TITLE OF DEVELOPING PRACTICE EXAMPLE
Health and Well-being Report
Health and Well-being Report
The purpose of this Health and Well-being (HWB) study was to provide indicative and meaningful data on the current state of HWB at Braes High School. This data was then used to build on the current plethora of provisions already in place to further support pupils as they progress through school. It allowed the school to effectively plan and target areas of need amongst the student population. The information gained from this study was also used as part of an individual HWB support/tracking measures that were developed.
This study was developed after an extensive research period which included – Team and pupil meetings, using Stakeholder holder feedback, research into potential study methodologies, collaborative meetings with link DHT at Graeme High school and understanding current political and school changes/initiatives. As a result we created a questionnaire for pupils we felt was appropriate for our setting to gather meaningful data on HWB. From this data gathered we then created a report which highlighted – study methodology, results overview and next steps as result of the findings.
After the various meeting outlined above we created a questionnaire which consisted of 18 questions which were completed over a 4 week period during PSE lessons in school for almost all S1-S6 pupils. The questions were completed through Microsoft forms to allow for quicker completion times and analysis. The study consisted of questions which gathered quantitative and qualitative data. The study split up the HWB indicators used within current Scottish School Legislation – Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible and Included. Pupils were asked to score themselves from 1-5 based on they felt about the indicator. For example – Pupils were asked if they felt healthy and then had to score themselves from 1 to 5. 1 being not healthy at all and 5 being very healthy. In the follow up question to each indicator pupils were asked to explain why they felt that way. Whilst there were variations in the wording associated with the scoring system, as a general rule pupils who scored themselves between 1-3 were highlighted as requiring support for a specific HWB indicator. The final two questions asked pupils to comment on current support systems within the school and for any other additional comments on HWB. After this information was gathered it was analysed and a report collated (see blank example attached below) which was then issued to staff. It was also presented at a whole school staff session and a number of recommendations were made and implemented to further support pupils HWB.
Provided a further level of support for any pupils needing help with elements of their HWB.
Important for all staff to see the extremely positive results and understand the impact they are making on young people’s lives.
Allowed us to implement seven recommendations directly from the report.
Provided a further opportunity for pupils to engage with their HWB and the indicators staff use to support them.
Once implemented it is a very easy system/report to update and gather at various points to re-evaluate our school's HWB priorities.
“This report has been instrumental in further identifying areas we can continue to grow our already extensive HWB support offer within in the school to ensure every pupil is supported, happy and healthy”
“This report helped further embed the use of our HWB referral which is now common place amongst staff as another way to identify any pupil who may need extra support from the pastoral team or HWB initiatives in school”
“The process of creating this report really allowed us to gain meaningful, tangible data on our Schools HWB and gave some clear next steps to include in our already extensive school improvement plan around this area”