#MindfulMayHT

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How did we reach the cusp of May already? Spring has most definitely sprung, despite last week’s wintry intrusion, the blossoms are out, the evenings are drawing out and the teaching profession finds itself in the midst of exam season. At this high water mark of the academic year it is important to keep ourselves grounded and healthy for ourselves and for our learners.

Today we launch #MindfulMayHT, our theme to accompany the #SayYes2Wellbeing campaign. Through the month we would encourage you to be mindful of yourself and for yourself, as you would be mindful of others and for others. Please share your thoughts, ideas, links and motivational quotes through this challenging but ultimately rewarding month.

The benefits of being mindful are many fold. In a role which by its very nature is pressured, stressful, increasingly target driven, it is easy to lose sight of our personal priorities and of those of our loved ones. Poor sleep patterns, irregular mealtimes, lack of exercise and failure to remain hydrated may all result from work-life imbalance. Being self-aware is a challenge and often we are more aware of the needs of others than we are of our personal needs.

Being Mindful of Ourselves

This is far from a comprehensive list but here are a few strategies that school staff can try for themselves.

  • Electronic shut down, digital detox, phone free Friday; call it what you will but devices do intrude on our lives and interactions with our peers in a face-to-face environment. Twitter won’t fall down without you!
  • Eat mindfully. Do you take the time to appreciate the flavours or textures of your food? If not, you may as well live on those gels the riders in the Tour de France consume. You may munch on a sandwich in your classroom while wading through marking. Even if you take just twenty minutes at lunch break, eating with your colleagues is a social interaction which can be good important for your wellbeing. Of course not everyone is comfortable in the staffroom situation, which we address in the section below.
  • Other eating habits to consider include alcohol free times, avoiding caffeine after a particular watershed, avoiding processed foods and of course remaining hydrated. We have also been looking at the health benefits of particular foods and would like to hear what you are trying this month or have adopted into your diet on a longer term basis. We have been particularly interested in the benefits of mint. mint-info
  • Have you considered meditation? There is a huge difference between ‘mindful meditation’  and full meditation. The first may take a few minutes and apps such as ‘Headspace’ and videos that can be found on YouTube support this, the latter would require an expert practitioner and a greater time commitment. However in our experience we have found positive impact from both.
  • Live for now! You are amazing, you are in the best and most rewarding profession that there is and what you do is for the good of others.mindful2

Being Mindful of Others

Particularly for School Leaders:

  • Trust your teachers. You employed them, so you know they will plan and deliver.
  • Don’t spring any surprises! Plenty of notice for all key events and deadlines is essential. Emergencies aside, nobody will appreciate ‘lastminute.com’ style leadership.
  • Be aware of who isn’t coming to the staffroom at lunch and breaks. They may be getting the job done, but there may be other reasons they aren’t joining their colleagues. Take the time to make sure they are doing alright. They may just be quiet; they may be managing their time; equally they may be masking something that may need some support, counselling or intervention.
  • Have a rule about emails that you model and set the example for. Have a cut off time, lets say 5pm, after which there is no expectation of emails being read or replied to and make sure this extends to weekends. You want your life; your staff want theirs.
  • Ultimately your staff need calm, safe and secure space to work. Your good intentions must be concrete not abstract.

For everyone:

  • Please appreciate boundaries. Don’t expect all of your colleagues to be the life and soul of the party. Respect their personal and professional privacy. It is ultimately up to the individual what they share about themselves in conversation.
  • Think about what you say before you say it. Appreciate the sensitivities of others. Some people can give as good as they get in staffroom banter, but others may feel uncomfortable.
  • Think before you post. Texts, emails and tweets composed in haste may upset of offend. ‘Send’ or ‘enter’ is a trigger without a withdrawal function.
  • Have you ever tried a random act of kindness? Do you make a pot of tea for your colleagues? Leave them a note to say ‘well done for….’? Leave an anonymous thoughtful gift in their pigeonhole or one their desk? Do you know the names of your colleagues’ children, what their partners do or ask after the health of their elderly parents? Small things: big difference. As that great philosopher says:mindful3

Please join us this month in #MindfulMayHT. Remember being mindful is about yourself and others. We look forward to you sharing what you are doing for yourself, for your colleagues and in your schools. Thank you.

Be mindful and help us all to #SayYes2Wellbeing.

#SayYes2Wellbeing

Since our foundation, the team at Healthy Toolkit HQ has promoted the importance of wellbeing in education. Wellbeing is high on the education agenda and, as we have identified before, it is on the development plan of many schools across the UK. As the Summer Term began, the Times Educational Supplement dedicated an edition to the subject, to which we made a contribution. We believe that wellbeing needs to remain in this prime position as its importance cannot be underestimated. It is from this premise that we announce our new hashtag #SayYes2Wellbeing.

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There is a significant issue, some call it a ‘crisis’, with retention and recruitment in the profession. Whilst recruitment is one particular challenge (persuading NQTs to relocate to the capital with high housing costs or to some coastal locations) retention is another matter. With some sources suggesting 30% of teachers are leaving the profession within five years of qualification https://www.teachers.org.uk/news-events/press-releases-england/teachers-leaving-profession and others identifying which subjects will be left wanting for staff http://www.independent.co.uk/voices/teachers-crisis-education-leaving-profession-jobs-market-droves-who-would-be-one-a7591821.html retaining our teachers has to be a priority for all schools.

And how do we retain them? By looking after them and by helping them to look after themselves. That is why schools, leaders, governors and especially teachers, driven by shared healthy values teaching assistants and other staff need to #SayYes2Wellbeing .

Culture and Principles

Do we want to see Hard Wellbeing or Soft Wellbeing?

Wellbeing is best promoted in schools where there is a positive culture, one in which everyone in the school, children and adults alike, can thrive, perform at their best and be happy. Happy. Key word that one. For many of our children, school offers the most stable part of their lives. They are going to be best served by teachers who are satisfied in their own environment, not by those who are grim-faced, snappy and stressed. Only this week children in the UK were categorised as ‘some of the unhappiest’ https://www.tes.com/news/school-news/breaking-news/uk-pupils-among-worlds-unhappiest

A positive and energising culture in a school has to be a starting point for any wellbeing process. Wellbeing can’t be ‘done to’ staff. It is a shared and egalitarian process which has to be there to benefit the whole school community equally. Generating this culture cannot be a top-down process, though leaders do need to set the example and take the lead in planning. A model of ‘sideways-in’ to which everyone can contribute is a way forward in developing and maintaining the appropriate culture.

Wellbeing also needs to be principled, which we have blogged about before https://healthyteachertoolkit.wordpress.com/2016/12/18/putting-wellbeing-and-workload-into-practice/. Alongside developing an energising culture, principled wellbeing can actually determine direction and processes. Core principles and deeply held values can really demonstrate how committed the school is to the concept of wellbeing.

