Transforming Student Outcomes: How We Raised Attainment at Even Swindon School through Wellbeing

At Teaching Times Training, we believe that the well-being of students and staff is the cornerstone of academic success. Our recent collaboration with Even Swindon Primary School has reinforced our conviction. The “Raising Attainment through Wellbeing” project was a comprehensive initiative aimed at supporting mental health and well-being within the school community. This case study explores how our tailored program brought about significant positive changes in a short period.

The Journey Begins: Identifying Needs and Strengths

When we first engaged with Even Swindon Primary School, it was clear that they were committed to creating a nurturing environment for their students. Led by Headteacher Alison L., the school had already made strides in understanding the importance of mental health and well-being. However, they were seeking more structured support to elevate their efforts.

Our initial assessment tool played a crucial role in this phase. By using this tool, we helped the school identify both their strengths and areas needing development. This assessment was not just a diagnostic exercise; it provided actionable insights that laid the foundation for targeted interventions.

Building Knowledge and Understanding

One of our primary goals was to enhance staff knowledge regarding the effects of well-being on students’ learning outcomes. We provided comprehensive training materials designed by five top national coaches, which covered a range of topics from trauma-informed practices to neurodiverse learning strategies.

The training materials were instrumental in educating staff members about how mental health issues such as anxiety and distress could impede learning. By understanding these factors better, teachers felt more equipped to create a supportive environment conducive to academic success.

Trauma-Informed Practices

Neurodiverse Learning Strategies

Cognitive and Behavioral Impact of Poverty

Assistive Technologies Deployment

Creating an Inclusive Learning Environment

A significant aspect of our program focused on re-examining the school’s approach to behavior management. Traditional methods often viewed behavior in isolation rather than as manifestations of underlying issues such as stress or adverse social circumstances.

We guided Even Swindon Primary School through a culture shift towards trauma-informed, relationships-driven practices. This shift aimed at creating an inclusive learning environment where emotional well-being was prioritized alongside academic achievement.

Removing Barriers to Learning

To foster an inclusive atmosphere, we reviewed classroom environments to identify deep-level barriers affecting certain groups of children adversely. These barriers often stemmed from cognitive conditions or socio-economic factors that required innovative solutions.

We introduced advanced assistive technologies tailored to meet individual needs, thereby removing obstacles that hindered learning progress. This approach was particularly beneficial for neurodiverse learners who otherwise might have struggled without appropriate support mechanisms.

Assistive Technologies for Cognitive Conditions

Innovative Solutions for Socio-Economic Barriers

Tailored Support for Neurodiverse Learners

Comprehensive Classroom Environment Review

Sustained Impact: Beyond Immediate Results

While immediate improvements were evident—increased staff knowledge, better student engagement, and reduced behavioral issues—the true measure of success lies in sustained impact. The program’s design ensures long-term benefits by embedding practices into the school’s culture and ethos.

The COVID-19 pandemic had disrupted education globally, with significant impacts on children’s mental health. Our program specifically addressed these challenges by supporting critical cohorts like children under-performing due to anxiety, those receiving SEN support, and new migrants or travelers.

A Comprehensive Package for Continued Success

Our program offers flexibility—schools can opt for self-study packages or commission specialist coaches for targeted support. For Even Swindon Primary School, this flexibility meant they could adapt our resources to meet their specific needs effectively.

The ongoing support from our team ensured that changes were not just implemented but also evaluated for effectiveness. This continuous loop of feedback and improvement is essential for driving change management within educational institutions.

Self-Study Packages Available

Specialist Coaches for Targeted Support

Continuous Feedback Loop for Improvement

Bespoke Webinars and INSET Activities

A Bright Future: What Lies Ahead?

Our collaboration with Even Swindon Primary School is a testament to what can be achieved when educational institutions prioritize well-being alongside academic goals. The positive feedback from Alison L., the headteacher, underscores the transformative impact of our program:

“This project is making a truly positive impact.” – Alison L., Headteacher at Even Swindon Primary School.

As we look ahead, we are excited about expanding our reach to more schools facing similar challenges. The success story at Even Swindon serves as an inspiring blueprint for other institutions aiming to raise attainment through holistic approaches centered around emotional well-being.

Your Pathway to Success Starts Here

If you’re an educational leader seeking to create an inclusive and supportive environment that fosters both well-being and academic excellence, Teaching Times Training is here to help. Our tailored programs are designed to meet your unique needs while ensuring compliance with key inspection focus areas like those set by Ofsted and Estyn.

By choosing us as your partner in this journey, you’re not just investing in tools or resources—you’re investing in a brighter future for your students and staff alike.

Create Inclusive Learning Environments

Support Emotional Well-being alongside Academic Achievement

Tailor Programs to Meet Unique Needs

Sustain Positive Impact over Time

Join Us in Transforming Education Through Well-being!

We invite you to explore how Teaching Times Training can make a difference in your educational institution. Visit our website [Teaching Times Training](https://www.teachingtimestraining.com/) or contact us at +44 121 224 7599 to learn more about our transformative programs.

Together, let’s create environments where every child can thrive emotionally and academically!

Students thriving in an inclusive learning environment thanks to Teaching Times Training.

Testimonial:

Transforming Student Outcomes: How We Raised Attainment at Even Swindon School through Wellbeing At Teaching Times Training, we believe that the well-being of students and staff is the cornerstone of academic success. Our recent collaboration with Even Swindon Primary School has reinforced our conviction. The “Raising Attainment through Wellbeing” project was a comprehensive initiative aimed at supporting mental health and well-being within the school community. This case study…

June 11, 2024 The Raising Attainment through wellbeing project has been a transformative initiative, providing invaluable tools and resources for us to support the mental health and wellbeing of their students. With the help of the assessment tool provided, we were able to identify our strengths and areas to develop, leading to improvements in staff knowledge and understanding of the effects of wellbeing and mental health on our pupils. EVEN SWINDON SCHOOL “This project is making a truly positive impact.” Wellbeing Pioneer School The excellent training materials provided for leaders were then used to inform and educate our staff, resulting in a more supportive and nurturing environment for our students to thrive in. This project is making a truly positive impact. ALISON LOWE HEADTEACHER EVEN SWINDON PRIMARY SCHOOL 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. 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.

Even Swindon School Testimonial of Raising Attainment through wellbeing course

The Raising Attainment through wellbeing project has been a transformative initiative, providing invaluable tools and resources for us to support the mental health and wellbeing of their students. With the help of the assessment tool provided, we were able to identify our strengths and areas to develop, leading to improvements in staff knowledge and understanding of the effects of wellbeing and mental health on our pupils. EVEN SWINDON SCHOOL “This project is making a truly positive impact.” Wellbeing Pioneer School The excellent training materials provided for leaders were then used to inform and educate our staff, resulting in a more supportive and nurturing environment for our students to thrive in. This project is making a truly positive impact. ALISON LOWE HEADTEACHER EVEN SWINDON PRIMARY SCHOOL 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. 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.

Alison L

Category: