership and management, inspectors must consider the school’s use of performance management and the effectiveness of strategies for improving teaching. This should include the extent to which professional development is based on the identified needs of staff and the induction needs of newly qualified teachers and teachers at an early stage of their career.