Wellbeing of Staff
Wellbeing is essential for everyone learning and working at our school. We have created the below list to celebrate some of the things we do for wellbeing:
60 Things we do at Maybury for Wellbeing
Teaching and learning, planning and curriculum
1. Staff are trusted to choose the layout of their lessons.
2. Specialist teachers support teachers with planning and subject knowledge – Reading Recovery teacher, Numbers Count teacher, PE teacher, music teacher from MAT school, etc.
3. Fast feedback reduces marking workload and allows teachers more time to prepare lessons.
4. Support staff also mark books when working with a group.
5. Staff only attend celebration assemblies and only lead one assembly a half term – the majority of assemblies are led by SLT which gives staff more time to plan and prepare resources.
6. The curriculum is rich, varied and changed for the needs/interests of the children. We are not afraid to make changes when there is a need to.
7. Everyone is a member of a curriculum team and we all contribute to the school’s curriculum.
8. Everyone is responsible for the schools development plan and we all contribute to implementing it.
9. No grading for individual lessons – we look at teaching overtime.
10. PPA can be taken at home.
11. Job shares have PPA together.
12. Everyone has the highest expectations of behaviour, with all staff (not just the teaching staff) reinforcing those expectations. All staff take responsibility for managing behaviour.
13. All that we do is rooted in our school values. We expect staff, children and families to display these values in our school.
14. There is a clear behavioural policy that is applied consistently.
15. Supportive and responsive SLT are visible around the school, with offices in both key stage blocks.
16. The school works closely with parents to address unacceptable behaviour swiftly.
17. Behaviour concerns are logged and actioned quickly.
18. Weekly vulnerable children meetings give staff a chance to share concerns.
19. Resources are available to support children with emotional learning needs, e.g: ELSA, Lego therapy, etc.
20. Weekly celebration assemblies celebrate positive attitudes to learning, progress and achievement in all curriculum areas.
21. We all have positive touch training.
Assessment and reporting to parents
22. Parents email the school office rather than individual teachers.
23. Assessment records can be recorded on Scholar Pack straight away using Ipads.
24. Most marking can be completed during the lesson using fast feedback.
25. Moderations use normal exercise books – no need to photocopy any evidence.
26. Moderations largely take place during staff meeting times.
27. Pupil progress meetings are supportive and interventions are put in place for children who need additional support.
28. Staff get a report writing day every year.
29. Reports have been reduced to be more parent friendly and less time consuming for staff.
30. Job share teachers split parents evening slots so they don’t both have to attend all appointments.
31. Assessment analysis is completed by the assessment leader and shared with staff.
32. SLT work with teachers to deal with parental concerns swiftly. Teachers are supported with challenging situations.
33. Staff working in key assessment year groups, will attend training to ensure they have a clear understanding of the procedures and expectations in their year group.
34. CPD is tailored specially to staff needs, all staff have opportunities to participate in CPD and share good practice.
35. Staff are given time to put new things into action.
36. Staff meetings are succinct and finish at 4.30pm.
37. Twilight training allows staff to have non-attendance INSET days.
38. Non-hierarchical approach to professional development – we all learn from each other!
39. Meetings will only take place when they are needed and staff will not have to attend if it is seen as not relevant for them.
40. Supportive action plans for staff who need further support.
41. We develop leadership positions at all levels.
42. Performance management is tailored to individual needs. Data targets are not used punitively but in an aspirational way. We begin with the assumption that everyone will achieve their targets unless they haven’t done all they can to improve pupil outcomes.
43. Outside training is available for all staff where appropriate.
We work hard, play hard
44. There are no prizes for looking busy or staying late – work in a way that suits you and make sure you take time for yourself and your family.
45. There are no expectations for answering emails outside school hours.
46. A staffroom board is dedicated to praising each other (staff shout out board).
47. We have a wellbeing mug that is passed around the school.
48. We regularly survey staff to get their honest opinions about how to improve and we act upon what is said.
49. There is an open-door policy for SLT – no concern is too small.
50. We have regular staff socials and an INSET dedicated to wellbeing.
51. We celebrate significant birthdays or events as a whole team, e.g.: weddings, baby showers, etc.
52. Seasonal events are timetabled for everyone to show their less serious side, e.g.: World book day, mufti days, pantomime visits, talent shows, whole school Christmas lunch, etc.
53. Staff choose the after school club they run to reflect their skills and talents.
54. We have a dedicated wellbeing week every year which is focused on staff and child wellbeing.
55. Every member of staff can take a paid well-being day every year to take on a day of their choice.
56. Throughout the year staff are provided with hospitality, including: a shared lunch at INSET training; dinner is provided at late school events (parents evenings); and free tea and coffee is available for all staff.
57. Motivational statements are displayed on staff mirrors promote self-esteem and self-worth.
58. All staff have access to a free and confidential employee support service.
59. SLT who are proactively taking actions to reduce staff workload and promote staff wellbeing.
60. Our school is a happy, supportive place to work!