Culture needs to be driven by everyone; principles need to be bought into by everyone.

Hard wellbeing is driven by principles, by culture, by values and by planned actions and interventions. Soft wellbeing is characterised by gimmicks, fads and a tick-box approach to the care of staff.

Leadership

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The most committed leaders will know that wellbeing isn’t a simple concept to lead or manage as the graphic demonstrates. However modelling a sincere commitment to it demonstrates an empathy to our colleagues. Knowing what makes them tick, what their strengths and areas to support are, alongside showing that we wish to support our staff in their career path; these demarcate leaders with deeply held values and an ethical approach to their role. School leaders should be there to nurture their staff and children and to act in alignment with their healthy values so they can #SayYes2Wellbeing.

If the culture is one of ‘buy them in, burn them out, replace and repeat‘ such a cyclical approach does not allow for continuity, consistency or stability. Again from the press this week this piece https://www.tes.com/news/school-news/breaking-news/older-teachers-careers-destroyed-sake-saving-a-few-bucks is a concern. We face financial cutbacks, but playing games with experienced teachers careers also pays games with their mental health, with their financial wellbeing, with their mortgages, with their families and their relationships.

Another link on Twitter and Facebook this week brought up one school where plans had to be emailed to SLT by 5pm on Saturday and were returned by 7pm on Sunday with suggestions for improvement. This is too much. Weekends should be email free times. Teachers are not lazy. Each and every teacher will do what is best for the children in their class and that will involve a number of different strategies. To fret over an entire weekend will bring stress, burnout, anxiety and probably absence.

If as a leader you haven’t yet done so, we urge you to read and act upon the recommendations about workload. Planning, marking and assessment are addressed, and though far from perfect they do provide an excellent starting point for a professional conversation in school about the necessity and impact of some of the tasks we have to do.

Self

The best schools work on a good team culture. Staff support each other, step up when there are problems and leaders support them. If you are in such a school, celebrate it. Perfection does not exist. There will always be cause to evaluate, improve and to recognise mistakes.

Whether you are in such a setting or not, this graphic clearly demonstrates how positive thinking can help us as individuals to #SayYes2Wellbeing.

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Look after yourself. Seek support if you find things a challenge. The best colleagues and most supportive leaders won’t be judgemental and they will listen.

Take time for yourself, look after yourself.

Promote Healthy Values in your thoughts, words and actions, in the real world and on digital platforms.

Sleep well. Eat well. Teach well.

Show yourself, and your colleagues, some love.

#SayYes2Welleing

 

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Joyful January

januaryAs the year draws to its end, the Christmas tree begins to look limp and lifeless and the mere mention of a turkey sandwich sends even the most ardent carnivore to the pages of a vegetarian cookbook. The New Year will inevitably bring resolutions: cutting down, cutting out, and changing of ways. With equal inevitability these may last a few days before the cold, dark and damp sends even the most zealous promises back from whence they came. Resolutions are all well and good but here at Healthy Toolkit HQ we believe that if a change is going to be made it need not be hostage to the calendar but made when the need to do so is recognised.

Incidentally until 1752 we marked New Year on 25th March, Lady Day, to mark the Annunciation. Spring would be a more appropriate time for a change given the lengthening days, warmer temperatures and signs of new life in the gardens and fields. However we digress.

January can be a challenging month. Though ‘Blue Monday’ is largely dismissed as pseudoscience, the third Monday into a long month can feel dark with a long break between paydays with the December salary often paid in well before Christmas and probably largely spent by this point. Add in dark mornings and evenings, often bitterly cold, seasonal sniffles and bugs and the feeling that everything is bare after the decorations are removed.

For those of us who have worked elsewhere before teaching, the scenario of the directors attending long business lunches and most evenings at other Christmas social events may be familiar. Heavy drinking does little for a good mood and dictating that the office will have a dry January makes it little better. One person is able to kill a mood in a meeting; a grumpy recovery from a month long hangover can make this uncomfortable for everyone else.

The ability to stifle a mood doesn’t always result from a sore head, but often from a particular mindset. This can be witnessed across a range of workplaces including our staffrooms. The most effective staffrooms are ones where a positive mindset builds an ethos of teamwork and consistency, and it is from this basis that we are proud to launch our next campaign #JoyfulJanuaryHT.

Joyful January, like Nurture November, is all about positivity, but this time rather than simply looking out for our colleagues; spread a little happiness through your actions, words and communication.

We will be tweeting regular content throughout the month, but here are a few things that you can be doing to promote the health and wellbeing of your teachers, teaching assistants and other colleagues, and hopefully your students too.

  • Words are our most potent weapon. Make them count. Don’t begin a conversation with ‘Can you…’, ‘Will you…’ or ‘I want…’ How about ‘Good Morning’ or ‘How are you?’ Choose your words carefully.listen
  • Try setting up a ‘Joy Jar’ in your staffroom to which you add one positive and happy thing that has happened that day. Open them up and read them at the end of the month, or the end of the year, to reveal just how much positivity there is in our schools. This is a great idea for classrooms too, to share the positivity with our young learners.joy-jar
  • Keep a Joy Journal. This is more personal but again is a way of reflecting and evaluating more positively on our experiences. Ignore the negatives and record five to ten things which have gone well, however insignificant you may consider them to be.joy-journal
  • Set up a Gratitude Tree. Again a really simple device which can be used with children and adults. A homemade one with a few fallen twigs is just as good as a commercially produced one. Alternatively using a display board with a two dimensional tree works just as well. The actions are the same whichever method is used; the ‘leaves’ are thanks to individuals and groups for particular actions or general attitudes that enable us to share and grow positively.gratitude-tree
  • Find the joy in everyday things. It is amazing what we ignore in a digital, instant and throwaway society. Appreciate some art, read a book, find a favourite tree, plant some bulbs, bake a favourite cake. The simple things are often those that offer most comfort in challenging times.
  • Have a digital detox day, and make it regular. Ignore Twitter and the incessant negativity from some quarters. Turn off the email, Facebook and digital interaction. If you are serious about this, try ignoring the television for a whole day too. And if you can’t avoid the smartphone for a day, try using it positively by capturing positive images from your experiences.
  • Don’t complain! It wears others down!complain
  • Create positive routines- morning and evening. Organising your clothes and tomorrow’s lunch, spending time with your children, reading the next chapter of your book and cutting off work thoughts at a given time all bread positivity and add to a settled and happy mindset.jan-happy

Like we said there is much more content to come this month and as in our previous themed months we are looking for you to share how you have been promoting positive attitudes into the New Year.

Don’t forget the hashtag #JoyfulJanuaryHT

Happy New Year from all of us at Healthy Toolkit HQ!

