Foster’s Primary School Success Story: Raising Attainment through Wellbeing

Foster’s Primary School Success Story: Raising Attainment through Wellbeing

At Teaching Times Training, we firmly believe that an anxious, frightened, or angry mind simply cannot learn. This guiding principle drives our commitment to fostering emotional wellbeing in educational settings. Our recent collaboration with Foster’s Primary School in Bexley, Kent, exemplifies the transformative power of our approach.

A Vision for Wellbeing

This year, Foster’s Primary School embarked on a journey to prioritize the mental health and wellbeing of its entire school community. By joining our “Raising Attainment through Wellbeing” programme, the school aimed to identify areas of need and implement effective strategies to support children, staff, and parents alike.

Building Emotional Resilience

The programme’s comprehensive set of strategies allowed us to re-examine the school’s relationship with behavior management, creating a culture that is trauma-informed and relationships-driven. This shift was crucial in addressing deep-seated barriers affecting a significant number of students.

Foster's Primary School Workshop — Engaging workshops at Foster’s Primary School focused on emotional wellbeing.

Our approach included helping staff understand the cognitive and behavioral impacts of poverty and adverse social circumstances. By applying the latest neuroscience insights into learning, we crafted classrooms that truly support neurodiverse learners through grounded cognitive and metacognitive practices.

Assistive Technologies for Individual Barriers

One standout aspect of our programme is the advanced deployment of Assistive Technologies to remove individual barriers to learning caused by physical or cognitive conditions. This not only accelerated progress but also ensured better personal outcomes for students who had lost significant ground due to Covid-19 disruptions.

Tangible Outcomes

The impact on Foster’s Primary School has been profound. The introduction of Wellbeing Newsletters kept parents informed and engaged. Workshops addressing anxiety offered practical support to families, while a forthcoming wellbeing questionnaire will gather valuable insights for continued improvement.

Staff awareness increased significantly, leading to more attentive care for children’s specific needs.

Teachers now seek advice and support as needed, fostering a collaborative environment.

A new Behavior Policy will be rolled out in the coming academic year, reflecting the guidance received from our programme.

Staff Training Session — Staff training sessions have enhanced understanding of emotional wellbeing needs.

Cultural Shifts for Sustained Impact

This high-impact programme has helped reframe perceptions about behavior and behavior management within the entire school community. Creating a trauma-informed and relationships-driven culture has not only improved academic performance but also fostered a more inclusive learning environment.

The sustained impact is evident among critical cohorts such as children under-performing due to anxiety or stress, those receiving SEN support, children in care or on the edge of care, neurodiverse learners below statutory SEN thresholds, and many more.

Why Emotional Wellbeing Matters

An anxious or distressed mind is less likely to engage in learning effectively. Our programme equips teaching professionals with the tools they need to create environments that nurture emotional wellbeing at the highest levels possible. This holistic approach builds social and emotional resilience while accelerating progress across various student demographics.

Classroom Environment — A nurturing classroom environment supports both emotional wellbeing and academic achievement.

Key Benefits of Our Programme

The benefits extend beyond immediate academic gains:

Applicability: Materials are constantly reviewed and updated, ensuring relevance across various governmental departments, third-sector organizations, and businesses.

Designed for Inspection: The programme meets Ofsted and Estyn key inspection focus areas by creating cultures that reduce exclusions and promote high-performing inclusive communities.

Wellbeing Focus: Professionals learn how to foster environments supporting maximum emotional wellbeing, thus enhancing both progress and achievement.

Support Options: Available as a self-study package with opportunities for bespoke webinars, on-site INSET sessions, or extensive custom support packages tailored for specific needs.

A Glowing Testimonial

“This year we have had a big focus on the mental health and wellbeing of members of our school community,” says Georgia M., SENCO & Mental Health Lead at Foster’s Primary School. “By signing up to the Raising Attainment through Wellbeing programme, we have been able to use the resources to help us identify our areas of need and implement strategies to support children, staff, and parents.”

Happy Students — The positive impact on students’ emotional wellbeing is evident every day at Foster’s Primary School.

The feedback from Georgia highlights how this initiative has made staff more aware of specific needs within their classes. Teachers now actively seek out advice and support when required. Additionally, a new behavior policy will be introduced in the upcoming academic year thanks to guidance from this program.

The high level of engagement from parents via newsletters and workshops targeting anxiety demonstrates widespread community involvement in these efforts.

The holistic approach taken by Teaching Times Training ensures not just short-term success but long-lasting improvements in school culture that continue benefiting students long after initial implementation.

Join us today! Register your school with Teaching Times Training’s Raising Attainment through Wellbeing programme – start transforming lives through enhanced emotional health & academic achievement.

For more details visit us at: [Teaching Times Training](https://www.teachingtimestraining.com/). Contact us at +44 121 224 7599.

We are located at Pershore Street.

Let’s make education better together!

Testimonial:

Foster’s Primary School Success Story: Raising Attainment through Wellbeing Foster’s Primary School Success Story: Raising Attainment through Wellbeing At Teaching Times Training, we firmly believe that an anxious, frightened, or angry mind simply cannot learn. This guiding principle drives our commitment to fostering emotional wellbeing in educational settings. Our recent collaboration with Foster’s Primary School in Bexley, Kent, exemplifies the transformative power of our…

June 4, 2024 This year we have had a big focus on the mental health and wellbeing of members of our school community. By signing up to the Raising Attainment through Wellbeing programme, we have been able to use the resources to help us identify our areas of need and implement strategies to support children, staff and parents. We now have Wellbeing Newsletters sent out to our parents, have engaged them in workshops regarding support anxiety and will be carrying out a wellbeing questionnaire. Staff have FOSTER’S PRIMARY SCHOOL Wellbeing Pioneer School “We have been able to use the resources to help us identify our areas of need and implement strategies to support children, staff and parents.” REGISTER YOUR SCHOOL AND START RAISING ATTAINMENT WITH WELLBEING been made more aware of specific needs and ensure that they check in on the children in the class. Teachers will seek out advice and support as and when needed. We will also be rolling out a new Behaviour Policy in the new academic year following support and guidance from this programme. GEORGIA MORROW SENCO AND MENTAL HEALTH LEAD FOSTER’S PRIMARY SCHOOL BEXLEY KENT 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.

This year we have had a big focus on the mental health and wellbeing of members of our school community. By signing up to the Raising Attainment through Wellbeing programme, we have been able to use the resources to help us identify our areas of need and implement strategies to support children, staff and parents. We now have Wellbeing Newsletters sent out to our parents, have engaged them in workshops regarding support anxiety and will be carrying out a wellbeing questionnaire. Staff have FOSTER’S PRIMARY SCHOOL Wellbeing Pioneer School “We have been able to use the resources to help us identify our areas of need and implement strategies to support children, staff and parents.” REGISTER YOUR SCHOOL AND START RAISING ATTAINMENT WITH WELLBEING been made more aware of specific needs and ensure that they check in on the children in the class. Teachers will seek out advice and support as and when needed. We will also be rolling out a new Behaviour Policy in the new academic year following support and guidance from this programme. GEORGIA MORROW SENCO AND MENTAL HEALTH LEAD FOSTER’S PRIMARY SCHOOL BEXLEY KENT 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.

Georgia M

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