With a sound overview of whole school wellbeing, our teachers have been able to work with insights alongside their own knowledge of pupils to run more targeted interventions to any specific problems that arise in school.
Knowing a proportion of our Lower Key Stage 2 girls were facing low levels of anxiety, we were able to run The Perceived Stress Scale pre and post running anxiety specific interventions to measure and compare their impact over time.
Running the KINDL (Kid) and KINDL (Kiddy) survey across years 1 – 6 has been key in enabling us to track the ‘un-trackable’ and flag up cohort / phase / school-based priorities regarding self-esteem, friendships, anxiety and families. With such data, senior leadership have been able to run targeted CPD to improve staff knowledge, engage in strategic planning to link key areas of need to AIP for 2022 – 2023, and recognise there is a need to budget for additional pastoral staff to meet increasing school needs.
We have also been able to run specific surveys on a 1:1 basis where there is a known issue of low self-esteem, or a child is displaying challenging behaviours. In such cases specific surveys have provided tangible evidence to demonstrate the positive impact of school interventions and support difficult conversations with parents.
Our Learning Mentor and SEN Department have been able to use data in early help meetings with parents or outside agencies to gauge the level of external support required and bring all parties onboard. For a Key Stage one behaviour issue, this evidence also helped us encourage parents to mirror school interventions in the home environment.
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