The Well-Being Programme

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The Well-Being Programme
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Aims of today

• Exploring the links between wellbeing practice
  and effectiveness
• Understanding the process of the Well-Being
  Programme
• Clarifying how heads and governors can comply
  with schools duty of care
• Examining how the wellbeing approach can support
  other current agendas

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• So, what exactly is wellbeing?

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• Wellbeing
• When we rise to the challenges in our lives,
  perform well, feel exhilarated and good about
  ourselves and our relationships with others are
  relaxed and positive, we are experiencing
  wellbeing.
• Stress
• Stress can arise when there are too many
  demands, we put too much pressure on ourselves or
  our coping strategies arent efficient enough.

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Well-Being Interventions
Within your group , can you look at which of the
following levels of intervention you have in
place for your staff and for yourself. Are
there things that you would like to tackle? Have
others in your group got good examples of this
that we can share?
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How does the Well-Being Programme work?
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• Well-Being is about
• Identifying and reducing work-related stress
  reducing the negative
• Fulfilling the HSE Management Standards and Duty
  of Care doing the essential
• and most importantly
• An increased emphasis on job fulfilment
  effectiveness increasing the positive

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• All employers have a legal duty to assess the
  risk of stress-related ill-health and to take
  measures to reduce that risk.
• The Well-Being Programme from Worklife
  Support has been developed specifically for
  schools and is broadly equivalent to the HSE
  Management Standards approach.
• Participation in the Well-Being Programme will
  enable schools to demonstrate they have met their
  duty under Health and Safety legislation.
• Source Health Safety Executive, 2006

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The Well-Being Team

• Well-Being sponsor (headteacher)
• Well-Being champion (in some schools, the roles
  of sponsor and champion may be held by the same
  person)
• Well-Being facilitator(s)

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The online survey-the Organisational Self-Review
Measure or OSRM
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OSRM sample section screen
How to complete the OSRM
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OSRM sample demographics screen
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The data profile- and what it can tell you
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Follow-up support

• Online or telephone support for the duration of
  the programme with
• Planning/drawing up action plans
• Tackling difficult issues raised by the data
• Planning training sessions to address key issues
• Support for individuals with personal or
  professional development

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Well-Being Programme
Helping you to achieve your aims
People strategies IiP, CPD, PM,
Ofsted School Self-Evaluation
National Healthy School Standard
Pupil-behaviour strategies
School standards and improvement
The Management standards
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Well-Being is central to school policies, not an
add on..

• National Healthy Schools- being on the WBP will
  qualify schools for part of their accreditation
  for Core Theme 4.
• Investors in People
• SEF
• Extended schools
• School Improvement plans

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Looking at the national data.
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The Impact of the Well-Being Programme
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Well-Being a reduction in staff absence

• The number of Norfolk teachers taking time off
• owing to stress fell by 40 between 2003 and 2004
  
• and a further 40 between 2004 and 2005
• 110 teachers took stress-related sickness absence
  in summer term 2003
• 69 teachers took stress-related sickness absence
  in summer term 2004
• 41 teachers took stress-related sickness absence
  in summer term 2005
• Over 80 of Norfolk schools are on the Well-Being
  
• Programme.
• Source Norfolk County Council

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• "I would wholeheartedly recommend the Well-Being
  Programme. At a time of unprecedented educational
  change, it has served as a timely reminder of the
  importance of investing in the wellbeing of the
  staff - who represent our most valuable resource.
  In particular, the Well-Being survey provides
  schools with very clear feedback about strengths
  and areas for development in this crucial aspect
  of school life."
• Andy Yarrow, Headteacher, Hornsey School for
  Girls

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