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Well-Being Charter Mark


A whole school approach to supporting well-being.


The Inclusion support team within Sandwell are committed to supporting the social, emotional and mental health of children and young people across Sandwell. Temple Meadow also hold this as a value rooted within everything that we do and we are keen to develop this work further. In order to support schools is moving forward and providing an accreditation for the hard work already happening; Inclusion Support have developed the Well-Being Charter Mark.


Social and emotional well-being can be defined as ‘a state of positive mental health and wellness. It involves a sense of optimism, confidence, happiness, clarity, validity, self-worth, achievement, having a meaning and purpose, engagement, having supportive and satisfying relationships with others and understanding oneself, and responding effectively to one’s own emotions.’

There is already lots of positive practice at Temple Meadow to promote well-being for all young people, understanding and responding to difficulties as they emerge and provide support to young people and their families. We feel that we are ready to work alongside the Inclusion Support team to develop further and move towards excellence in this area.


This journey starts with an audit within school which was conducted on Thursday 20th October. During this audit members of the Inclusion Support team met with a group of KS1 pupils, a group of KS2 pupils and a group of parents to collate their views on a wide range of issues. This lead to some joint work and an action plan being created to address gaps arising from the audit. We are now working as a whole school to achieve the actions set out in the plan and a review will be undertaken ahead of the Charter Mark being awarded.


Principle Two: Ethos and Environment


“A Charter Mark school will be underpinned by an ethos and environment that promotes respect and values diversity.”


Areas for improvement that were highlighted by the KS2 pupils include the “reception platform” which they feel is too small and can create “traffic jams” at the end of the day causing them to get out of school late.

This has now been addressed and Y5 exit through the Dance Studio doors on Clifton Street side of the building. This has reduced congestion and it has improved safeguarding as it is easier to see who has been handed over.

Furthermore, they said that it can be “distracting” in the classrooms that are located off the dining hall whilst the KS1 pupils are having lunch. Finally, they said that would like more novels and books appealing to older children to be available in the library.

Additional texts have been added to the school library which children are enjoying.


Principle Three: Curriculum, Teaching, and Learning


“A Charter Mark school will demonstrate teaching and learning that promotes resilience and supports social and emotional learning, cultivating a love of learning for the whole school community


An issue arose from the parent group with regards to attendance awards. Parents expressed the opinion that this can be unfair on the children who may be unable to achieve 100% attendance due to regular appointments. Although it was acknowledged that appointments have to be “classed as an unauthorised absence” due to Government regulations, parents were concerned about “how children perceive” these attendance awards (which can include being taken out of class to take part in an activity), suggesting that a certificate “might be enough.”

Changed in autumn term- children could also get ‘Excellent attendance certificates’. Children made aware in assembly.

Additionally, there was some concern that teachers can be slightly more “harsh” on children “who struggle to behave” when reprimanding them for the same behaviours of children who do not struggle in this way.

Adaptation of behaviour policy linked to whole staff Emotion Coaching training.


Principle Four: Pupil Voice


“A Charter Mark school will be able to demonstrate that student voice and pupil involvement is encouraged, and their views are used to influence decisions. There is a strong partnership between staff and pupils and all pupils are involved.


Pupils highlighted the lunch time system as a main area for improvement, stating that they would like to be able to “sit anywhere,” irrespective of whether they have packed lunches or school dinners, so that they don’t get “split up from their friends.”

KS2 pupils are now allowed to sit anywhere in the dinner hall so can sit next to friends regardless of being packed lunch is school meals.

They also expressed the opinion that they don’t get very long to finish lunch (sometimes not finishing at all), nor long in the playground, as a result of going into the dining hall last.

Rota was reviewed to ensure fair and equitable across classes.

The group seemed very concerned about the presence of “thieves” within the school, suggesting that more could be done to find those responsible. They suggested that the “lunch box rack” be moved to “where the coats are” to deter the thieves or, alternatively, that lunch boxes be kept in classrooms so that “teachers can keep an eye on them.”

All lunchboxes are now kept in the dinner hall on the racks so they are easy to ‘keep an eye on’. Y6 lunchbox monitors also in place.


Principle Seven: Working with Parents or Carers


“A Charter Mark school will demonstrate a commitment to working with parents and carers. It will be evident that parent voice and partnership working is valued”


Parents also mentioned some issues with communication; stating that they would like more information on external services, such as Inclusion Support, that may become involved in supporting their children. Additionally, they said that receiving text messages about children being late to school “without understanding the reason” for it ,“doesn’t help” parents who may already be “stressed” – they said that they would much rather teachers talk to them about what has caused the lateness and offer to help. 

In a similar respect, attendance letters were also mentioned, although other members of the group highlighted that staff do warn parents of these letters to “try and soften the blow” as they “care about how we feel as parents.” Nonetheless, there was the general consensus that these are quite “hard-edged ways of implementing targets” and that school should “look at what choices they’re making about communication.” 

Attendance letters have been changed to reflect parent comments. External services and support has been shared on whole school newsletter.


Principle Seven: Working with Parents or Carers


“A Charter Mark school will demonstrate a commitment to working with parents and carers. It will be evident that parent voice and partnership working is valued”


It was highlighted that there are not many events just for parents with the group suggesting that school could “experiment a bit more with getting parents involved.”

Linked also with LPPA we are looking for more ways to engage parents …

  • E- safety workshops

  • Parents into school to talk about their religion and beliefs

  • Year 1 Banquet

  • Early Years- Mystery Reader

  • Stay and Read

  • Phonics workshops

  • Looking to run First Aid training course for parents

  • Early Years stay and plan and mothers day event


Additional actions linked to well-being charter mark:

  • Well being representatives meeting with school council/ pupil voice evidence / scrap book.

  • Well being progress in pupil newspaper

  • Well being progress on whole school newsletter

  • Well being progress on staff weekly SLT newsletter to improve communication and sense of being listened to/ ideas valued

  • Well being agenda items through phase meetings

  • Links to pupil voice with Y6 Business Enterprise project

  • Linked to LPPA- KS1 parent newsletter (Ks2 to follow) and You Said, we did section on newsletter

  • New PSHE curriculum this year

  • Buddies being re-launched

  • More Y6 pupils having responsibilities/ monitors

  • Pupil e-safety questionnaire

  • Sound system in the hall

  • HT staff questionnaire


Thank you to those parents who joined us to be part of the parent group that shared their thoughts, feeling and views with the Inclusion Support team on 28th September 2017. We continue to be part of the review process working towards achieving the Well-Being Chart Mark. As ever we will once again endeavour to listen to and take on board the thoughts and ideas from all stakeholders including staff, pupils and parents and feedback what people think is currently the positives and what we could consider changing or adapting once the full report has been received.

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