 

Happy Holidays? Reassessing where the breaks should fall

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We ran a poll at the outset of this week asking who had broken up for the Christmas Break already. 29% of respondents were still at school this week. Simon Mayo’s Drivetime show on Radio 2 asked a similar question on Tuesday, expecting most teacher callers to say they were finishing on Wednesday. However he soon received messages from Lancashire, Greater Manchester and Cheshire with teachers continuing until Friday 23rd December. This amounts to a term of fifteen full weeks, and an eight week run from half term, in what for primary phase teachers is often the busiest period of the year as well as one of the most sickness prone. A number of tweets have reported ‘limping over the line’ or words to similar effect.

A quick search for term dates reveals a wide disparity across the country and sometimes within the same LA. At one of our schools, we received an invitation to a rounders festival in the Summer Term. We had to decline as we had already broken up. Our would-be hosts, part of a MAT, still had a further week and a bit, taking them to the last weekend in July, the school website listing 1st August as the start of the holiday. The reason for this difference lay in the two week half term break Autumn Term and additional days at Easter. The staff still worked their 190 days but for families with children at the local secondary school there were more than two weeks where school holidays didn’t coincide, compounded by all five INSET days being taken before October in a block of three and two days bookending the half term. Interestingly whilst most of us had a seven week half term, those children had five and a half, immediately after a six week break. Given also the early Easter this year, the second half of Spring lasted just twenty four school days.

In a time where we have teachers burning out after a handful of years is it not time to consider a more radical approach to term times for the sake not only of their wellbeing, but for that of the children? Despite efforts to reduce workload, there are still tasks that need to be completed each term particularly in terms of teaching and learning, assessment, reporting and, especially in primary, in creating great displays. Last year’s Autumn term was fifteen weeks, Spring term was one day short of eleven; twenty one days less to complete just as much.

There have been suggestions for balancing out term dates which until recently had been largely dictated by the local authority, that is people not at the chalk face. Easter was always presented as a barrier, with a formula relating to the cycle of the Moon agreed in the Fourth Century deciding when Easter Sunday fell. At one of its latest possible points, we can recall a Summer half term beginning the day after May Bank Holiday and lasting only four weeks which included a training day, a polling day closure  and SATS week.

There was a brief experiment with balancing the Spring and Summer Terms with a two week break for Easter, where it most commonly falls. In 2008 Easter fell two weeks before this, resulting in a long weekend and hasty rearrangements for schools which always ended this term with an Easter service.

Easter is a more important festival than Christmas for many of the Christian faith and unlike Christmas it is not as lost in the commercial and gastronomic maelstrom of the holidays. It was made no less significant in 2008 falling before the school break and that year did offer more balance for teachers in meeting deadlines.

Our suggestion for rearranging terms lies in maintaining our thirty nine working weeks but splitting this into five terms, four of eight weeks and one of seven but also in reconsidering the breaks in between. After a tough seven or eight weeks, one week break may recharge the batteries but a second week will allow for preparation and planning too. Colleagues in academies with the two weeks in October tell us they feel more refreshed and ready for the run to Christmas. How about if each break was two weeks until the Summer?

For many teachers in England, not working in August is something of a sacred cow, but whilst holidaying in Scotland we have seen children returning in the middle of that month. Colleagues in Leicestershire have historically also returned in August too. If we were to begin in August, there would be brighter evenings, more time for sporting fixtures at the outset of the year and opportunities to see those plants we started in the Summer which have often withered and died by September.

Here is a potential model to consider, dated as if in place for this academic year.

Term 1 8 weeks 22nd August-7th October (Two weeks break)

Term 2 8 weeks 24th October to 23rd December (Two weeks break)

Term 3 8 weeks 9th January to 3rd March (Two weeks break)

Term 4 8 weeks 20th March to 12th May (Two weeks break)

Term 5 8 weeks 29th May to 21st July (Four weeks break)

Bank Holidays in August and May would need to be accounted for, as would Easter 25th/28th March. INSET days could be shared one per term rather than covered en bloc.

Four weeks in the Summer might cause some stir but remember this is about balance, wellbeing and keeping teachers in the profession as well as maximising the learning opportunities for our young people too without burning them out either. Eight weeks is a long haul but the prospect of two weeks recovery may sell this as an option. Remember also that people in other jobs with only four to five weeks holiday entitlement do resent what we have and aren’t always appreciative of the pressures teachers face.

Realistically this is unlikely to happen in the near future but we would welcome thoughts on this suggestion.

Putting Wellbeing and Workload Into Practice

Since Healthy Toolkit HQ set up operations we have blogged and tweeted extensively about wellbeing in schools. We have however also been working behind the scenes in our real jobs at making wellbeing a workplace priority and been examining ways of addressing the issue of workload through a practical model which recognises the pressures schools face in an era of cutbacks. Today we present how one small primary school has seized the initiative and addressed the issue so far.

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Principles

Wellbeing is not a tick box exercise. Nor is it a bolt-on attachment to the running of the school, a feature of the School Development Plan merely to address a perceived need, only to be forgotten about after a token ‘Wellbeing Day’ and  some half-hearted INSET. It cannot be treated as a mere hashtag, nor can it be allocated to a less experienced team member ‘to give them some experience’ and then expect them to know all the answers.

Wellbeing needs to be in the very fabric of the school. It has to be lived and breathed by all stakeholders. Wellbeing may well be an abstract concept, but to deliver it effectively it cannot be woolly and ill-defined. It needs to be hard, realistic and practical. Wellbeing is not a ‘top down’ or ‘bottom up’ process; rather it should be ‘sideways in’ with every person contributing. With this in mind we have six core principles at the heart of our Wellbeing program, defined below with examples of initiatives in place: initiatives not

1. A Culture of Positivity

Good schools have a culture where there is respect and trust, shared purpose and clear channels of communication. This culture is driven and shaped by senior leaders who recognise that good mental, physical and emotional wellbeing is central to the best performance. If everyone is appreciated and valued, engagement and commitment  should follow.

  • All communication is clear with a weekly email containing staff newsletter and diary, a quick diary briefing once a week and personal communication of individual matters.
  • A positive atmosphere in the staffroom. Negativity and gossip is absent because of a team culture. If staff members have issues they approach SLT and matters are discussed in an open and non-critical forum.
  • Ten thousand things or more need to happen in a school each day. If one thing doesn’t, then it isn’t a crisis because one or more will always step up to the mark.
  • There is no culture of ‘I..I..I’ or ‘me..me..me’, nor do we allow the loudest people to always get their way, because if this did exist, this would undermine trust and respect.

2. An Environment to Energise Everyone

The environment in which we work contributes to how we feel supporting us to be relaxed, focused and at ease or alternatively irritated, lethargic and disengaged. This includes everything from the classroom and office space we work in, formal and informal networks of support and efficient resourcing under a tight budget.

