HERITAGE COAST FEDERATION Raising Attainment Through Wellbeing

HERITAGE COAST FEDERATION Raising Attainment Through Wellbeing At Teaching Times Training, we believe that the journey towards academic excellence is intricately linked with emotional wellbeing. Our recent collaboration with HERITAGE COAST FEDERATION stands as a testament to this philosophy. This success story not only highlights the remarkable outcomes we achieved together but also underscores the unique approach that set this project apart….
June 11, 2024 The Raising Attainment through wellbeing project is really supporting our federation wide well-being strategy. It has provided a wealth of high-quality resources and training materials which have supported our improvement journey, ensuring that the well-being team have the toolkit they need to make a positive impact. The informative audit tools have ensured that the well-being team have been able to recognise our current strengths and then supported them in targeting the next steps for our action planning. This has meant that we have been able to target training and use research driven practice to make the most significant impact on the mental health and well-being of our children. The inclusion of coaching sessions is a really valuable addition to the programme and this has supported in providing a sharp focus to our work. It has helped us to develop achievable next steps and supported us in HERITAGE COAST FEDERATION Wellbeing Pioneer School developing a really bespoke package to meet the specific needs of our school. The flexibility of the materials means that you can navigate this at your own pace, so that it will maximise the impact for your children. The materials will cement what you are doing well and support in your journey to creating supportive and nurturing environments which help every child to flourish and succeed. We would heartily recommend the programme for anyone who wants to raise attainment through wellbeing – it is making a positive impact in our schools. HELEN THOMPSON EXECUTIVE HEADTEACHER HERITAGE COAST FEDERATION “The inclusion of coaching sessions is a really valuable addition to the programme and this has supported in providing a sharp focus to our work.” Designed by five top national coaches to help schools raise attainment levels by improving the emotional wellbeing and mental health of both pupils and staff The Programme offers a deep audit of the school’s approach to staff and pupil wellbeing, and coaching in changing culture and climate, behaviour policy, inclusion practice and building the core strength of pupils to nurture their resilience, self-awareness and engagement. Whole-School-award-logo-0422-final-03 Sponsored by Teaching Times logo Expert Writers and Coaches Marius Frank-BSc-Hons-PGCE-NPQH FRSA Marius Frank BSc (Hons) PGCE NPQH FRSA Louise McGinty-NPQH lead facilitator and AFA Coach-Pupil Premium-Practice Review-Coach Louise McGinty NPQH lead facilitator and AFA Coach/Pupil Premium Practice Review Coach Nic Ponsford-Co-Founder-CEO-the-Global-Equality Collective Nic Ponsford Co-Founder and CEO of the Global Equality Collective John Drew-Practitioner Trainer with Emotion Coaching UK Jon Drew Practitioner Trainer with Emotion Coaching UK Bab Basley-Anti-Bullying Quality Mark-UK- Bob Basley Anti-Bullying Quality Mark-UK About the programme This high impact programme offers a comprehensive set of complementary strategies and approaches to unlock academic achievement and accelerate progress by: Re-examining a whole school community’s relationship with “behaviour” and “behaviour management”, creating culture and practice that is trauma-informed and relationships-driven Reviewing the school culture and classroom environment to find deep level barriers that adversely affect a proportion of children Helping staff understand the cognitive and behavioural impact of poverty and adverse social circumstances Applying the latest knowledge in the neuroscience of learning to create classrooms that support neurodiverse learners through grounded cognitive and metacognitive practice Removing individual barriers to learning, caused by physical or cognitive conditions, through the advanced deployment of Assistive Technologies This programme is designed to have a positive and sustained impact on critical cohorts of children and young people that may have lost significant ground because of Covid-19 disruption, supporting improvements in culture, climate and ethos that will enable achievement to thrive: Children who are under-performing because of anxiety, stress or distress Children and Young People receiving SEN Support (as well as those with EHCPs) Children in Care or on the edge of care Children and Young People with specific vulnerabilities (self-esteem and confidence, emotional self-regulation skills, etc.) Pupil Premium Cohort New migrants or Travellers Neurodiverse learners below the threshold for statutory SEN support WHY DO WE NEED THIS? Simply put, an anxious, frightened or angry mind simply will not learn. This Programme helps teaching professionals to understand what they can do to create an inclusive learning environment that supports and nurtures children at the highest possible levels of emotional wellbeing. It builds social and emotional resilience, by meeting the needs of neurodiverse learners, thereby accelerating progress and securing better personal outcomes. Key benefits Applicability Signposting to an array of governmental departments and agencies, third-sector organisations and businesses, with materials kept up-to-date and constantly reviewed. Designed exclusively to meet the demands of Ofsted and Estyn key inspection focus areas (in particular, creating and culture and climate that will reduce the number of fixed term and permanent exclusions, and create high performing inclusive learning communities). Wellbeing Helping professionals to understand what they can do to create a learning environment that supports and nurtures the highest possible levels of emotional wellbeing, and thus progress and achievement. Raising the levels of emotional wellbeing amongst staff as well children, helping to retain experienced professionals and support new entrants to the profession in equal measure. Support It’s available as a self-study package, but with the opportunities to commission specialist coaches to deliver targeted and bespoke webinars to groups of staff, lead on-site INSET and evaluation activity, or commissioned packages of more extensive bespoke support to drive change management.

