Ocker Hill Infant and Nursery School: Transforming Education Through Wellbeing

At Teaching Times Training, we take immense pride in the transformative journey we’ve embarked upon with Ocker Hill Infant and Nursery School. Our project focused on raising attainment through emotional wellbeing for both students and teachers. This success story highlights the unique strategies employed, outcomes achieved, and the lasting impact on the school community.

Understanding Wellbeing Needs

Our journey began with a detailed needs analysis, identifying key areas impacting the emotional wellbeing of students and staff. It was clear that a holistic approach was necessary to foster an environment conducive to learning. We collaborated closely with Michelle B., the Senior Mental Health Lead, to pinpoint specific needs within the school community.

Emotional Wellbeing as Core Strength

By emphasizing emotional wellbeing, we aimed to build resilience among students and staff. This involved implementing strategies that promoted self-awareness, emotional regulation, and engagement. Our team of expert coaches designed materials tailored to these objectives, ensuring they were practical and easy to integrate into daily routines.

Students engaging in classroom activities at Ocker Hill Infant and Nursery School.

Deeper Insight into Behaviour

To make sense of student behaviour, we provided tools that offered deeper insights into underlying issues. By understanding cognitive and behavioural impacts stemming from adverse social circumstances or poverty, teachers could adopt more empathetic approaches. This shift helped create a trauma-informed, relationship-driven culture within the school.

Changing Culture and Climate

One of our significant milestones was changing the school’s culture and climate. We conducted a comprehensive audit of existing practices related to behaviour policy and inclusion. The findings allowed us to introduce developmental tools that promoted a positive school ethos. These tools were instrumental in nurturing resilience and fostering an inclusive learning environment.

Accelerating Development with Tailored Strategies

We equipped Ocker Hill with strategies aimed at accelerating development by enhancing emotional wellbeing and mental health. Our approach was multifaceted:

Re-examining relationships with behaviour management

Creating classrooms supportive of neurodiverse learners

Deploying assistive technologies for removing learning barriers

These strategies proved crucial in addressing individual needs while promoting overall academic excellence.

A Testimonial of Success

Michelle B., Deputy Head Mental Health Lead at Ocker Hill Infant and Nursery School, lauded our efforts:

“The materials have enabled me to ensure that staff know what goes behind raising attainment with wellbeing.”

Her testimonial underscores the positive changes our programme brought about in their curriculum, keeping children’s wellbeing at the forefront.

The Role of Expert Coaches

Our team comprised top national coaches who brought diverse expertise to the table:

Marius Frank – Specialist in trauma-informed education practices

Louise McGinty – Pupil Premium Practice Review Coach

Nic Ponsford – Advocate for Global Equality in education

John Drew – Trainer in Emotion Coaching UK methodologies

Bob Basley – Anti-Bullying Quality Mark expert

Their collective experience enriched our programme, making it robust and impactful.

The Programme’s Impact on Key Cohorts

Our high-impact programme specifically targeted critical cohorts of children who had lost significant ground due to Covid-19 disruptions:

Anxious or distressed children underperforming academically

SEN support recipients needing tailored interventions

Children in Care requiring consistent emotional support

Pupil Premium Cohort facing socio-economic challenges

Migrants or Travellers adapting to new environments

Neurodiverse learners below statutory SEN support thresholds

These groups benefited immensely from our inclusive learning environment designed to meet their highest possible levels of emotional wellbeing.

The Necessity of Emotional Wellbeing for Learning

The crux of our programme lies in a simple truth: an anxious mind cannot learn effectively. By helping teaching professionals create nurturing environments that cater to neurodiverse learners’ needs, we built social-emotional resilience among students. This foundation not only accelerated academic progress but also secured better personal outcomes for each child.

Sustained Benefits for Staff and Students Alike

A distinctive aspect of our programme is its dual focus on both staff and students’ wellbeing:

Aiding staff retention by promoting their emotional wellbeing

Supporting new entrants into the teaching profession

Nurturing student resilience leading to improved performance

This comprehensive approach ensured that everyone within the school community benefitted from enhanced emotional health.

A Glimpse into Future Steps

As part of their ongoing journey, Ocker Hill plans to implement assessment tools supporting their identified strengths while addressing areas for improvement. Michelle B.’s leadership will be pivotal in embedding these strategies into daily school life, ensuring sustained progress.

A Call to Action: Engage with Us

This case study exemplifies how Teaching Times Training can drive meaningful change within educational institutions. By focusing on emotional wellbeing, we unlock academic potential while creating inclusive environments where every child can thrive.

We invite you to explore how our tailored programmes can benefit your school community. Visit our website [Teaching Times Training](https://www.teachingtimestraining.com/) or contact us at +44 121 224 7599 for more information on transforming your educational practices through enhanced emotional wellbeing.

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Testimonial:

Ocker Hill Infant and Nursery School: Transforming Education Through Wellbeing At Teaching Times Training, we take immense pride in the transformative journey we’ve embarked upon with Ocker Hill Infant and Nursery School. Our project focused on raising attainment through emotional wellbeing for both students and teachers. This success story highlights the unique strategies employed, outcomes achieved, and the lasting impact on the school community. Understanding…

June 4, 2024 As the Senior Mental Health Lead; I thoroughly enjoyed using the research materials to enable sharing with staff. The materials have enabled me to ensure that staff know and understand what goes behind raising attainment with wellbeing. We have implemented additional considerations to enhance our thorough curriculum that keeps children’s wellbeing at the forefront of our balanced, creative curriculum. On the next part of our journey, we will implement assessment tools to support our strengths and the next steps for me to continue to lead staff knowledge and implement strategies into the curriculum and school day. MICHELLE BAILEY DEPUTY HEAD MENTAL HEALTH LEAD AND SENDCO OCKER HILL INFANT AND NURSERY SCHOOL, TIPTON OCKER HILL INFANT AND NUSERY SCHOOL Wellbeing Pioneer School “The materials have enabled me to ensure that staff know and understand what goes behind raising attainment with wellbeing.” 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.

OCKER HILL INFANT AND NUSERY SCHOOL Raising attainment through well being testimonial

As the Senior Mental Health Lead; I thoroughly enjoyed using the research materials to enable sharing with staff. The materials have enabled me to ensure that staff know and understand what goes behind raising attainment with wellbeing. We have implemented additional considerations to enhance our thorough curriculum that keeps children’s wellbeing at the forefront of our balanced, creative curriculum. On the next part of our journey, we will implement assessment tools to support our strengths and the next steps for me to continue to lead staff knowledge and implement strategies into the curriculum and school day. MICHELLE BAILEY DEPUTY HEAD MENTAL HEALTH LEAD AND SENDCO OCKER HILL INFANT AND NURSERY SCHOOL, TIPTON OCKER HILL INFANT AND NUSERY SCHOOL Wellbeing Pioneer School “The materials have enabled me to ensure that staff know and understand what goes behind raising attainment with wellbeing.” 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.

Michelle B

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