  • A ‘team lunch’ to which everyone can contribute extended from an end of term buffet to a simpler weekly event. ‘Team salad’ on a Friday, with each participant bringing one ingredient transformed into ‘Team baked potato’ as the weather cooled with turn taking for the spuds and a variety of fillings provided. Great to bring everyone together.
  • A Friday ‘Team Breakfast’ initiated by our younger staff. Croissants, fruit and bacon rolls add to our diary briefing.
  • Clutter is minimised, be it a surfeit of classroom furniture or unwashed cups on the stafroom draining board. Clear spaces enable clearer thinking.

3. Highly Effective Leaders and Managers

The best leaders know their team well and recognise when they need help and support. They also model healthy working habits, feedback to their staff effectively  and appreciate the strengths within their team. They genuinely care for the wellbeing of those that work for them as well as themselves.

  • Appraisal is a supportive process designed to enhance career development , not something that is ‘done to’ staff nor, as we have witnessed in previous experience, should it be used as a stick to beat staff who actually need support.
  • Behaviour issues are addressed and supported efficiently and consistently. Behaviour management strategies are modelled and support given to less experienced staff in a non-critical and supportive manner.
  • All communication is clear and deadlines are given with plenty of notice. Key deadlines such as data, reports, parent evenings and major events are known at the outset of the year and no meeting or event comes as a surprise.
  • Leaders shouldn’t appear in class just for observation and discipline. Using Mary Myatt’s model of ‘Management by wandering around’ means leaders can be found in classes as much as their office.
  • PPA is guaranteed. This should be a given principle but if you have worked in a school where the attitude is flippant  and this precious time is lost because of an absence then we share your frustration.
  • The most approachable leaders are trusted, and respected. They can take being the butt of a joke and know they can be a non-judgmental shoulder to cry on.

4, Excellent Working Relationships

Central to wellbeing and resilience, strong working relationships build trust and respect. The strongest relationships thrive on a healthy mix of support and challenge, they celebrate success,  resolve conflict quickly and allow colleagues the  responsibility to look out for one another during pressurising and demanding times.

  • Wellbeing buddies. These are secret, supposedly. They are not expected  to give a gift each week, but to be there with a kind word, a supportive comment and to look out for their buddy.
  • Staffroom banter is jovial and part of a good team but it is recognised that it doesn’t suit everyone. If someone oversteps the mark, a quiet word is usually sufficient to deal with it.
  • Everyone knows their role, supports each other and steps up where needed.

5. Career Satisfaction

Being in education is a calling as well as what pays the bills. Having the right stretch and challenge, training and support  to develop  skills and fair reward for the job are crucial. Feeling overwhelmed by the demands and pressures  breeds stress and erodes resilience.
Staff who are content with the pace they have to work and feel confident in their ability to get the job done they are more likely to be engaged and performing at their highest level.

  • CPD opportunities are available equitably across the school regardless of experience.
  • Appraisal meetings allow staff to consider their future career paths and how they can gain experience, qualifications and confidence.
  • Leadership opportunities are available to all staff, including support staff, be it a school wide initiative, a special curriculum day or otherwise. Everyone is valued equally.

6. Healthy Lifestyle

We cannot dictate what ‘healthy’ looks like  but we do know that  healthy lifestyle is a can determine our physical, emotional and mental wellbeing, both inside and
outside work. Poor sleep patterns and bad eating habits can arise during challenging times it is often evident that people work long hours and have little time for any physical exercise, time for family and friends, and even less time supporting themselves. This risks burnout.

  • Encourage staff to have no more than two hours non contact time in school, and senior leaders no more than three.
  • Email switch off in evenings and at weekends other than to read weekly communication. If something is vital, then a phone call or text will suffice: how much however, medical emergencies aside,  is that vital that someone needs to be contacted out of school hours.
  • Modelling of time management strategies.

Workload

Alongside the principles above, the school has addressed the workload challenge, and have read, interpreted and implemented the three reports. Though there are no precise figures informal questioning including two surveys run on the  @HealthyToolkit Twitter account suggests that many schools have not implemented these reports and the majority of teachers and also senior leaders are unaware of their existence.

Planning and resourcing

Subject to OFSTED myth and detailed examination in observation, planning need not be the bane of a teachers life.  Who is the plan for? Not the Head, not a subject leader, certainly not OFSTED; it is for the teacher and the class. We have experience in the past of plans being criticised for ‘not differentiating the questions’, ‘not making assessment opportunities clear’ and ‘not being detailed enough’ and of lessons being judged according to the plan and not the lesson content. Detailed evaluations: are they really needed? Good teachers know their children and know what went well or otherwise in their lessons.'Error Lesson plan needs clever retorts for class hecklers,'

Detailed planning and detailed resourcing, these days largely in the form of flipcharts on the interactive whiteboard take time. The report suggests use of published materials which can be annotated and adapted. As a school we make use of a range of sources that we have bought into or are freely available. Time on planning is reduced allowing focus on the resourcing and activities which promote learning.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511257/Eliminating-unnecessary-workload-around-planning-and-teaching-resources.pdf

Marking

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There is no real getting away from marking. It needs to be done and is an expectation of the role. Developments in recent years though with triple marking, extensive comments, multiple pen colours, stamps and stickers might mean three hours or so to mark one set of books. What is the use in writing ten lines of comments only for the child to ignore it, not be able to read it or take another five minutes for the teacher to explain it?

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511256/Eliminating-unnecessary-workload-around-marking.pdf

In our interpretation we have decided that marking is only really effective in the form of feedback. We follow-up in Maths with Task 1, Task 2 and Task 3 on the board at the outset of the lesson which reflect whether a child needs support, consolidation or challenge. Marking in writing may sometimes need other approaches, but the use of simple symbols indicates spelling, grammar and areas for improvement. We still employ the pink and green highlighters as the children fed back that they found this useful . Self marking, peer marking and simple self assessment also form part of our strategy.

Assessment and Data Management

Once upon a time there were levels. Levels that should only have been used for Key Stage 1 and 2 assessment. Then levels became fixtures in each year group. Levels begat sub-levels and sub-levels begat APS. APP emerged as the illegitimate offspring of levels. The report recognises this confused picture which grew from rumour and misinterpretation as much as from the plethora of materials. Too much data was produced and crucially it wasn’t used effectively for the benefit of the children and their progress.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/511258/Eliminating-unnecessary-workload-associated-with-data-management.pdf

We have cast aside our complex web hosted recording system in favour of term by term testing of reading and maths using a long-established and reliable set of test material. Using standardised scores is a trackable system that does not differ too greatly from scaled scores used in new statutory assessment. Teacher assessment alone would not provide this reliability and also burdens the teacher in tracking down evidence or designing activities which provide evidence rather than promote learning.