HERITAGE COAST FEDERATION raising attainment through well being testimonial

The Raising Attainment through wellbeing project is really supporting our federation wide well-being strategy. It has provided a wealth of high-quality resources and training materials which have supported our improvement journey, ensuring that the well-being team have the toolkit they need to make a positive impact. The informative audit tools have ensured that the well-being team have been able to recognise our current strengths and then supported them in targeting the next steps for our action planning. This has meant that we have been able to target training and use research driven practice to make the most significant impact on the mental health and well-being of our children. The inclusion of coaching sessions is a really valuable addition to the programme and this has supported in providing a sharp focus to our work. It has helped us to develop achievable next steps and supported us in HERITAGE COAST FEDERATION Wellbeing Pioneer School developing a really bespoke package to meet the specific needs of our school. The flexibility of the materials means that you can navigate this at your own pace, so that it will maximise the impact for your children. The materials will cement what you are doing well and support in your journey to creating supportive and nurturing environments which help every child to flourish and succeed. We would heartily recommend the programme for anyone who wants to raise attainment through wellbeing – it is making a positive impact in our schools. HELEN THOMPSON EXECUTIVE HEADTEACHER HERITAGE COAST FEDERATION “The inclusion of coaching sessions is a really valuable addition to the programme and this has supported in providing a sharp focus to our work.” Designed by five top national coaches to help schools raise attainment levels by improving the emotional wellbeing and mental health of both pupils and staff The Programme offers a deep audit of the school’s approach to staff and pupil wellbeing, and coaching in changing culture and climate, behaviour policy, inclusion practice and building the core strength of pupils to nurture their resilience, self-awareness and engagement. Whole-School-award-logo-0422-final-03 Sponsored by Teaching Times logo Expert Writers and Coaches Marius Frank-BSc-Hons-PGCE-NPQH FRSA Marius Frank BSc (Hons) PGCE NPQH FRSA Louise McGinty-NPQH lead facilitator and AFA Coach-Pupil Premium-Practice Review-Coach Louise McGinty NPQH lead facilitator and AFA Coach/Pupil Premium Practice Review Coach Nic Ponsford-Co-Founder-CEO-the-Global-Equality Collective Nic Ponsford Co-Founder and CEO of the Global Equality Collective John Drew-Practitioner Trainer with Emotion Coaching UK Jon Drew Practitioner Trainer with Emotion Coaching UK Bab Basley-Anti-Bullying Quality Mark-UK- Bob Basley Anti-Bullying Quality Mark-UK About the programme This high impact programme offers a comprehensive set of complementary strategies and approaches to unlock academic achievement and accelerate progress by: Re-examining a whole school community’s relationship with “behaviour” and “behaviour management”, creating culture and practice that is trauma-informed and relationships-driven Reviewing the school culture and classroom environment to find deep level barriers that adversely affect a proportion of children Helping staff understand the cognitive and behavioural impact of poverty and adverse social circumstances Applying the latest knowledge in the neuroscience of learning to create classrooms that support neurodiverse learners through grounded cognitive and metacognitive practice Removing individual barriers to learning, caused by physical or cognitive conditions, through the advanced deployment of Assistive Technologies This programme is designed to have a positive and sustained impact on critical cohorts of children and young people that may have lost significant ground because of Covid-19 disruption, supporting improvements in culture, climate and ethos that will enable achievement to thrive: Children who are under-performing because of anxiety, stress or distress Children and Young People receiving SEN Support (as well as those with EHCPs) Children in Care or on the edge of care Children and Young People with specific vulnerabilities (self-esteem and confidence, emotional self-regulation skills, etc.) Pupil Premium Cohort New migrants or Travellers Neurodiverse learners below the threshold for statutory SEN support WHY DO WE NEED THIS? Simply put, an anxious, frightened or angry mind simply will not learn. This Programme helps teaching professionals to understand what they can do to create an inclusive learning environment that supports and nurtures children at the highest possible levels of emotional wellbeing. It builds social and emotional resilience, by meeting the needs of neurodiverse learners, thereby accelerating progress and securing better personal outcomes. Key benefits Applicability Signposting to an array of governmental departments and agencies, third-sector organisations and businesses, with materials kept up-to-date and constantly reviewed. Designed exclusively to meet the demands of Ofsted and Estyn key inspection focus areas (in particular, creating and culture and climate that will reduce the number of fixed term and permanent exclusions, and create high performing inclusive learning communities). Wellbeing Helping professionals to understand what they can do to create a learning environment that supports and nurtures the highest possible levels of emotional wellbeing, and thus progress and achievement. Raising the levels of emotional wellbeing amongst staff as well children, helping to retain experienced professionals and support new entrants to the profession in equal measure. Support It’s available as a self-study package, but with the opportunities to commission specialist coaches to deliver targeted and bespoke webinars to groups of staff, lead on-site INSET and evaluation activity, or commissioned packages of more extensive bespoke support to drive change management.