Training session 7 - Pupil wellbeing

Induction tutor materials

Duration: 90 minutes

Outcomes

1. Learn the safeguarding protocols used in school to support pupil wellbeing.
2. Understand that pupil wellbeing is essential for their academic success.
3. Know that setting high expectations for all pupils promotes engagement and motivation in lessons.
4. Understand that a predictable and secure learning environment benefits all pupils, and is particularly valuable for those with SEN.
5. Know the importance of engaging and working with parents and carers to improve and track pupil motivation, behaviour and academic success.
6. Know the importance of engaging and working with the Special Educational Needs Co-ordinator (SENCO), pastoral leaders or DSL to access valuable expertise and to ensure appropriate support is available for pupils.

Preparation

These resources provide information to support the session plan options below:

• Public Health England: The link between pupil health and wellbeing and attainment
• Department for Education: Supporting wellbeing
• Education Endowment Foundation (EEF): Healthy Minds
• Education Endowment Foundation (EEF): Social and emotional learning
• Education Endowment Foundation (EEF): Working with Parents to Support Children’s Learning
• Department for Education: Keeping children safe in education
• Education Endowment Foundation (EEF): Special education needs and disabilities

Before this session takes place, early career teachers (ECTs) should have the following:

1. Exposure to key knowledge from ITT Core Content Framework on relevant sub-standards.
2. School input as needed.
3. Relevant conversations with colleagues.

Session structure:

Welcome and recap (10 minutes)

Provide a relevant recap on previously taught content, particularly the training session 5 which focused on teacher wellbeing.

Set up the norms for this session.

What is pupil wellbeing? (20 minutes)

You could:

• introduce why pupil wellbeing is essential for academic success
• introduce or recap school policies that support this, covering areas such as pupil safety, child protection and safety online
• define the term ‘wellbeing’ as being able to cope with social, physical and psychological demands placed on pupils through building and sustaining a predictable and secure environment for learning to take place
• consider the impact that a lack of wellbeing can have on pupils’ capacity to learn

How can pupil wellbeing be considered in the classroom? (15 minutes)

You could consider:

• how pupils are grouped within a class, and how this impacts their motivation and engagement
• how groupings or seating plans might affect pupil attainment, behaviour and motivation
• what support is put in place, particularly for any special educational needs of low attaining pupils, while maintaining high academic expectations for all pupils and providing access to a rich curriculum
• asking ECTs to reflect on amendments they could make to groupings or provision of support in their current classes

Who else can help to support pupil wellbeing? (35 minutes)

You could:

• consider the importance of a relationship with parents and carers when considering pupils' wellbeing
• look at the role that parents can play in their child’s academic success, and how to engage with families and carers to support pupils
• discuss the roles of the school SENCO, DSL and pastoral leaders, and the valuable expertise and information they can provide about pupils
• explore the explicit links between interventions inside and outside of the classroom
• ask ECTs to identify a pupil who could be supported more in their classroom, and plan what contact could be made with parents, carers, the SENCO and others so that further provision can be put in place

Action planning and next steps (10 minutes)

This section provides ECTs with time for reflection, quizzing, and action steps. Teachers could be encouraged to identify specific steps they’ll take to implement their learning.

Related ECF strands

ECF 'Learn that' statements covered:

• 1.6. High-quality teaching has a long-term positive effect on pupils’ life chances, particularly for children from disadvantaged backgrounds.
• 4.10. How pupils are grouped is also important; care should be taken to monitor the impact of groupings on pupil attainment, behaviour and motivation.
• 5.5. Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.
• 7.2. A predictable and secure environment benefits all pupils, but is particularly valuable for pupils with special educational needs.
• 8.4. Building effective relationships with parents, carers and families can improve pupils’ motivation, behaviour and academic success.
• 8.6. SENCOs, pastoral leaders, careers advisors and other specialist colleagues also have valuable expertise and can ensure that appropriate support is in place for pupils.

ECF 'Learn how to’ statements covered:

Communicate a belief in the academic potential of all pupils by:

• 1d. Seeking opportunities to engage parents and carers in the education of their children (for example, proactively highlighting successes) with support from expert colleagues to understand how this engagement changes depending on the age and development stage of the pupil.

Develop an understanding of different pupil needs by:

• 5c. Working closely with the SENCO and special education professionals and the Designated Safeguarding Lead.

Group pupils effectively by:

• 5m. Applying high expectations to all groups, and ensuring all pupils have access to a rich curriculum.
• 5n. Changing groups regularly, avoiding the perception that groups are fixed.

Build effective working relationships by:

• 8f. Contributing positively to the wider school culture and developing a feeling of shared responsibility for improving the lives of all pupils within the school.
• 8h. Communicating with parents and carers proactively and making effective use of parents’ evenings to engage parents and carers in their children’s schooling.
• 8i. Working closely with the SENCO and other professionals supporting pupils with additional needs, making explicit links between interventions delivered outside of lessons with classroom teaching.
• 8l. Knowing who to contact with any safeguarding concerns.