Our core assessment principles are: data needs to be useful and needs to be used to support outcomes; teachers  need to have autonomy and accountability; formative assessment does not have to be formally recorded and the teacher has autonomy in the use of their own data.

The Story so Far….

The above is the result of many months of work. It is not a perfect solution but it suits our school and the needs of our children and staff. Wellbeing and workload are not easy subjects to cover and manage and there will be challenges on the way. Evaluation and monitoring, particularly of the extent to which teachers are marking, needs to be in place and we need to be mindful of everyone in our team.Team spirit, standing by and standing up for colleagues, a positive culture and leaders who want to make this work provides the best foundation for a school where the wellbeing of the staff, and therefore of the children, is valued and prioritised.

The Big Night Out: Not Everyone’s Cup of Tea

As the term winds down, or winds up depending on how much you have left to finish, thoughts will turn this fortnight to the staff Christmas night out. Thanks must be given to the Social Secretary, be they self-appointed or had a nudge to organise something. That person has selected a venue, collected a fiver from everyone once a month since September, organised menus and completed this in their own time too.

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A social occasion, be it at Christmas, the end of the school year or to celebrate a special birthday, can be a way to build your team, create bonds, to talk to someone you may not have interacted with for a while and to celebrate success. However it is important to remember that not everyone feels comfortable in such situations. So in the interest of the wellbeing and mindset of such people, that is the subject of today’s blog.

There will be some people who will not attend their staff ‘do’ this week. Some will have family and childcare commitments, or prior arrangements; others will be unwell or simply exhausted; some senior staff deliberately do not attend  as they know that their presence may put off some staff from letting their hair down. A number of people though won’t come and won’t say why. Just as there are staff members who never spend time in the staffroom, citing noise, gossip and disruption to their thought processes, we need to consider rather than challenge this mindset. Teaching remember is an ‘act’ at times, and the ‘self’ we present in the classroom or assembly may not be our ‘social self’.

How do we define ‘sociable’? Many of us might wince at the idea of a night out with the whole staff, especially in a big school, whilst for others it is the highlight of their social calendar and an event they have looked forward to for weeks. Some would rather spend an evening with their partner, particularly if both are in the teaching profession, which is not uncommon. Staff who find social occasions challenging may find the noise and close proximity of others on a night out too much to bear. Your teachers and other team members cannot be forced to be ‘sociable’. A suggestion that not attending such an occasion should be challenged is something in itself which should be questioned.

We have gathered, through observation, experience and listening to others, a range of experiences which have impacted on staff. We would welcome your additions.

Drink inevitably features high on our list. Whereas some have ‘hollow legs’ for others a glass or two is enough to loosen the tongue, perhaps with negative consequences. We have heard a few tales of verbal abuse after a few rounds of ‘shots’. Too strong to repeat here! Often this isn’t acted on by SLT as it was ‘out of school’ but in other establishments you may be regarded as being ‘on duty’ and subject to disciplinary action. What is the impact on the recipient of such words though?

Choosing to attend a cricket club social rather than an end of year event, unwittingly ending up in a restaurant two doors down from the staff meal, one colleague reported several staff drunkenly hammering on the windows causing embarrassment to himself and his teammates. This person was bullied for some weeks after the event resulting in intervention by the Head to stop it. The decision to spend time on the life side of work life balance was used as a stick to beat him with.

Staff nights out also need to be just for staff. We have heard of former staff members being invited; great if they were popular, but how about if they were divisive?

The decision to miss out on such events is often determined by wishing to avoid such antics. What is hilarious to some is an embarrassment to others.

Staffroom politics can also impact on some nights out. If the SLT choose to sit at one end of the table and appear to be discussing staff and their behaviour, it is hardly conducive to great social interaction. If you are a member of SLT reading this who has done just this, yes- your body language, facial expressions and apparent whispering does not go unnoticed. Nor should we see teachers on one table and TAs on another. If you are a genuine team then mingle. Having said this, allocated seating is also a cause of discomfort and argument for some.

One specific example to share, in a school which had a mentality of ‘us and them’ largely due to the manner in which Teaching Assistants were regarded by SLT, a teacher with a round numbered birthday organised a night out as much as a team building exercise as well as a celebration, only to find the event boycotted by half the staff. Not this teacher’s fault, but consider how this would impact on your wellbeing if this was you affected.

The use of social media too, particularly Facebook, is another reason why the night out may be avoided. If the event is photographed and just one person does not have the appropriate settings then the news will potentially go beyond the intended circle. A film of one young teacher, several weeks after the event, reached the tabloid press with the inevitable reaction resulting from it. Boasts of drinking games, pictures of bleary eyes and sometimes of ‘interesting’ gifts, if picked up by parents or students has the potential to embarrass or worse. There are some people who simply do not want to be associated with this and will absent themselves from the occasion.

night-out

Staff nights out can be matters of contention in any workplace, not just in schools. Group dynamics, the impact of alcohol, inappropriate language and behaviour will occur on nights out for accountants, lawyers and office staff too. Nobody will say ‘Don’t have a good time’; just consider others.

It is also worth considering that some teachers don’t want to go on a night out where all the conversation is about school. We can think of only one thing more tedious than teachers spending a night out debating education and that is drunk teachers debating education.

Working as a team is essential to staff wellbeing and some schools are embarking upon some amazing work to support their people within their setting. Social occasions can be a great way of building team spirit further, but please remember they aren’t for everyone because of their preferences, experiences or personality. If someone isn’t there on your big night, it isn’t personal, they aren’t any less of a team player; maybe it is just not for them.

#DetoxDecemberHT

detox-diet#NurtureNovember draws to a close, and here at Healthy Toolkit HQ we have been working on the next monthly alliterative wellbeing hashtag.

We are delighted to announce #DetoxDecemberHT to run through Advent and on to New Year’s Eve.

‘Detox’ is one of those words which through slang and ‘text speak’ has been abbreviated from its original spelling. As a noun, detoxification is a process or period of time in which one abstains from or rids the body of toxic or unhealthy substances. As a verb, to detoxify means to be actively involved in abstinence or expulsion of toxins. We normally associate detoxification with diet, alcohol or medication, but as we shall explore further, there are other aspects to our professional and personal lives to which the principles of detoxification can apply.

Well done for surviving November! The ‘flu season started earlier this year and if you have avoided the sniffles then there is a minor achievement. December is full on particularly in primary schools: Nativities, pantomimes, making cards, school Christmas dinner, parties, discos, carols and readings all have to fit in around teaching and learning, end of term assessments, visits from SIPs and SPAs and possibly the big O if you were really unfortunate. It is a high pressure environment. Then when we add in staff socials, drinks with friends, Christmas Dinner and an endless stream of invites and food to use up, the potential to pack on a few pounds over the festive period is all too obvious.

However there are strategies that you can employ which can ease the tension and minimise the stodge. That is what #DetoxDecemberHT is all about.

If we take the diet approach first, though it might not be on everyone’s agenda in this colder weather, making sensible decisions about food can ease and possibly prevent the additional kilos. Detoxification diets are a January trend, but have you considered it pre-Christmas. If you find that you end up eating so much stodge with social events running through the month, why not consider healthy snacks such as these at other points in the day?

detox_snacks

Other possible options avoiding extremes include a ‘veggie detox’ which may take the form of vegetable juices. We would also suggest going vegetarian for a week or two, particularly increasing the amount of raw vegetables. Such an approach is cleansing and the avoidance of comfort foods may actually help to suppress the appetite and avoid extra portions come the big day. We will be tweeting recipe and ingredient suggestions through the month.

We have blogged earlier this year about drinking enough water but in the context of this blog water does help to cleanse the body, flush impurities and promote a general feeling of wellbeing. Freshly boiled water served with a slice of lemon is also a natural diuretic and can ease many digestive issues too.

Many fruit juices contain large amounts of sugar: take the time to read the nutritional information. We are very keen on a whole range of infusions: peppermint, nettle, fennel, camomile or dandelion are comforting and cleansing. A particular favourite is lemon and ginger which is helpful if you are suffering from a cold or sore throat. A number of manufacturers have high quality products available in a range of independent and larger stores.

More alcohol is consumed in December than in any other month in the UK. Consider for the moment the impact on the liver as well as brain function and waistline. It may be a challenge to cut the booze completely, but who is up for this challenge? Can you manage from December 1st to Christmas Eve without imbibing? Waking up without a sore head is an incredibly positive experience.

The spirit of #DetoxDecemberHT lies in more than simply a change in dietary habits for teachers. If we examine our lifestyles as a whole we can identify other means to bring a more positive tone to our lives at a challenging time of the school year.

Making positive connections with people is a way to engage the grey matter, broaden our social circle and find new interests. This may be through social media which can enable like-minded individuals to connect in a positive manner. You may have a pastime which will enable positive interaction: a book club, film appreciation group or hill walking organisation can allow non-educational friendships to form. Don’t forget your social life and remember to go out on a few date nights too.

It is easy to forego exercise at such a busy time of year but please don’t forget this part of your routine. Walking is free and easy. or those really pressed for time apps which promise to deliver a workout in seven minutes are an option and YouTube has a whole range of videos at the touch of a button. Again exercise can help regulate appetite and discourage snacking.

Prioritise your schedule and make sure your SLT do so too. Nobody wishes to see an additional assessment or assignment in the final few weeks. Ascertain your deadlines, work out when you are going to test, mark and share in and around the other school events. Ridding your mind of additional pressures will ease the passage of this particular part of the term.

Meditate. Take time. Take twenty minutes and if you haven’t the time for that take an hour! Find a quiet space. A quick internet search will reveal suitable soundtracks to accompany and guide you. When we have meditated we find the process calming and relaxing and a means of freeing the mind from concerns and worries enabling a refreshed approach afterwards.

Declutter your life! Empty that drawer with the odd socks. Go through your wardrobe and if you identify something you haven’t worn for three years the chances are you will never see it again. Clear the leaves, shred those bank statements from 2011, fill a bag for the charity shop and empty out those out of date spices in the store cupboard. This task is more than tidying; it may focus your attention on other aspects of your life that need to go.

Reconnect with your inner child. Christmas is all about children and their pleasure and for those of you with young children this is an easy connection to make. For many of us Christmas triggers the happiest of childhood memories, so why not dust off those old Disney and Pixar films, retrieve Cluedo and Subbuteo from the loft or dive back into the Roald Dahl books you enjoyed so much as a youngster? Escapism it may be but who doesn’t love some of that?

Finally in our list of suggestions, why not take a social media detox. Who lives on social media? One day a week to break from this habit again gives the time to prioritise, focus and connect elsewhere. We had one social media free day and one liberated weekend during #NurtureNovember and returned refreshed and renewed. Why not save your Christmas Day tweets for family and friends only and avoid education issues!

Hand writing Time to Detox concept with blue marker on transparent wipe board.

To summarise then, here is our eleven point plan to a detoxified December.

  1. Eat healthily.
  2. Drink more water.
  3. Drink fruit and herbal teas.
  4. Cut down or cut out the alcohol.
  5. Make positive connections.
  6. Exercise.
  7. Prioritise
  8. Meditate.
  9. Declutter.
  10. Reconnect with your inner child.
  11. Have a social media detox.
As the month goes by we will be promoting the eleven point plan, running our own #DetoxDecemberHT advent calendar with healthy food tips, sharing our healthy suggestions for Christmas food and drink and promoting our message that your own wellbeing needs to be your number one priority. Please join us.

Twitter Bullying: Further Reflections

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It has been little over a week since we posted this blog on the subject of bullying on social media in the world of EduTwitter. https://healthyteachertoolkit.wordpress.com/2016/11/13/how-does-the-use-of-social-media-impact-on-wellbeing/

Thank you to everyone who responded so positively to the blog by liking, retweeting, and commenting through your tweets about how important that this was said and how much food for thought this provided.

It would appear though that the individuals who really needed to be reading and acting upon the advice have failed to take heed of what was written. In the last eight days we have witnessed an inflammatory tweet aimed at one phase from another with a random and entirely unjustified comment. This is little short of mischief-making and it resulted in a stream of outrage from the offended phase.

We have witnessed an angry exchange of words about the use of Minecraft to support coding in the computing curriculum. It works for some schools and does so very effectively, appealing to an aspect of popular culture as a learning hook; how dare you criticise those who use it because it doesn’t fit your Utopian model of learning.

There have been fearsome words about behaviour and inclusion, again stemming from one tweet by a familiar antagonist. Yet again a particular school, which has more than its fair share of attention in social and printed media while the rest of us get on with the business of teaching and learning without a fuss, has again been at the centre of a tweet storm of contradictory opinions as to its values, merits or otherwise.

Most worrying of all was a blog naming and shaming one tweeter followed by an exchange of the most unprofessional, scathing and unapologetic nature. If this was conducted in a staffroom somebody would be looking at the sharp end of a disciplinary and possibly on the look out for another job, if not career.

Twitter reactions from the more level headed people have revealed their shock and horror at such comments and the intimiatory and arrogant nature of those trying to dominate the discourse.

We need not repeat the message of our previous blog: it is rather obvious. We would urge the majority who don’t indulge in petty mind games, self-promotion or egomania to share the message below.

bully-tweet

 

How does the use of social media impact on wellbeing?

Social Media really is a wonderful tool for communication allowing people to connect with old friends and new acquaintances; to share interests, ideas and ideas through networks and virtual communities; to express and share opinions; as a tool to market products, blogs and concepts.

Twitter is a favourite platform for many. The 140 character limit is ideal for those able to choose their words carefully and thoughtfully. Campaigners, cat lovers, foodies, would-be authors and lovers of subtitled dramas on BBC4 all have a gathering point to interact and build relationships with like-minded souls. Twitter has also been a focal point for teachers too, in a world called EduTwitter by many. It enables connections to be built with professionals in other sectors, authorities, phases and subjects. For those in more insular local authorities, Twitter has opened up pathways to CPD and career opportunities. Professional ‘chats’, of which there are several, allow for open questioning and for ideas to be bounced around. As a tool for debunking ‘myths’ about OFSTED, Twitter is invaluable. Many training institutions have recognised how useful Twitter is, and recommended trainee teachers to access the platform.

twitter 1.jpg

There is however a darker side to social media. Tom Daley faced a barrage of abuse at the London and Rio Olympics over his performance, his sexuality and his public image. A number women campaigners were threatened with sexual violence over the campaign to feature British women on banknotes. Away from the world of celebrity and politics, social media can also be used to stalk  the movements of others, perhaps by an embittered ex-colleague or former romantic partner; it may be used to ‘spy’ on potential employees; it can sadly be used as a form of harassment, ‘cyberbullying’ and ‘trolling’ being additions to our lexicon in this digital era.

These are extremes of course, resulting in criminal charges and convictions in many cases. Can we just stop though for a moment and consider the impact on those who were targeted. Caroline Criado-Perez took the ‘I will not be silenced’ approach; Stephen Fry, a vocal campaigner on mental health issues, seriously considered closing his Twitter account at one point; Sara Payne, who lost her daughter to a paedophile, Zelda Williams, daughter of Robin Williams, and Jane Goldman, wife of Jonathan Ross, all left Twitter because of the abuse they had received. In some cases these were a reaction to a single tweet generating a mob mentality. The mental wellbeing of these people afterwards is something only they and their loved ones will really know.

Let us digress for a moment. There is a strategy employed often in a recruitment exercise where after a day of interviews, activities and dinner, the candidates are left in a bar, or invited to go into town, and told to relax and enjoy themselves. However they are all being observed and as tongues and inhibitions loosen, the results are revealing. True personalities are revealed; unreasonable, unsociable and anti-social behaviours become apparent; degrees of self-control and self-regulation are there for all to see. To many potential employers, this is the most useful part of recruitment.

The relevance of this to this blog? Throw a topic into the EduTwitter ring and look what happens. The response may often be unpleasant. Last week we blogged on Wellbeing in schools and how it should be promoted in schools. As Twitter is increasingly part of the education landscape it should be promoted and protected in this media too.

twitterblog

Social media invites the expression of opinion. The nature of opinion means that someone will have a contrary belief. The character limit of Twitter means that one tweet may not be enough to  develop, justify or express the opinion of the Tweeter in full.

One tweet however may result in the virtual equivalent of being thrown into the bear pit. A recent example of Pokemon being used in the classroom was vilified, demonised and shredded. Why? Because it didn’t suit you? Because you are such a magnificent teacher that you know better? The person who shared it used it in their class. It may or may not have worked. Does it matter to you? Are you their line manager, tutor, mentor or performance manager?

Some topics provoke discussion. Phonics being one. Phonics has to be taught systematically in the primary phase, not only for the screening test but as part of the basis of reading. The phonics discussion rears its head often but it frequently comes down to tweets of an aggressive tone, often from teachers in phases or subjects where phonic teaching would have been several years back in the child’s history. The tone may feature a whole sequence of tweets often rubbishing the opinion of the other participant. It is not uncommon for a discussion to last for hours or sometimes a couple of days. Too much time on one’s hands? Does the use of ‘big words’ make you morally superior? Think also about how wearing that is for the recipient.

The role and position of women in education; mental health of children; the nature of SEND and diagnoses; behaviour strategies. All produce reactions and discussions which can at times be unpleasant.

Holidays often result in fierce and unpleasant argument. ‘The nasty half term’ was the terminology applied recently. An inflammatory tweet however may  cause individuals or groups to defend their phase, style or subject resulting in more fuel being added to the fire.

Those who butt into a discussion, particularly if they have a large following, do so in part because they know that the tweet then reaches a wider audience. The potential audience to view any reaction then expands to invite other intimidatory additions, belittling the original contributor. Semantics often feature in the tactics of the more negative users, often as a justification for their actions. Tweets however can be ‘shouty’, ‘loud’ or ‘aggressive’ in tone. Just look at the context.

Teacher blogs can be extremely useful reference points to share good practice, ideas that have suited the context of one school, strategies for behaviour and leadership. If we like a blog and what it contains, ‘like’ and ‘retweet’ are employed to share the resource. There are blogs that we may not agree with, in which case don’t respond. There are occasions when blogs are shared, or ‘filed’,  with a derogatory,  sneering comment. If the Twitter handle of the blogger isn’t used, then it can result in the Twitter equivalent of laughing behind one’s back. A blog is an opinion piece, not a PhD thesis. It isn’t there to be marked, mocked or hung out to dry.

Blocking is an interesting strategy employed by some. If someone is sexually or racially offensive then ‘block’ may be a tool to use. A number of teachers however have realised they are blocked for no obvious reason and without any interaction with the blocker. Blocking then becomes a form of censorship as you then stop somebody reading what you have to say. What are you hiding? Are you so important, such a talented teacher that the blockee doesn’t deserve the right to even see what you have to say? Do you then complain you have been blocked yourself? Use of a pseudonym account to look at the tweets of those who have blocked you, only to then comment on the primary account, is underhand. Arrogance and ego are unpleasant human characteristics. Trump; Brexit; the England football squad: all produce a strong response on social media but are these enough to block someone over? If a Tweeter’s words annoy you, unfollow then or mute them.

A further interesting tactic is the building up of followers by interaction and following back, only at a later stage to drastically cut back the numbers followed. The message here is a very clear ‘I want you to listen to what I have to say, but I’m not terribly interested in you!’ More reasoned tweeters will have followers/following in near balance. Others may follow only 5-10% of the numbers that follow them.

In short, such tactics are bullying and as we enter Anti-Bullying week and give the issue a higher profile this week, teachers need to think about social media usage too. Cyberbullying will feature on timetables this week. We have all had to address children and their use of Facebook and other messaging services for how unpleasant messages and images can impact the mental health of our young people. Think then how such comments may impact a teacher, one who is already in a profession more stressful than many others, who is only sharing their opinion and progressing their professional development only to be sneered at.

Nobody runs EduTwitter. No one person has the right to set the agenda, tell us the rules of blogging or tweeting or who to follow. No single person can tell us that ‘progressive’ or ‘traditional’ teachers are any better than each other. There are some wonderful professionals out there who unselfishly share what has worked for them and have helped others in their careers. There are equally those words harm, hurt, offend and upset. These may also impact on how someone performs in their job. There are teachers and other education professionals who have left Twitter, even temporarily, because of this.

We are in a caring profession. That means we care not only for our children and their futures but for each other. There are few genuinely successful schools -by ‘genuinely’ we don’t mean because OFSTED says so or because of results, but one in which children and staff succeed because they are happy- that do not have Wellbeing at the core of what they do. We need to share that Wellbeing in our online behaviour too.

 

 

 

Wellbeing: It isn’t a tick-box exercise

tick-box

Many of us have been back at school for a week after half term. Many of us will have had the same conversations: ‘A week.. it’s never enough’; ‘It seems a long time away now’; ‘I’m exhausted already and it’s still six and a half weeks until Christmas!’

Though these words will have been heard in schools the length of the nation this week, term dates and holidays are an issue with consistency of school holidays between authorities and increasingly between schools.  This matter is one to discuss in another blog at a later time though.

Over the weekend however we have seen some Twitter traffic on the nature of wellbeing in schools. One tweet was on the lines of ‘wellbeing can’t be put in a bag’ whilst others discussed ‘wellbeing was covered in a staff meeting’ and another mentioning wellbeing being covered on a mindfulness course.

Here at Healthy Toolkit HQ we launched #NurtureNovember last weekend. https://healthyteachertoolkit.wordpress.com/2016/10/29/nurture-november/ 

This is the first of a calendar of themed months, the concept behind these being to keep wellbeing on the agenda at all times. Though the use of motivational quotes may raise some cynical responses, the use of these in posters, newsletters, and emails can have a drip-feed effect into the ethos of an establishment.

Teaching is a stressful occupation. We don’t need research to tell us that. We just know it. Some pressures will be there regardless of your geographical location, sector or phase: there will always be meetings, assessments, testing, marking, sickness, Christmas etc. More recently, tighter budgets, curriculum changes and new assessment arrangements have added to the pressures upon the profession.

Our message is this. Wellbeing needs to be in the culture of your school. It cannot be delivered in a staff meeting and then forgotten about for the rest of the year. It cannot be delegated to a member of staff to deliver as part of their appraisal cycle. One course on Mindfulness and ten minutes of rather awkward meditation doesn’t solve anything. A bag of goodies can be a pleasant surprise, but if is a one off, the gesture becomes tokenistic. Wellbeing might be on the development plan but so might be extending the Nursery, building a new Science block or updating the first aid training.

School leaders: Wellbeing needs to be in the very fabric of your school. It isn’t ‘done to’ staff. It should be part of the working environment. We need to breathe it, feel it, touch it, smell it and live it. Otherwise it does simply become something to tick off the list of things to do, like testing the fire alarms or paying the bills. Though this is a cliché, you do need to think beyond the box!

outside-box

We do hear of some extraordinary things through social media, the education press and through conversation: ‘I work my teachers like dogs!’; ‘I’ve got rid of twenty teachers in my time’; ‘Working to 11pm, that’s the nature of the job, get used to it.’

Do you listen intently to somebody’s issues, then as soon as they have left the room dismiss them as a whinger. Do you have ‘favourites’? Are you perceived as having ‘favourites’?

Excuse us, but if that’s you that you’re hearing there, take a long and hard look at yourself. You are talking about people; people with lives, mortgages, families and a career, a career which they are dedicated to. People who are giving their utmost to the children in their care.

There are a number of things as school leaders that you be implementing or ensuring are in place.

The government set up a commission to investigate reducing teacher workload. The report on marking can be found here https://www.gov.uk/government/publications/reducing-teacher-workload-marking-policy-review-group-report together with those on planning https://www.gov.uk/government/publications/reducing-teacher-workload-planning-and-resources-group-report and data management  https://www.gov.uk/government/publications/reducing-teacher-workload-data-management-review-group-report

The messages contained within each are simple, direct and ought to be simple to implement. Last week we conducted a survey through our Twitter account, and though we cannot claim it to be scientific or totally accurate, our responses indicated that only 6% of our readers had seen all three acted upon in their schools, 35% were aware but seen no action and a further 47% were not even aware of the existence of the reports. 82% of those in our survey had seen no action on an initiative sanctioned by the government. Why? Surely you are aware of these!

wellbeing-works

There are a number of things which you can do as a school leader to embed wellbeing into your school culture and your own practice.

  • First- put those reports into action. Read them, set up a working party for each. Act on them and monitor it constantly.
  • Wellbeing doesn’t come from a book, though there are some great reads out there. Likewise courses and dare we say blogs only deliver advice and tips. Culture comes from your heart!
  • Be aware of what is going on in your school. Don’t stay in the office. Get out into the staffroom and classrooms. Notice what your staff are doing, praise them and thank them. Not sanctimoniously, because that can be seen through, but genuinely.
  • Talk to your staff. Don’t do it all through email.
  • Have a rule about email. No school emails to be sent or read in the evenings or weekends! If it isn’t urgent, it can wait. If it is important, such as the school burning down  or an illness or death in the family, then a phone call will do.
  • Be aware of what is going on in your colleague’s lives. Show an interest in their children, families and holidays. It will make it easier from them to approach you if they have a problem.
  • Look out for body language and facial expression. They reveal if someone is under pressure. Then do something about it: talk; take their class, mark their spellings; hear some readers. Simple gestures do ease the pressure.
  • Make yourself aware of what is going on in your staffroom. Handling a diverse range of people is a challenge to management. One negative person can kill the mood of a room. Don’t let that person be you. negative
  • Do you have cliques? The existence of such can stress school leaders and other staff. Being excluded by a group does impact on people, particularly if they keep themselves to themselves. Cliques aren’t easy to manage especially if they existed before your arrival. Wellbeing isn’t all about being nice! Sometimes you are going to have to be hard to address such issues.
  • Likewise you may have to deal with people who are loud especially when it comes to issues such as cover and timetabling. The perception that those who shout get what they want is not one that we like to see.
  • Is everyone getting what they are entitled to? If there is a crisis, is the burden being shared? Usually it is PPA that is affected. If it can’t be covered, is it paid back later? Do the same people miss out? Is there a balance so that everybody gets something?
  • Is everyone appraised fairly? Appraisal is something done with staff, not done too them. Is it a means of developing a colleague professionally, or an exercise in hanging them out to dry.
  • Is there an open channel of communication in your school? Can staff express what they feel in a way that they won’t feel criticised or victimised?
  • Don’t listen to myths and rumours! Just because one school had a particular experience of inspection, it doesn’t mean it will apply to you.
  • Please, thank you, well done; simple words; big impact.

There are a few tough words in this piece. However a culture of wellbeing need not be rocket science. It is something that needs to be there without being a mere token. It needs to embedded in mindset and practice.

Keep your staff by keeping your staff happy!